Jessica A. Heybach
Jessica A. Heybach is associate professor in the School of Education and Human Performance at Aurora University (AU). She is currently the department chair of EdD Programs at AU, and teaches graduate courses in educational research, curriculum studies, and ethics and philosophy in education. Her scholarly interests center on questions of justice and equity in education, how conceptions of teacher neutrality influence curriculum and instruction, and how visual culture informs human understandings of injustice. Dr. Heybach has published in such journals as the Education Policy Analysis Archives, Educational Studies, Education and Culture, Critical Questions in Education, and Philosophical Studies in Education, and co-edited the book Dystopia and Education: Insights into Theory, Praxis, and Policy with Eric C. Sheffield.
Books by Jessica A. Heybach:
Making Sense of Race in Education
Practices for Change in Difficult Times
A 2021 SPE Outstanding Book Award Winner
Making Sense of Race in Education: Practices for Change in Difficult Times takes a fresh look at the perennial issue of race in American schools. How do educators, in all settings, confront the issue of race with students and colleagues, given the contemporary backdrop of social movements for racial justice and change? How do educators affect change within their everyday classroom practices without fostering further alienation and discord? Although much has already been written about race and racism in school, this book addresses racial incidents directly and offers practical insights into how P-20 educators can transform these events alongside students and colleagues. Each chapter provides detailed analysis of curriculum, instruction, practices and pedagogical strategies for addressing race while at the same time wrestling with theoretical conceptions of race, justice, and fairness.
Making Sense of Race in Education: Practices for Change in Difficult Times takes a fresh look at the perennial issue of race in American schools. How do educators, in all settings, confront the issue of race with students and colleagues, given the contemporary backdrop of social movements for racial justice and change? How do educators affect change within their everyday classroom practices without fostering further alienation and discord? Although much has already been written about race and racism in school, this book addresses racial incidents directly and offers practical insights into how P-20 educators can transform these events alongside students and colleagues. Each chapter provides detailed analysis of curriculum, instruction, practices and pedagogical strategies for addressing race while at the same time wrestling with theoretical conceptions of race, justice, and fairness.
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