Minding the marginalized students through inclusion, justice, and hope : daring to transform educational inequities

While the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity. There...

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Other Authors: Lalas, Jose W., (Editor), Strikwerda, Heidi Luv, (Editor), Forlin, Chris, (writer of foreword.), Howard, Tyrone C. (Editor)
Format: eBook
Language: English
Published: Bingley, U.K. : Emerald Publishing Limited, 2021.
Series: International perspectives on inclusive education ; v. 16.
Subjects:
Educational equalization.
Minorities > Education.
Social justice.
Education > Inclusive Education.
Inclusive education, mainstreaming.
elektronické knihy
electronic books
ISBN: 9781839827969
Physical Description: 1 online resource (320 pages).

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040 |a UtOrBLW  |b eng  |e rda  |c UtOrBLW  |d UtOrBLW 
080 |a 37.01 
245 0 0 |a Minding the marginalized students through inclusion, justice, and hope :  |b daring to transform educational inequities /  |c edited by Jose W. Lalas (University of Redlands, USA), Heidi Luv Strikwerda (University of Redlands, USA) ; foreword by Chris Forlin ; series editor, Tyrone Howard (University of California, USA). 
264 1 |a Bingley, U.K. :  |b Emerald Publishing Limited,  |c 2021. 
264 4 |c ©2021 
300 |a 1 online resource (320 pages). 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a International perspectives on inclusive education ;  |v v. 16 
500 |a Includes index. 
504 |a Includes bibliographical references. 
505 0 |a Chapter 1. Introduction: Mind the margins: there is no teaching without true equity / Jose W. Lalas and Heidi Luv Strikwerda -- Part: I Addressing all those who are deemed to be on the margins -- Chapter 2. Viewing language as property: a critical reimagination of teaching English learners / Jose W. Lalas and Heidi Luv Strikwerda -- Chapter 3. Attacking the wealth gap and correlating achievement gap for children living in poverty through critical determination / Chris Jackson and Heidi Luv Strikwerda -- Chapter 4. Social justice pedagogy for teacher of children living in poverty / Angela Macias -- Chapter 5. Preparing for powerful progress: ensuring equity when supporting black students / Nicol R. Howard and Keith E. Howard -- Chapter 6. On the margins of the margins: teaching teachers inside juvenile hall / Brian Charest -- Part II: Meeting the needs of marginalized students through teacher preparation programs -- Chapter 7. Inclusive teaching requires inclusive lesson planning / Jessica Tunney and Amy Hanreddy -- Chapter 8. Universal design vs. differentiated design: a conversation about equality / Marni E. Fisher and Kimiya Sohrab Maghzi -- Chapter 9. Foster placement, ethnic minority, and dis/ability: intersectional formative childhood experiences / Kimiya Sohrab Maghzi and Marni E. Fisher -- Chapter 10. Intersectional agility in teacher education: critical reflections on co-teaching in an integrated dual credential program / James O. Fabionar and Suzanne Stolz -- Part III: Minding the margins: international context -- Chapter 11. Disrupting the status quo: a socially just education for Australia's First Nations boys / Grace O Brien -- Chapter 12. Participatory policy formulation on indigenous peoples education in the K to 12 basic education program in the Philippines / Dina Joana Ocampo, Rozanno Rufino, and Junette Fatima Gonzale -- Chapter 13. Criticality across topics: making classrooms as democratic spaces for teachers as cultural workers (martial law conversations in the Philippines) / Jose W. Lalas -- Part IV: Conclusions: minding the margins across contexts -- Chapter 14. "Our time is now": education for humanization and the fight for black life / Patrick Roz Camangian -- Chapter 15. Educators as agents of hope: hopeful possibilities found in hopeless realities (biomythography) / Heidi Luv Strikwerda. 
520 |a While the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity. Therefore, equity solution driven by inclusion, justice, and hope is needed to transform the current systemic educational inequities. To ensure and sustain the notion that all children have the opportunities they need to develop, succeed, and meet their potential, it is imperative that we move the discussion about the impact of education from celebrating the academic gain of a few, to the needs of the many marginalized students who are often discounted and dehumanized. 
588 0 |a Print version record. 
650 0 |a Educational equalization. 
650 0 |a Minorities  |x Education. 
650 0 |a Social justice. 
650 7 |a Education  |x Inclusive Education.  |2 bisacsh 
650 7 |a Inclusive education, mainstreaming.  |2 bicssc 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Lalas, Jose W.,  |e editor. 
700 1 |a Strikwerda, Heidi Luv,  |e editor. 
700 1 |a Forlin, Chris,  |e writer of foreword. 
700 1 |a Howard, Tyrone C.  |q (Tyrone Caldwell),  |e editor. 
776 0 8 |i Print version:  |z 9781839827952 
776 0 8 |i PDF version:  |z 9781839827945 
830 0 |a International perspectives on inclusive education ;  |v v. 16. 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/S1479-3636202116  |y Full text 

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