Teaching The Taboo
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📒Teaching The Taboo ✍ Rick Ayers
✏Teaching the Taboo Book Summary : Rick and William Ayers renew their challenge to teachers to teach initiative, to teach imagination, to “teach the taboo” in the new edition of this bestseller. Drawing from a lifetime of deep commitment to students, teaching, and social justice, the authors update their powerful critique of schooling and present classroom stories of everyday teachers grappling with many of today’s hotly debated issues. They invite educators to live a teaching life of questioning—to imagine classrooms where every established and received bit of wisdom, common sense, orthodoxy, and dogma is open for examination, interrogation, and rethinking. Teaching the Taboo, Second Edition is an insightful guide to effective pedagogy and essential reading for anyone looking to evolve as an educator. What’s new for the second edition of Teaching the Taboo! A deeper exploration of issues of white privilege and racism and war and peace. A more thorough examination of the problems with math and science education, including possible solutions. An expanded exploration of the importance of creative writing for validating individual and community experiences. A more thorough discussion of Freire’s work and comparison to the radical teaching projects of African American activists in the south during the Freedom Schools. An in-depth look at how students can be part of co-constructing historical narratives and analyses. An update on school struggles in Atlanta, Chicago, and Seattle. Praise for the first edition of Teaching the Taboo! “For those frustrated by the thrust of educational 'reform'…this book provides what can be described as both a challenge and a set of alternatives.” —Education Review “Drawing from a lifetime of deep thinking about education and courageous commitment to precious students, Rick and William Ayers have given us a marvelous book. Their devastating critique of the pervasive market models in education and their powerful defense of democratic forms of imagination in schools are so badly needed in our present-day crisis!” —Cornel West, Princeton University “Teaching the Taboo is provocative, challenging, funny in places, wild but sensible enough to be useful, inspiring, and practical for educators who are working to negate the educational madness that is infecting the schools.” —Herb Kohl, author of 36 Children and Painting Chinese Rick Ayers is a university instructor and founder of the Communication Arts and Sciences small school at Berkeley High School, and teaches at the University of San Francisco. William Ayers is a school reform activist and a Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago.
📒Teaching Taboo Topics Without Talking About Them ✍ Piya Sorcar
✏Teaching taboo topics without talking about them Book Summary :
📒About Becoming A Teacher ✍ William Ayers
✏About Becoming a Teacher Book Summary : "The book provides practical steps on how to prepare for a life in teaching, curriculum-making, building relationships with students, and fostering an effective learning environment. Should I become a teacher? What commitments should I bring with me into the classroom? How should I develop my own unique teaching signature? These are three of the questions that shape and structure this accessible and helpful guide for people who are moving toward teaching. Grounding hands-on advice and concrete examples in a concept of teaching as both a practical art and an essentially ethical practice, this book can be put to immediate use even as it invites new and prospective teachers to consider the deepest dimensions of a life in teaching"--
📒Teachers Without Borders ✍ Alyssa Hadley Dunn
✏Teachers Without Borders Book Summary : " Teachers Without Borders?is the story of four Indian teachers who came to the United States in the face of tremendous personal and professional odds to teach in urban schools. Their experiences are brought to life in this groundbreaking empirical study through interviews with their principals, district representatives in charge of recruitment and orientation, recruitment agency personnel, and union representatives, as well as in-depth classroom observations and student commentary. This well-researched work raises an essential question: If international teachers face daily exploitation, a lack of personal and professional support, and a lack of pedagogical and cultural preparation, are they able to give urban students the high-quality multicultural education they need and deserve? Book Features: An engaging case study that tackles competing discourses about immigration, globalization, and teacher quality. The voices of international teachers highlighting the successes and challenges of their experience and comparisons to teachers in other cities across the country. An examination of the differences in student and teacher expectations and how these influence teaching and learning. Alyssa Hadley Dunnis an assistant professor of urban teacher education at Georgia State University. “Teachers Without Borders?underscores the need for teacher educators and district personnel to incorporate culturally relevant pedagogy into their programs and professional support.” —From the Foreword byJacqueline Jordan Irvine “Teachers Without Borders?documents the advent of hiring international teachers to fill shortages in urban schools. Dunn’s extraordinary analysis shows the lack of preparation of these teachers and, as important, she teaches us how to build the kind of support that will transform this kind of teacher recruitment into a system that matters for students, their schools, and their communities.” —Ann Lieberman, Senior Scholar, Stanford University, co-author ofTeachers in Professional CommunitiesandHow Teachers Become Leaders “Alyssa Hadley Dunn argues that both students and international teachers are being misled. This is an excellent and important study.” —Carl A. Grant, Hoefs-Bascom Professor, University Wisconsin-Madison “In this highly readable case study, Dunn exposes how the rhetoric of ‘cultural awareness’ used to justify hiring temporary international teachers masks a deeper devaluation of teachers, students of color, and pedagogical knowledge.” —Christine Sleeter, professor emerita, California State University, Monterey Bay, co-author ofTeaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms "Teachers Without Borders?will transport you through the local and the global, interweaving nuanced portraits of teachers from abroad with troubling unveilings of the bigger picture behind teacher recruitment and school reform. Insightful, passionate, and expansive, this book is a must-read.” —Kevin Kumashiro, University of Illinois at Chicago, author ofBad Teacher! How Blaming Teachers Distorts the Bigger Picture; “In this brilliantly rendered case, we see the human consequences when advocates adopt profit-driven strategies, assume quick-fix solutions, and embrace an arid view of teaching and learning. We can also glimpse pathways toward creating a system capable of educating all children in our wildly diverse democracy.” —William Ayers, educator and bestselling author ofTo Teach, Third EditionandTeaching the Taboo “Teachers Without Borders?opens a new window on the complex realities of cultural literacy in our schools, the challenges of culturally responsive pedagogy in our classrooms, and the still promising opportunities for reform today.” —Jeff Biggers, author ofState Out of the Union: Arizona and the Final Showdown Over the American Dream “This highly-readable and moving book couples compelling case studies with hard-hitting social and political critique. In a sensitive yet unflinching analysis, Alyssa Hadley Dunn exposes the complex economic, professional, and humanitarian issues involved in international teacher recruitment. Although many readers will not be aware of this problem before reading the book, they will never be able to forget it once they do.” —Marilyn Cochran-Smith, Cawthorne Professor of Teacher Education, Lynch School of Education, Boston College "
📒Art Centered Learning Across The Curriculum ✍ Julia Marshall
✏Art Centered Learning Across the Curriculum Book Summary : This handbook provides teachers with a framework for implementing inquiry-based, substantive art integration across the curriculum, along with the background knowledge and models needed to do this. Drawing on ideas from Harvard Project Zero, the authors make a clear and compelling argument for how contemporary art supports student learning. The text features subject-specific chapters co-written by teaching scholars from that discipline. Each chapter includes examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. The book concludes with a chapter on an integrated, inquiry-based curriculum inspired by contemporary art, including guidelines for developing art projects teachers can adapt to their students’ interests and needs. This resource is appropriate for art teachers, as well as subject-area teachers who are not familiar with using contemporary art in the classroom. “I am so excited about this book! The visuals alone are enough to clue teachers in on ways that Contemporary Art can blow their curriculums open to become engaging, relevant vehicles for their students to ride across the 21st century. From the first scan, readers cannot help but see the power of Contemporary Art in transforming classrooms and learning.” —From the Foreword by Lois Hetland, professor and chair of art education at Massachusetts College of Art and Design, and co-author of Studio Thinking 2 “Art-Centered Learning Across the Curriculum well surpasses its goal to demystify contemporary art for K–12 teachers. In this important text, the authors present a direct challenge to educators and public education reformers of all stripes to embrace the arts and design practices across disciplines as a potent means for building beautiful minds, not merely as a tool for beautifying dingy school corridors. This new book serves as a primer for fashioning the kinds of integrated curriculum frameworks required for success in today’s global knowledge economy.” —James Haywood Rolling Jr., chair of art education and a dual professor in art education and teaching and leadership, Syracuse University
📒An Empty Seat In Class ✍ Rick Ayers
✏An Empty Seat in Class Book Summary : The death of a student, especially to gun violence, is a life-changing experience that occurs with more and more frequency in America’s schools. For each of these tragedies, there is a classroom and there is a teacher. Yet student death is often a forbidden subject, removed from teacher education and professional development classes where the curriculum is focused instead on learning about standards, lesson plans, and pedagogy. What can and should teachers do when the unbearable happens? An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. This book weaves the story of the author’s very personal experience of a student’s fatal shooting with short pieces by other educators who have worked through equally terrible events and also includes contributions from counselors, therapists, and school principals. Through accumulated wisdom, educators are given the means and the resources to find their own path to healing their students, their communities, and themselves. “A dreadful script had been written for our school and town (and the world) but this did not mean that a new script could not be written by us. We didn’t have to subscribe to the tragic script beyond our control. It was time to rewrite.” —Lee Keylock, high school teacher, Sandy Hook, CT “This book is a meditation on the unspeakable horror and ensuing anguish that follows the death of a student. A heretofore taboo subject, teachers have much to share about their creative, improvisational praxes when shared cultural scripts in urban classrooms are unavailable. This moving and poignant text illuminates as much as it inspires. —Angela Valenzuela, Professor of Education, University of Texas, Director of the Texas Center for Education Policy “Written by the most important kind of expert, someone who has been there, Dr. Ayers candidly discusses his own struggles following the violent death of one of his students. This book serves as an invaluable guide, providing research and practical tools on how to respond to a student death and facilitate a safe space in the classroom where students can ask questions, express emotions, and process their grief. This is a must-read for every teacher, administrator, and counselor so that a school is well prepared in the event of a tragedy.” —Heidi Horsley, executive director, Open to Hope Foundation, adjunct professor, Columbia University School of Social Work “For those who teach, this book will likely evoke painful memories of loss and unrealized potential that accompanies the tragedy of any student's death. Classrooms and communities are worlds of their own, where saving one life or inspiring someone in even the most minute or momentary way can mean saving a whole world. Ayers's book honors the lives of both teachers and students. It is a book for all of us.” —Jack Weinstein, director, San Francisco Bay Area, Facing History and Ourselves
✏Handbook of Research on Digital Media and Advertising User Generated Content Consumption Book Summary : "This book bridges the gap between professional and academic perceptions of advertising in new media environments, defining the evolution of consumerism within the context of media change and establishing the practical issues related to consumer power shifts from supplier to user"--Provided by publisher.
📒Should The Church Teach Tithing ✍ Russell Earl Kelly
✏Should the Church Teach Tithing Book Summary : Following a thorough examination of every biblical text on tithing, Dr. Kelly concludes that the church would be best served spiritually by believing and applying better New Testament principles of giving. After discussing sound biblical reasons for Christians to replace tithing, he presents God's better principles of grace. Doctrines such as the New Testament concept of law and covenant and the priesthood of believers are presented as they affect tithing. Following several chapters which discuss disputed texts relating to pastoral support, this book traces the early development of church support as found in the Church Fathers before Nicea. This book leaves no question or objection about tithing unanswered. It is a "must read" for any serious Bible student. There is a wealth of other doctrinal insights to be gained as one goes through the Bible in search of the truth about tithing.
📒We Don T Need Another Hero ✍ Gregory Michie
✏We Don t Need Another Hero Book Summary : In his latest book, bestselling author Gregory Michie critiques high-stakes schooling and provides a powerful alternative vision of teaching as a humanistic enterprise, students as multidimensional beings, and schools as spaces where young people can imagine and become, not just achieve. Drawing on his experiences over the past two decades as a classroom teacher, community volunteer, researcher, and teacher educator in Chicago's public schools, Michie offers compelling accounts of teaching and learning in urban America. Mindful of the complex realities educators face, he portrays urban schools as they really are: sites of struggle, hope, and possibility. At a time when others relentlessly trumpet a competitive, data-driven, corporatized notion of education, the essays in We Don't Need Another Hero challenge the dominant images of failing urban schools and bad teachers. Like Michie's now classic Holler If You Hear Me, this book gives much-needed hope to new and seasoned teachers alike. It is also an important resource for school administrators, policymakers, parents, and anyone who wants to better understand what is really happening in American schools. Gregory Michie teaches in the Department of Foundations and Social Policy at Concordia University Chicago. He is the bestselling author of Holler If You Hear Me: The Education of a Teacher and His Students, Second Edition, and See You When We Get There: Teaching for Change in Urban Schools. “Greg Michie is right: we don't need another hero. The heroes are already there: they are our students, as well as the teachers and administrators who have a passion for justice.Those are the voices we must heed.” —From the Foreword by Sonia Nieto, professor emerita, University of Massachusetts, Amherst “There is no writer working today who captures the excruciating complexity of a life in teaching with as much grace and clarity as Gregory Michie. These everyday heroes are the heart of teaching and the soul of democracy.” —William Ayers, educator and bestselling author of To Teach, Third Edition and Teaching the Taboo “Gregory Michie's experiences in the classroom and his purview post-teaching make this a good peek into the thoughts of a man willing to challenge the current notions of education reform. Rather than sit in frustration over the current tenor surrounding these so-called reforms, Michie seeks meaningful progress and solutions.” —Jose Luis Vilson, NYC Public School lead teacher and writer at TheJoseVilson.com
📒Informing Faculty Development For Teacher Educators ✍ Kenneth R. Howey
✏Informing Faculty Development for Teacher Educators Book Summary : This volume brings together a diverse group of scholars to address a topic that has not received the attention it deserves: the continuing professional development of faculty members who educate prospective teachers. It argues the case that more and better professional development for teacher educators is essential. This book takes a broad-based view of professional development for teacher educators and focuses on endeavors that can be integrated as fully as possible into ongoing responsibilities. Also discussed is how teachers might nourish their collective commitment as a faculty to an ethos and a culture that can also maximize their growth as scholars and their ability to serve a variety of clients better than at present. In addition, it addresses the particular challenges confronting clinical faculty members, their responsibilities, and the relationship between faculty members in schools and colleges of education and those in elementary and secondary schools who assume these evolving clinical roles in many instances.