Overview

In their new critical reader, editors Mary Jane Harkins and Sonya E. Singer argue that ‘sorting’ ourselves into identity categories results in sexism, racism, heterosexism, homophobia, classism, ableism, and other ‘isms’. This book’s 19 innovative chapters invite educators, teachers and education students to reflect on schooling practices as a contextualized social process, which requires having and retaining at the forefront of thinking, the intricate inter-weavings of the systemic and cultural impact of race, gender, class, sexuality and ability on the everyday lives of students.

Full Product Details

Author:   Sonya E. Singer ,  Mary Jane Harkins
Publisher:   Canadian Scholars
Imprint:   Canadian Scholars
Dimensions:   Width: 17.10cm , Height: 1.00cm , Length: 24.80cm
Weight:   0.680kg
ISBN:  

9781773380490

ISBN 10:   1773380494
Pages:   330
Publication Date:   30 April 2018
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   Temporarily unavailable  
The supplier advises that this item is temporarily unavailable. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out to you.

Table of Contents

Preface Section I: Diversity Chapter 1: The Concept of Race Didi Khayatt Chapter 2: Impoverished Pedagogy: A Critical Examination of Assumptions about Poverty, Teaching, and Cultural and Linguistic Diversity Luigi Iannacci Chapter 3: Diversity, Adversity, and Determination: Making a Difference for African Nova Scotian Students Wendy Mackey Chapter 4: Shades of Grey: In between Assimilating, Interjecting, and Re-Inventing CRRP: Exploring a Teacher Education Initiative Manu Sharma Chapter 5: Not “Just,” but Just: A Conversation on Diversity, Social Justice, and Culturally Responsive Teaching Carmen Rodriguez de France and Sarah Winona Waldron Chapter 6: The Gospel of Diversity: Performing Diversity to Create the Appearance of Institutional Change Ann V. Dean Section II: Social Justice Chapter 7: Colonialism: The Gift that Keeps on Giving Gowri Parameswaran Chapter 8: Towards an Understanding of Inclusion through the Playbuilding of “Beyond the Masks” Joe Norris, Sohyun An, Corrie L. Davis, Jillian Ford, Paula Guerra, Leena Her, Brad McDonald, Patricia Alvarez McHatton, and Scott Ritchie Chapter 9: Teacher Stories of Teaching for Social Justice in a Marginalized Community Sarah Elizabeth Barrett and Carl E. James Chapter 10: Discourse Analysis: Investigating Canada’s Child Advocates as Catalysts for Change Daniella Bendo Chapter 11: Navigating Neoliberalism: Challenges Faced by Social Justice Educators Stephanie Tuters, John P. Portelli, and Angela MacDonald-Vemic Chapter 12: Digital Natives, Social Justice, and Interrupting Schools as Modernist Project Identity Sorting Sites Susan Beierling and W. James Paul Section III: Schooling Chapter 13: Hoopoe and Young Eagle: Conversations from the Forest Adrian Downey and Gonen Sagy Chapter 14: Creating Dialogue and Unschooling Education Kathy Sanford, Bruno Jayme de Oliveria, and David Monk Chapter 15: Integrating an Ethic of Social Responsibility and Mindfulness with Critical Pedagogy in Teaching for Social Justice: Preparing Teacher Candidates to Respond to Diversity in Schools Yvette Daniel and John Antoniw Chapter 16: Inclusive and Accessible Physical Education for Diverse Populations Wendy Barber, Lorayne Robertson, and Bill Walters Chapter 17: Being Somebody: Inclusive Post-Secondary Education Programs within a Disability Studies Framework M. Lynn Aylward and Cynthia Bruce Chapter 18: Relational Classroom Management: Lessons Learned from Teachers in Indigenous Communities Patricia Danyluk Chapter 19: “All these books were kinda teaching us lessons”: Anti-Oppressive Children’s Literature in the Elementary School Classroom Kate Paterson Contributor Biographies

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Author Information

Mary Jane Harkins is a Professor at Mount Saint Vincent University, where she is the Director of Teacher Education, and the Coordinator of the Doctoral Program in Education Studies. Sonya E. Singer is an Assistant Professor in the Faculty of Education at Mount Saint Vincent University.

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