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Deficit Thinking and the Historical Marginalization of Black Male Students in PreK-12 Schools, Rashid Faisal


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Автор: Rashid Faisal
Название:  Deficit Thinking and the Historical Marginalization of Black Male Students in PreK-12 Schools
ISBN: 9781668423585
Издательство: Mare Nostrum (Eurospan)
Классификация:

ISBN-10: 1668423588
Обложка/Формат: Hardback
Страницы: 300
Вес: 0.90 кг.
Дата издания: 30.09.2022
Серия: Education
Язык: English
Размер: 279 x 216
Читательская аудитория: Professional and scholarly
Ключевые слова: Black & Asian studies,Gender studies: men,Inclusive education / mainstreaming,Multicultural education,Schools
Рейтинг:
Поставляется из: Англии
Описание: Deficit thinking is based on the notion that racial/ethnic minorities underperform in American schools as a result of cultural, social, moral, and intellectual deficits that prevent learning and positive social integration in formal school settings. Deficit thinking and its attendant deficit discourse blames racial/ethnic minorities, their families, and their communities for poor school performance rather than examining how the ideology of white supremacy and the practice of systemic racism in PreK-12 settings prevent racial/ethnic minorities from achieving academically and socially.

It is important to understand the white supremacist and racist underpinnings of deficit thinking contributes to the ability to understand what deficit thinking is, why it is, and how it is used to reproduced inequality and oppression in the schooling experiences of Blacks and nonwhites.

The current and next generation of education researchers, policy makers, leaders, and teachers require competency in in racial literacy, racial realism, and racial reconstruction to address the deficit thinking and structural inequality in the schooling experiences of Black and nonwhite students. Understanding the underpinnings of deficit thinking as an expression of the ideolog of white supremacy will enable school leaders and practitioners to engage in the process of ascribing new meaning to race in order to transform how educators think and act on racial/class attitudes, assumptions, and biases.

Racial Reconciliation must be grounded racial/class realism or the ability to acknowledge the history and pervasiveness of race/class discrimination in American society and in PreK-12 settings. By gaining a realistic understanding of how deficit thinking evolved and how it has historically negatively impacted the schooling experiences of Blacks and nonwhites, present day practitioners will be equipped to reject harmful politics, policies, practices and programs that reproduced racism, classism, and educational inequality.


Bandwidth Recovery For Schools: Helping Pre-K-12 Students Regain Cognitive Resources Lost to Poverty, Racism, and other Social Marginalization

Автор: Via Verschelden
Название: Bandwidth Recovery For Schools: Helping Pre-K-12 Students Regain Cognitive Resources Lost to Poverty, Racism, and other Social Marginalization
ISBN: 1642670766 ISBN-13(EAN): 9781642670769
Издательство: Taylor&Francis
Рейтинг:
Цена: 148010.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Describes strategies that can help students recover bandwidth, including acknowledging the ""funds of knowledge"" of students and their families, promoting growth mindsets, using reflective practices to build a sense of belonging for all students, fostering peer collaboration, and implementing restorative practices.

Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK?12 Settings: Implications for Access, Equity and Achievement

Автор: Patricia J. Larke, Gwendolyn Webb-Hasan, Jemimah Young
Название: Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK?12 Settings: Implications for Access, Equity and Achievement
ISBN: 1681235064 ISBN-13(EAN): 9781681235066
Издательство: Mare Nostrum (Eurospan)
Цена: 50820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Chapters discuss issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.The 20 chapters of the book are organized into four sections. Section one introduces the book and provides critical perspectives. Section Two focuses on Curriculum and instruction. Section Three shares information from significant stakeholders while the last section includes other schooling experiences and ends with a powerful poem by a tenth grade African American girl, entitled “Proud.” The forward of the book, written by a Japanese American scholar, Valerie Pang, denotes the urgency of the book noting that the book “warms the heart.” The book ends with an epilogue, written by an African American scholar, Tyrone Howard, who has a vested interest in African American males. He shares commanding interest in this scholarship, because what happens to African American females, impacts African American males and the entire African American community.

African american young girls and women in prek12 schools and beyond

Название: African american young girls and women in prek12 schools and beyond
ISBN: 1787695328 ISBN-13(EAN): 9781787695320
Издательство: Emerald
Рейтинг:
Цена: 101640.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: African American Young Girls and Women in PreK12 Schools and Beyond: Informing Research, Policy, and Practice presents a comprehensive viewpoint on preK-12 schooling for African American females. This volume offers readers compelling evidence of the educational challenges and successes for this student population.

Teaching Outside the Box: Beyond the Deficit Driven School Reforms

Автор: Mai Abdul Rahman
Название: Teaching Outside the Box: Beyond the Deficit Driven School Reforms
ISBN: 1641133783 ISBN-13(EAN): 9781641133784
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 50820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In its totality, this book explores subjects that are rarely available in primary literature publications and brings diverging fields together that are generally addressed separately in specialty journals. The book argues that past school failures are instructive. The author identifies the structural and emotional triggers that make it difficult for educators’ to overcome the social constructs that control the progress of Black students, reproduce inequities, subvert the socio-economic progress of the nation, and threaten the legitimacy of the U.S. public school system.One failure is informative; successive school failures are chock-full of must avoid school policies and instructional practices. The book analyzes the lessons learned from a list of school-imposed policies that have molded and determined the academic progress of Black students. The author argues that much can be discerned from that which undermined the performance of schoolteachers’ and public school systems. The quantifiable outcomes of past school practices can better inform educators and future teachers and school leaders. The book carefully analyzes the organic evolution of educators’ social constructs that regenerated inequities to reveal the road map for rebuilding genuinely inclusive and equitable public school systems that serve the interests of students and society.The book also provides in-depth analysis of various disciplines that identify the best methodologies to improve the teaching and learning of Black students, homeless students, and all other students. The book aims to offer a unique perspective by carefully unfolding the built in school structures that obstruct the abilities of school administrators and teachers to bridge the student achievement gaps and meet the objectives of consecutive school reform initiatives.The author’s distinctive approach stimulates the thinking of the entire field of education, and challenges accepted propositions commonly assumed about African American students. In short, this book offers a perspective that is rarely shared or understood by educators and practitioners in the field of education.

Teaching Outside the Box: Beyond the Deficit Driven School Reforms

Автор: Mai Abdul Rahman
Название: Teaching Outside the Box: Beyond the Deficit Driven School Reforms
ISBN: 1641133791 ISBN-13(EAN): 9781641133791
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In its totality, this book explores subjects that are rarely available in primary literature publications and brings diverging fields together that are generally addressed separately in specialty journals. The book argues that past school failures are instructive. The author identifies the structural and emotional triggers that make it difficult for educators’ to overcome the social constructs that control the progress of Black students, reproduce inequities, subvert the socio-economic progress of the nation, and threaten the legitimacy of the U.S. public school system.One failure is informative; successive school failures are chock-full of must avoid school policies and instructional practices. The book analyzes the lessons learned from a list of school-imposed policies that have molded and determined the academic progress of Black students. The author argues that much can be discerned from that which undermined the performance of schoolteachers’ and public school systems. The quantifiable outcomes of past school practices can better inform educators and future teachers and school leaders. The book carefully analyzes the organic evolution of educators’ social constructs that regenerated inequities to reveal the road map for rebuilding genuinely inclusive and equitable public school systems that serve the interests of students and society.The book also provides in-depth analysis of various disciplines that identify the best methodologies to improve the teaching and learning of Black students, homeless students, and all other students. The book aims to offer a unique perspective by carefully unfolding the built in school structures that obstruct the abilities of school administrators and teachers to bridge the student achievement gaps and meet the objectives of consecutive school reform initiatives.The author’s distinctive approach stimulates the thinking of the entire field of education, and challenges accepted propositions commonly assumed about African American students. In short, this book offers a perspective that is rarely shared or understood by educators and practitioners in the field of education.

Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK?12 Settings: Implications for Access, Equity and Achievement

Автор: Patricia J. Larke, Gwendolyn Webb-Hasan, Jemimah Young
Название: Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK?12 Settings: Implications for Access, Equity and Achievement
ISBN: 1681235072 ISBN-13(EAN): 9781681235073
Издательство: Mare Nostrum (Eurospan)
Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Chapters discuss issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.The 20 chapters of the book are organized into four sections. Section one introduces the book and provides critical perspectives. Section Two focuses on Curriculum and instruction. Section Three shares information from significant stakeholders while the last section includes other schooling experiences and ends with a powerful poem by a tenth grade African American girl, entitled “Proud.” The forward of the book, written by a Japanese American scholar, Valerie Pang, denotes the urgency of the book noting that the book “warms the heart.” The book ends with an epilogue, written by an African American scholar, Tyrone Howard, who has a vested interest in African American males. He shares commanding interest in this scholarship, because what happens to African American females, impacts African American males and the entire African American community.


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