Titlebook: Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy; Theory, Research, an Suniti Sharma,Althier M.

filicide

Embracing the Otherness of Others: An Approach for Teacher Educators to Assuage Social and Politicalheir beliefs while reconciling the uncomfortable notion that bias is part of the human condition. In times where sharpened divisions intensify social and political tribalism it is essential to understand that it is the way one acts upon one’s biases that determines what kind of world one creates.

lactic

How Preservice Teachers Transform Pedagogical Discomfort into Multicultural Knowledge for Disruptinge the discomforting experience of tutoring students in the school-to-prison pipeline served as a transformative tool for advancing preservice teachers’ multicultural knowledge for developing pedagogies that are inclusive of the experiences of students’ lives and histories.

Canyon

高爾夫

Repositioning Art Education within Educational Equity in K-12 Urban Schools: A Partnership between P program contributed toward addressing the equity gap in art education that is evident in many urban schools. Findings showed that art education provided teachers with teaching tools for developing and enhancing students’ creativity, reflection, and critical thinking across content areas such as math, science, and social studies.

隱語(yǔ)

A Political Ontological Approach to Decolonization of Ethnographic Research in Educationce and emergence. A political ontological ethnographic approach carries many implications for education research that informs knowledge valued in K-12 contexts in that it underscores the ways in which “other” stories and enactments enter conflicting relationships in the politically charged institutional spaces of schools.

Stress-Fracture

majestic

圣人

侵略

Mettle

A Political Ontological Approach to Decolonization of Ethnographic Research in Educationc approach to conceptualize “culture” as politically dynamic. This ethnographic approach to the production of knowledge in educational contexts seeks to disrupt cultural depictions of inferiority, demythify modernity’s dominant narrative, discourses, and practices by engaging in a sociology of absen