Автор: Natasha N. Croom, Tyson E.J Marsh Название: Envisioning a Critical Race Praxis in K-12 Leadership Through Counter-Storytelling ISBN: 1681234084 ISBN-13(EAN): 9781681234083 Издательство: Mare Nostrum (Eurospan) Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor.The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.
Автор: Natasha N. Croom, Tyson E.J Marsh Название: Envisioning Critical Race Praxis in Higher Education Through Counter-Storytelling ISBN: 1681234068 ISBN-13(EAN): 9781681234069 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 94250.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: A volume in Educational Leadership for Social Justice Series Editors: Jeffrey S. Brooks, Monash University, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top‐down approach to educational policy and practice, it is imperative that higher education leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though higher education leaders and leadership programs are often absent in this process, given their influence and power, higher education leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter‐stories and praxis for the purpose of providing higher education leaders‐in‐training and practicing higher education leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within higher education. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in higher education. Through the use of critical race methodology and counter‐storytelling (Sol rzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future higher education leaders insight in recognizing how racism functions within their respective institutions, and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for higher education leaders to develop a critical race praxis and anti‐racist approach to leadership.
Автор: Natasha N. Croom, Tyson E.J Marsh Название: Envisioning Critical Race Praxis in Higher Education Through Counter-Storytelling ISBN: 168123405X ISBN-13(EAN): 9781681234052 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: A volume in Educational Leadership for Social Justice Series Editors: Jeffrey S. Brooks, Monash University, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top‐down approach to educational policy and practice, it is imperative that higher education leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though higher education leaders and leadership programs are often absent in this process, given their influence and power, higher education leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter‐stories and praxis for the purpose of providing higher education leaders‐in‐training and practicing higher education leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within higher education. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in higher education. Through the use of critical race methodology and counter‐storytelling (Sol rzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future higher education leaders insight in recognizing how racism functions within their respective institutions, and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for higher education leaders to develop a critical race praxis and anti‐racist approach to leadership.
Автор: Brock Sabra E., McAliney Peter J. Название: Discourses on Business Education at the College Level: On the Boundaries of Content and Praxis ISBN: 1644691191 ISBN-13(EAN): 9781644691199 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 115500.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Drawing from doctoral level research on how best to teach business education to college students, Discourses on Business Education at the College Level illustrates new and proven ideas for engaging students. Sixteen authors describe their experiences in upgrading and expanding the quality of the business education experience.
Автор: Liz Stanley Название: Feminist Praxis (RLE Feminist Theory): Research, Theory and Epistemology in Feminist Sociology ISBN: 0415635136 ISBN-13(EAN): 9780415635134 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Невозможна поставка. Описание: Designed precisely with feminist researchers in mind, `Feminist Praxis` gives detailed analytic accounts of particular examples of feminist research, showing how feminist epistemology can translate into concrete feminist research practices.
Автор: Natasha N. Croom, Tyson E.J Marsh Название: Envisioning a Critical Race Praxis in K-12 Leadership Through Counter-Storytelling ISBN: 1681234092 ISBN-13(EAN): 9781681234090 Издательство: Mare Nostrum (Eurospan) Цена: 94250.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor.The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.
Автор: Marc Dieb?cker Название: Soziale Arbeit als staatliche Praxis im st?dtischen Raum ISBN: 3658034114 ISBN-13(EAN): 9783658034115 Издательство: Springer Рейтинг: Цена: 47880.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Soziale Arbeit und Staat.- Soziale Arbeit, Raum und Staat.- Transformationsperspektiven auf Staat und Gesellschaft.- Staat, Raum und Soziale Arbeit denken mit Foucault.- Der empirisch-qualitative Forschungsprozess und seine Methoden.- Der цffentliche Diskurs zum Wiener Praterstern.- Die sozialarbeiterische Praxis des Projekts SAM2 am Wiener Praterstern.- Soziale Arbeit als staatlich-rдumliche Praxis.
Автор: Ina Alber; Birgit Griese; Martina Schiebel Название: Biografieforschung als Praxis der Triangulation ISBN: 365818860X ISBN-13(EAN): 9783658188603 Издательство: Springer Рейтинг: Цена: 26110.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Biografieforschung als Praxis der Triangulation - zur Einfьhrung.- Das Tagebuch in einer biografischen Erzдhlung. Zur methodischen Verbindung von schriftlichem und mьndlichem biografischem Datenmaterial.- Biografische Wahrheit durch die Erweiterung von Erfahrungsperspektiven? Vom analytischen Umgang mit Divergenzen in der Rekonstruktion bei der Triangulation von narrativen Interviews.- Biografie - Material - Interaktion. Zur Triangulation biografischer Rekonstruktionen mit Analysen von Interaktionen und der Bedeutung materialer Kontextfaktoren.- Biografie als Praxis-Diskurs-Formation. Eine praxeologische Perspektive auf lebensgeschichtliche Interviews.- Leben, Flucht und Widerstand - Eine biografie- und diskursanalytische Perspektiventriangulation am Beispiel der Lebensgeschichte einer ehemaligen DDR-Bьrgerin.- Forschungsethische Ьberlegungen zur biografischen Webprдsenz bei der Triangulation von Biografie- und Diskursanalyse.- Theorietriangulation als Ausgangspunkt und Prozesselement rekonstruktiver Forschung - Theoretische Ьberlegungen und empirische Umsetzung.- Wissenskultur(en) und Mitgliedschaft: ein persцnlicher Kommentar zur Reichweite und zu den Grenzen der publizierten Beitrдge.
Автор: Reiner Keller; Inga Truschkat Название: Methodologie und Praxis der Wissenssoziologischen Diskursanalyse ISBN: 3531178741 ISBN-13(EAN): 9783531178745 Издательство: Springer Рейтинг: Цена: 60940.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Mit Beitrдgen von Reiner Keller.- Christian Schmidt-Wellenburg.- Ina Schmied-Knittel.- Christine Zimmermann.- Mari Bern.- Gabriele Christmann.- Gerhard Mahnken.- Gilles Renout.- Claudia Brunner.- Daniel Zepter.- Oliver Kiefl.- Lisa Pfahl.- Rixta Wundrak.- Inka Bormann.- Boris Traue.- Inga Truschkat.
Автор: Tara Natarajan; Wolfram Elsner; Scott Fullwiler Название: Institutional Analysis and Praxis ISBN: 1489984976 ISBN-13(EAN): 9781489984975 Издательство: Springer Рейтинг: Цена: 194730.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The shortcomings of our health care system are increasingly evident, including the growing number of uninsured citizens, the difficulties for businesses in offering health insurance, and the effects of health and health care on the ability of individuals and families to maintain a decent standard of living.
Название: Professional Development: Education for All as praxis ISBN: 1138186678 ISBN-13(EAN): 9781138186675 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
This edited collection presents several research projects which examine issues concerning professional development, professional learning, and the 'Education for All' (EfA) ethos. The overall aim of the book is threefold: firstly, to explore the consequences for the education profession of EfA, and how professional development and professional learning may be made manifest as part of an EfA practice. Secondly, to examine how EfA practices intersect with theoretical notions of EfA. Finally, to explore how this intersection of theory and practice is rooted in different (Anglo-American, Continental and Northern European) traditions and contexts, and their implications for professional development and learning in education.
Underpinning these three foci is a key principle of education as a human right in terms of participation, information and capacity building, regardless of people's ethnic, cultural and religious backgrounds and/or physical and intellectual capacities. This book illustrates the complex conditions created in the nexus of social justice, EfA and professional development. The contributions highlight the educative nature of multi-relationships. In so doing, tensions, opportunities for learning, and the power relationships associated with professional development emerge, providing a resource for learning about good educational practice, authentic social justice practice, and genuine professional learning. This book was originally published as a special issue of Professional Development in Education.
Автор: Mulcahy C. M., Mulcahy D. E., Mulcahy D. G. Название: Pedagogy, Praxis and Purpose in Education ISBN: 1138286680 ISBN-13(EAN): 9781138286689 Издательство: Taylor&Francis Рейтинг: Цена: 38780.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices.
This volume highlights the importance of recognizing opposing conceptualizations of education--some more educationally productive than others-- and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as 'the deep structure of educational thought', and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis.
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