This book acknowledges the reality that in the late 1990s we live in a new racial context. The reassertion of white supremacy has created a social and educational world where many whites are angry, feel racially victimized, and stand ready to protect their privilege. Such conditions breed fear, hatred, and further violence. Any multicultural education that fails to recognize these conditions will follow the path of irrelevancy - a path too often taken by previous educational reforms. While concepts of cultural difference and diversity are certainly addressed in Changing Multiculturalism, one of its key features involves the analysis of positionality. How has one's race, ethnic, class, and/or gender consciousness been produced? What is the impact of this consciousness production on one's identity? In these ways, the book attempts to move beyond traditional texts in multicultural education. Both critical and practical, this book promises to engage the reader in a critically grounded multiculturalism.

Changing Multiculturalism: New Times, New Curriculum (Changing Education Series)

Education & Teaching

Steinberg, Shirley R.

Kincheloe, Joe L.

Schools & Teaching

Open Univ Pr

Teachers as Researchers: Qualitative inquiry as a path to empowerment (Teachers' Library)

This book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themsleves. Teachers are now being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. The author, a leading proponent of qualitative research, argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this book. Updated and revised for this new edition, it retains both its clarity and insistence on sound research practice. Joe L. Kincheloe is Professor of Education at the City University of New York Graduate Center and Brooklyn College. he is the author and editor of many books on critical pedagogy and qualitative research in education. Series Editor: Ivor F. Goodson.

Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment (Teachers' Library)

Science & Math

Mathematics

Routledge

Deskilling in the education of teachers involves breaking down their tasks and delegating them to low-skill workers. This book encourages teachers to resist deskilling, to develop the ability to teach themselves and to become empowered.

Curriculum as Social Psychoanalysis: The Significance of Place (Suny Series, Teacher Empowerment and School Reform)

Contemporary curriculum discourses include historical, political, and autobiographical understandings ― all important in the effort to read critically the educational act. The authors of this volume introduce the notion of “place” to the study of curriculum, focusing on the “southern place” to ground and illustrate this form of analysis. Curriculum that recognizes the significance of place, that situates itself geographically, extends the social psychoanalytic methodology and concretizes its emancipatory intent.

Curriculum As Social Psychoanalysis: The Significance of Place (Teacher Empowerment and School Reform)

State Univ of New York Pr

Written from a cutting-edge perspective, Contextualizing Teaching offers a critical and constructive way of looking at the world and thinking about teaching and learning in schools. The book reviews a wide range of historical, philosophical, and social literature from a postmodern perspective, and the authors provide illustrative examples and case studies from personal experience, which illuminate the themes they discuss.

Contextualizing Teaching: Introduction to Education and Educational Foundations

Slattery, Patrick

Longman

What is indigenous knowledge? (Indigenous Knowledge and Schooling)

First Published in 1999. Routledge is an imprint of Taylor &amp; Francis, an informa company.

What is Indigenous Knowledge?: Voices from the Academy (Indigenous Knowledge and Schooling)

Politics & Social Sciences

Semali, Ladislaus M.

Social Sciences

In this second edition of Getting Beyond the Facts, Kincheloe presents a comprehensive view of complex-democratic social studies in the 21st century. He argues that the reform of social studies education requires a corps of rigorous social science scholars who understand the historical origins of the social studies, the conceptual foundations of the field, its strengths and weaknesses, and modes of social theoretical analysis and takes students through numerous intellectual encounters in social studies and the contexts that inform it. Focusing on the importance of knowledge production and interpretation, Kincheloe calls for the education of social studies teachers as researchers who can critique and reconstruct curriculum as they expose the covert, ideological functions of contemporary educational reforms and top-down standards-driven social studies subject matter. In an era of depoliticization and induced political illiteracy, Kincheloe calls for a new form of social studies/social sciences scholarship to counter such alarming trends.

Getting Beyond the Facts: Teaching Social Studies/Social Sciences in the Twenty-first Century--Second Edition

History

Americas

Peter Lang Inc., International Academic Publishers

Introducing post-formal thinking for educators and students, the authors of this book use Albert Einstein as a metaphor for student's failure in today's schools. Blending biography and scholarship, they re-introduce cognition in an accessible way that makes ways of knowing make sense.

The Stigma of Genius: Einstein, Consciousness, and Education

Health, Fitness & Dieting

Psychology & Counseling

While the authors of this book were team teaching a course called «High and Low Art: Good and Bad Taste», the «Sensation» controversy at the Brooklyn Museum broke out. This controversy not only shaped their course, but had larger implications for art, culture, and education in general for the twenty-first century. By asking serious aesthetic and cultural questions about art and teaching, this book explores the power of art to shape both our emotions and our intellect.

Art, Culture, & Education: Artful Teaching in a Fractured Landscape (Counterpoints)

Arts & Photography

Rose, Karel

Study & Teaching

The Critical Pedagogy Primer provides a short, smart, and innovative introduction to this topic. Focusing on the traditions that helped create critical pedagogy, this primer concentrates on what the author calls an «evolving criticality». This refers both to the constantly changing and evolving nature of critical pedagogy, and to the need to keep the field on the cutting edge of scholarly innovation. These concerns are presented in a language that is designed for both uninitiated and sophisticated readers. The Critical Pedagogy Primer includes a glossary and a description of leading figures in the field of critical pedagogy. Anyone learning about critical pedagogy must read this book – it should be an assigned text at every school of education.

Critical Pedagogy Primer: Second Printing (Peter Lang Primer)

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Books by Kincheloe, Joe L.