The Social Foundations Reader is intended for undergraduate and graduate students in introductory foundations of education classes. Unlike other readers, which often provide a generic and conservative perspective, this book offers a broad yet critical view of issues in education. It encourages students to consider the roles of critical theory and social justice in creating school environments that address equity and diversity. This book presents a different lens on twenty-first-century schools, considering the perspectives of parents, teachers, students and communities. The reader is exposed to a wide range of scholarship. Contested topics in teaching, learning and leading in contemporary public schools are examined within a context where addressing fundamental questions guiding meaningful school reform is essential for educators.
Edited by:
Yolanda Medina,
Eleanor Blair
Imprint: Peter Lang Publishing Inc
Country of Publication: United States
Edition: New edition
Dimensions:
Height: 254mm,
Width: 178mm,
Weight: 896g
ISBN: 9781636671697
ISBN 10: 1636671691
Pages: 462
Publication Date: 30 December 2024
Audience:
Professional and scholarly
,
Undergraduate
Format: Paperback
Publisher's Status: Active
Shirley R. Steinberg: Foreword – Acknowledgments – Introduction – Kevan A. Kiser-Chuc: Creating Spaces of Critical Hope: Testimonios from the Frontlines of Resistance and Resilience – Emily Germain/Danielle Sutherland: Without a Lifeline: The Impact of District and School-Level Leadership on Teacher Well-Being During COVID-19 – Brianne Kramer/Denisha Jones: A New Framework to Dismantle Public Schools: How Legislators and Right-Wing Groups Used the Pandemic as a Wedge Issue to Control School Curriculum and Policy – Margaret Cantú-Sánchez: Pandemic Pivoting Within Academia and Activism: An Exploration of New Forms of Classroom Pedagogies and Latinx/Chicanx Scholarship – Lauren Stark: Open Your Door and Organize: Educators Advancing Justice Through Social Movements – Shadi Seyedyousef: Teaching as Activism: The Role of Critical Pedagogy and Culturally Sustaining Pedagogies in Working Towards a Relational Vision of Education – Leslie Morrow: Teaching, Learning, and Leading While Other: The Fight for Educational Justice – Lasana Kazembe: Fattening Frogs for Snakes: Spirit Murder, Black Fightback, and Epistemic Justice – Laura Rychly: Beyond the Death of the Teacher: Reimagining Life in Classrooms – Madhu Narayanan: The Civilizing Project of Education: Indian Schools and Indigenous Education in the Building of the U.S. Empire – Lisa Ortiz-Guzmán: ESL Teachers’ Culturally Connected Moments and the Incompleteness of Praxis: A Puerto Rican Migration Perspective in the Rural Midwest – Lluliana Alonso: Towards Critical Race Histories of Education: Exploring Chicana and Chicano Education in Los Angeles, 1940–49 – Marisol Diaz: The Wealth of ""Poor"" Schools: Riquezas en las raíces (Riches in the Roots) – Anica Bowe: Voices from the Ground Level: Sustainable Education Practices for Bahamian Students with Disabilities – Gillian Robinson: The Politics of Undoing Rape Culture in Schools – Mark Vicars/Sarah Tartakover: Pride Before Prejudice: What a SAGA! – Rosemary Hendriks: Plática Pedagogy: A Chicana/Latina Feminist Approach – Bethany Parker: The Transformative and Reproductive Power of Storytelling in the Classroom – Francisco Javier Palacios-Hidalgo/Cristina A. Huertas-Abril: Socially and Culturally Responsive Language Teaching for the Global Context – Brandon Cockburn: De-Heteroing Education: Queer Futurity, Healing, and Liberation – Elizabeth R. Goldberg/Taylor Darwin/Weventon Ataide Pinheiro/Samanthia Noble/Kassidy Wagner/Miranda Mullins Allen/Jesus S. Esquivel: A Narrative Inquiry on an Equity in STEM Doctoral Course and Its Influence on Equity-Based Teacher Knowledge, Attitudes, and Practices – Sandra Vanderbilt: Demanding More Than Equity and Inclusion: Historical and Emerging Understandings of dis/Ability Justice – Adrienne C. Goss: Cultivating Collaboration and Communication with Parents – T. Jameson Brewer/Kerry Kretchmar: Manufacturing and Leveraging Fear: An Exploration of Right-Wing Efforts to Undermine Trust in Public Schools – Sandra L. Osorio/Sanjuana Rodriguez: Yo Quiero Ser Una Maestra Bilingüe: Latinx Pre-service Teachers’ Language Nepantla Stories – Dawn N. Hicks Tafari: Sisters of the Boogie: An Exploration of the Hip-Hop Feminist Epistemology of a Project Girl Turned Professor – Catherine D. Rogers-Cesarez/Sandra L. Guzman Foster: Busqueda de esperanzas y aspiraciones. Pursuit of Hope and Aspirations Bienvenido a America – Pau Abustan: Students and Educators Learning from the Lived Experiences of Queer and Nonbinary of Color Student Activists – Chloe Morris/Larisa Callaway-Cole: Navigating Inequitable Legislation: Cultivating Inclusive Class Communities – Eleanor J. Blair: Afterword: Educational Foundations in a Post-Pandemic World: Re-Imagining Hope and Possibility in an Age of Despair.
YOLANDA MEDINA is Professor and Chair of the Teacher Education Department at the Borough of Manhattan Community College, City University of New York. Dr. Medina has authored and co-authored several publications and is a co-editor of the Critical Studies of Latinx in the Americas book series published by Peter Lang. ELEANOR J. BLAIR is a professor at Western Carolina University, where she teaches foundations of education courses. She is a frequent presenter at regional, national, and international conferences and has several publications that explore teaching, learning, and leadership in contemporary schools.
