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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Bibliographic Details
Other Authors Lalas, Jose W. (Editor), Strikwerda, Heidi Luv (Editor), Forlin, Chris (writer of foreword.), Howard, Tyrone C. (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K. : Emerald Publishing Limited, 2021.
SeriesInternational perspectives on inclusive education ; v. 16.
Subjects
Educational equalization.
Minorities > Education.
Social justice.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781839827969
DOI10.1108/S1479-3636202116
Physical Description1 online resource (320 pages).

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Table of Contents:
  • 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.

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