[xmca] free preview of W-M Roth book and other books of possible interest

["Peter Smagorinsky" <smago@uga.edu>]

Dear Educational Researcher:

 

Sense Publishers kindly invite you to have a free electronic preview of the
first 2 chapters of the following  books:

 

NOTE: DESK COPIES MAY BE OBTAINED THROUGH edwinbakker@sensepublishers.com
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THE WORLD OF SCIENCE EDUCATION: Handbook of Research in North America
Wolff-Michael Roth, University of Victoria, Canada and Kenneth Tobin, City
University of New York, USA
Each volume in the 7-volume series The World of Science Education reviews
research in a key region of the world. These regions include North America,
South and Latin America, Asia, Australia and New Zealand, Europe and Israel,
North Africa and the Middle East, and Sub-Saharan Africa.

  The focus of this Handbook is on North American (Canada, US) science
education and the scholarship that most closely supports this program. The
reviews of the research situate what has been accomplished within a given
field in North American rather an than international context. The purpose
therefore is to articulate and exhibit regional networks and trends that
produced specific forms of science education. The thrust lies in identifying
the roots of research programs and sketching trajectories?focusing the
changing façade of problems and solutions within regional contexts. The
approach allows readers review what has been done and accomplished, what is
missing, and what might be done next.

You can find a free preview at:

The
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a25254c30f7c81b52f872435532ec>  world of sciencePaperback

 

ROCKING YOUR WORLD: The Emotional Journey into Critical Discourses
Andrew H. Churchill (Ed.), McGill University, Canada
Excerpts from the final chapter: ?A Conversation Amongst the Authors,?
developed as an online discussion about the process and importance of
writing for this book. Authors are identified with the title of their
corresponding book chapter from this volume: 

 

? Wow, FINALLY, a text that will address the emotional and personal
struggles - and victories - of teaching a critical pedagogy!?Gaining and
sharing insights to the real personal and emotional struggles critical
pedagogues feel while engaging in critical teaching is crucial if we want to
survive in the academy where academic freedom and promotion and tenure may
be at risk simply due to one?s ideological position.?

PRIYA PARMAR: The ?Dangers? of teaching a critical pedagogy

 

?I had a class I taught in the fall ("Diversity in Human Relations") read my
piece for this book. It was a risk. Some people thought I was insane to
stand in front of a class of students who had just read about these deeply
personal, deeply painful experiences of mine. But I thought it was
pedagogically important to do so. I ask my students every day to push
themselves, take risks, ask questions, and expose themselves. If I'm not
prepared to do so myself, then how dare I expect them to?? 

LIZ MEYER: I am (not) a feminist: Unplugging from the Heterosexual Matrix

You can find a free preview at:

Rocking
<https://www.sensepublishers.com/product_info.php?products_id=696&osCsid=1a7
a25254c30f7c81b52f872435532ec>  your worldPaperback

 

A TRANSFORMATORY ETHIC OF INCLUSION: Rupturing disability and inclusion for
integrality
Jayne Clapton, Griffith University, Logan Campus, Australia

Inclusion, is a topical notion which underpins contemporary human service
practices and policies within Western Judeo-Christian societies. Inclusion
is most often considered within socio-historical and socio-political
contexts, whereby technical and legislative responses are sought. However,
this book explores the question, ?How ethically defensible is the notion of
inclusion in relation to people with intellectual disability??

? The book argues that Ethical Inclusion is only possible through the
rupture of these boundaries by a conceptual tool, ?A Transformatory Ethic of
Inclusion?. This conceptual instrument of rupture embraces the scholarship
of feminist ethics and feminist theology. Such a rupture requires examining
the ways traditional ethical frameworks themselves have conceptually
diminished and devalued the authenticity of people with intellectual
disability.  A concept of integrality becomes imaginable.

You can find a free preview at:

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<https://www.sensepublishers.com/product_info.php?products_id=699&osCsid=1a7
a25254c30f7c81b52f872435532ec>  transformatory ethicPaperback

 

A PEDAGOGY OF THE BLUES
Shirley Wade McLoughlin, Keene State College, New Hampshire, USA

With the increasingly techno-rational approach to education causing a sense
of hopelessness among educators in both public schools and higher education
institutions, alternative pedagogical approaches are needed to provide
educators with the means to navigate through oppressive milieus.  The author
offers her conceptualization of a pedagogy of the blues as such an approach.
This work is grounded in the powerful early blues of African Americans,
identifying specific themes representative of the blues metaphor that
reverberate in the work of early blues artists. Using a predominantly
cultural studies lens, the author traces the emergence and evolution of the
blues metaphor from pre-slavery Africa?s musical forms to the music of the
slaves.  She then closely examines the emergence of the blues as a form of
popular music in the 1920s. analyzing popular culture representations of the
blues artists, historical  artifacts, recordings, lyrics of early blues, and
other sources of data. From this material, certain themes emerge and are
identified as part of the blues metaphor.  These themes and their evolution
are traced through other forms of popular music, including jazz, country,
rhythm and blues, rock, folk, and rap.  The author then uses these powerful
themes to mold a conceptualization of a pedagogy of the blues, a pedagogical
approach that allows educators to hope, to resist, and to transcend the
oppressive environments that exist in today?s educational settings.

You can find a free preview at:

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A CONTEMPORARY AUTOBIOGRAPHY OF A SCIENCE EDUCATOR
Scott D. Robinson, University of Hawaii at Manao

A Contemporary Autobiography of a Science Educator reminds readers that they
teach who they are, and understanding who they are is fundamental for
meaningful communication and effective classroom instruction. The book is
for science educators, teacher educators, and others who wish to examine
their own personal and professional identities in the social and cultural
contexts in which their lives are embedded. Just as teaching can be viewed
as relationship with others, this contemporary autobiography is situated on
the significance of relationship with self. As a contemporary autobiography,
the narrative reveals the author?s subjective truths while digging deeply
into psychosocial motives of power and intimacy. The author reflects on his
personal choices and career decisions that led him into and out of high
school science teaching. The book contains stories and reflections from
summer work camp experiences, undergraduate college days, teacher
preparation episodes, and high school science teaching. Story themes are
diversity and leadership, group identity and motivation, urban teaching and
teacher preparation, and high school science teaching. These themes evolve
out of nuclear episodes of the author?s storied life that brings present day
understanding and meaning from past actions and interactions. This kind of
critical introspection may hold special relevance for teachers, teacher
educators, and others who wish to make their own identities salient and
relevant to their own needs and interests as well as the needs and interests
of students, teacher candidates, and clients whom they serve.

You can find a free preview at:

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a25254c30f7c81b52f872435532ec>  contemporary autobiographyPaperback

 

 

THE EMPEROR?S NEW COMPUTER: ICT, TEACHERS AND TEACHING
Tony Di Petta , Brock University, Canada(Ed.)

The influence of Information and Communication Technologies (ICT) on all
aspects of teaching and learning has increasingly become the focus of
research and theoretical consideration in a variety of academic arenas
including education and culture. ICT?s subtle and seductive impact on
educational administration; globalisation; curriculum design, development
and delivery; and teacher roles and responsibilities has challenged the
privileged notion of how education in society is or should be delivered.
Most schools and curricula require ICT enabled or supported courses as part
of their mission or design. Yet the seeming ubiquitous adoption of ICT has
not made the technology?s use any less controversial. There is much that is
still puzzling and troubling about Information and Communication Technology
and its impact on teachers and learners. The Emperor?s New Computer: ICT,
Teaching and Learning presents nine chapters that reflect international
points of view on the intersection of Information and Communication
Technology and education, pose critical questions about ICT?s use and
examine ways of navigating the complex paths that ICT has carved in all
aspects of global education, society and culture.

You can find a free preview at:

The
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a25254c30f7c81b52f872435532ec>  emperor?s new computerPaperback

 

CRITICAL LITERACIES IN ACTION: SOCIAL PERSPECTIVES AND TEACHING PRACTICES
Karyn Cooper, University of Toronto, Ontario Institute for Studies in
Education, Canada and 
Robert E. White, St. Francis Xavier University, Canada (Eds.)

Critical Literacies in Action: Social Perspectives and Teaching Practices
asks how educators can become more experienced in order to truly support
literacy, particularly for children of poverty or for those who have been
labeled ?at-risk?. This is especially important in current times, since a
literate individual is one who is more successfully able to situate him- or
herself within a continuum of lifelong learning in order to fulfill personal
goals and to participate fully within the wider societyal context. ?
Definitions of literacy have also evolved along with the evolution of the
computer. Currently, the term ?literacy? describes a commitment to and
participation in a multiplicity of meaning making systems, many of which
exhibit ever-greater degrees of interdependence with one another. The term
?Critical Literacy? has come into use relatively recently and is generally
regarded as a sub-category of Critical Pedagogy ? ?Critical? because it
promotes an agenda for positive social change.

You can find a free preview at:

Critical
<https://www.sensepublishers.com/product_info.php?products_id=706&osCsid=1a7
a25254c30f7c81b52f872435532ec>  literacies in actionPaperback

 

 

POWER, PEDAGOGY AND PRAXIS: Social Justice in the Globalized Classroom
Shannon A. Moore and Richard C. Mitchell, Brock University, Canada (Eds.)

The aim of the text is to respond to gaps in an emergent discourse running
along minority/majority world fault lines through various perspectives
linking globalization, education and human rights. The editors? standpoint
allows the consideration of equity in education as the foremost expression
of social justice in this era of economic and technological globalization
regardless of political or cultural contexts. This project continues the
tradition of critical social pedagogy in creating common ground that
accesses new approaches to political and classroom-based relations of power
and praxis. 

You can find a free preview at:

Power,
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a25254c30f7c81b52f872435532ec>  pedagogy and praxisPaperback

 

LEARNER-CENTERED SCIENCE EDUCATION
Cliff Malcom, University of KwaZulu-Natal and Rubby Dhunpath, University of
KwaZulu-Natal (Eds.)

This book arises from the author?s experience of the South African science
curriculum development and teaching since 1994, exploring definitions of
science and approaches to science education appropriate to a newly liberated
developing country. Each of the 50 chapters is borne out of Cliff Malcolm?s
close relationships with communities in SA where he obtained deep insights
into their attitudes to science teaching and learning, providing him with an
empirical basis to challenge tertiary institutions to transform their
curriculum offerings to embrace the culture and world views of African
students. The author makes a compelling case for the evolution of relevant
science teaching and learning that provide ?capital? for indigenous
knowledges. The book has relevance also to first world countries, because
the social and educational problems facing South Africa, though starker
here, are present in all countries. ?

 

?Each chapter is a riveting story arising from Cliff?s personal everyday
life in South Africa from which he gently, skilfully, and comprehensively
lays out highly significant issues and practices concerning learner-centred
science teaching that might otherwise seem problematic to classroom
teachers. Clarity and inspiration ensue. This scholarly book engages our
personal reflection on, and commitment to, classroom practice for the
betterment of all students, especially those who find themselves
marginalized from mainstream success. ? 

GLEN AIKENHEAD, University of Saskatchewan, Canada

You can find a free preview at:

Learner-centered
<https://www.sensepublishers.com/product_info.php?products_id=710&osCsid=1a7
a25254c30f7c81b52f872435532ec>  science educationPaperback

 

 

INDIGENOUS KNOWLEDGES, DEVELOPMENT AND EDUCATION
Jonathan Langdon, McGill University (Ed.)

Indigenous knowledges are the subject of much discussion and debate in many
contemporary academic fields. This is no less true in the fields of
education and development studies ? two fields with long histories of
interaction with indigenous knowledges and peoples. Yet, despite this
similar level of interest and interaction, there has yet to emerge a book
that draws together the two fields as they interact with and learn from
indigenous epistemologies. This then is the starting point of this book.
Drawing together a selection of authors whose work speaks to the
interconnection of the three areas of knowledge, the chapters examine how
these knowledges co-exist in a number of specific sites. The collection
includes: a decolonizing critique of the fields and practice of development
and education; a discussion of indigenous knowledge as a source of learning
for the teaching of development studies; an examination of the use of
local/traditional/indigenous knowledges in sustainable livelihoods projects;
a reflection on building collaboration towards the emergence of an
indigenous research methodology; a thinking-through of the linkages between
language, development and education in an indigenous Canadian community; a
personalized account of the impact of indigenous knowledges on the formation
of a young medical student; and, a reflection on dialogue between western
health practitioners and traditional bonesetters in northern Ghana?. 

You can find a free preview at:

Indigenous
<https://www.sensepublishers.com/product_info.php?products_id=712&osCsid=1a7
a25254c30f7c81b52f872435532ec>  knowledgesPaperback

 

 

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