Search results for john Dewey's imaginative

In what ways can performance be mobilized to resist? This is the question that the present volume explores from within the context of qualitative research. From an arts-based approach, authors suggest methods on how artistic practice resists. The volume addresses how critical performance autoethnography might retain its ethical and democratic potential without falling into dogmatism or hegemony. This vision for democracy can even be accomplished through improvised, process-centered pieces that weave together thoughts from several key scholars, all to give us a critical perspective on how performative autoethnography is paradigmatically situated. The performance texts collected here question and resist, showing how the experience of art-making can move us through political and public spaces with liberatory potential, challenging social and ideological hegemonies and to generate social movements. Imaginative arts-based practices allow us access to emotional and embodied phenomena that remain otherwise foreclosed by traditional forms of inquiry. From poetics to public performances, subversive interventions, and more, these chapters bring a radical performative discourse to the fore. In so doing, the chapters work to create a framework for just performance, showing us how we might live performance as resistance.

2021 SPE Outstanding Book Award Honorable Mention This is a collection of interdisciplinary and logically interconnected papers from nationally and internationally acclaimed researchers in philosophy, psychology, history of education, teacher training, educational leaders and practitioners, child advocates, and educators who have been motivated by the philosophy and pedagogy of Dr. Janusz Korczak (1878-1942), a world famous moral exemplar and champion of children’s rights. The book provides answers to timely questions of how to respect children’s rights in K-12 schools, community centers, summer camps, and colleges; how to create an atmosphere of trust and safety, and provide social-emotional learning in the classroom; how to become a genuine child advocate; and how to support growing child agency. It also tells the story of Korczak, his life, and the lives of the children in his charge. Nurture, Care, Respect, and Trust details how Korczak’s legacy encourages and stimulates new projects and spreads around the world. The volume serves as a rich resource of practical materials for teachers and university instructors, introducing a number of innovative lesson plans, examples of students’ works, and school projects inspired by Korczak’s pedagogy.

A 2023 SPE Outstanding Book Honorable Mention According to the American Psychological Association (APA, 2015), trauma is an emotional response to a terrible event, which can lead to difficulties with emotional regulation, social relationships, and the development of physical symptoms. Traumatic experiences may include physical or sexual abuse, neglect, experiencing or witnessing violence, war, suicides, and disasters. Because of the prevalence of students with traumatic experiences in K-12 schools, development and use of trauma-informed practices (TIP) is currently increasing in educational spaces across the United States as educators and others who work with children become more aware of how socio-emotional development and exposure to trauma places children on a pathway through adulthood. Because of growth in these areas, it is important for educators and others who work with children to have a resource to consult. Children and Trauma: Critical Perspectives for Meeting the Needs of Diverse Educational Communities provides teachers, administrators, and others involved in education with an understanding of trauma-informed practices and explains how they can be used in the classroom. Additionally, school districts could utilize this text to implement professional development, particularly if they are considering creating a districtwide trauma-informed system.Perfect for courses such as: Trauma-Informed Educational Practice | Psychology | Educational Psychology | Foundations of Education | Pedagogy | Methods of Emotional or Behavioral Disorders | Teaching Methods | Diversity in Education | Social Work | Human Development

2025 SPE Outstanding Book Award Honorable Mention All In: Community Engaged Scholarship for Social Change is the first volume of the book series URBAN Matters. The URBAN Matters Book Series is one of the three prongs of the not-for profit organization URBAN Matters, which also includes a blog and virtual talks. The goal of the series, beyond engaging with the chapters in this book, is for readers to find their way into the different spaces that the organization has created to support scholars and activists who share commitments to just education and just research as a means to creating a more socially just world. This initial volume is an extension of over a decade-long collaboration among scholars, activists, educators, and youth across the United States engaged in work with the Urban Research Based Action Network (URBAN). It is a natural outgrowth of work from a network dedicated to building the field of community engaged activist scholarship. URBAN is made up of activist scholars from diverse fields (e.g., sociology, urban planning, education) who live and work in different contexts (e.g., east coast, west coast, Midwest, urban and even rural settings). They come from higher education spaces, non-profits, community organizations and grassroots organizing.In All In: Community Engaged Scholarship for Social Change, authors at various stages of their academic and professional careers, and in very different geographical contexts and community settings, provide unique examples of the ethos of the network. Readers will be able to envision tangible examples of public scholarship for social justice and be inspired to begin, to continue and to extend their own projects within various communities. Contributors featured in this volume were invited to write about their work based on presentations they gave at the All In Conference in Santa Cruz, CA in 2022. This conference was the largest URBAN-sponsored gathering to date with 440 attendees and was co-sponsored by The Institute for Social Transformation at the University of California, Santa Cruz. The focus of the convening was on critical public scholarship and its role in working towards social justice.The book is divided into three sections: Teaching and Curriculum as Activism, Community Based Research as Social Justice, and Policy and/or Networking as Justice Work.Perfect for courses such as: Community Based Research; Research Methods; Qualitative Methods; Public Administration; Public Health

From Myers Education Press—the publisher who brought you such titles as A School with a View, Childhoods, and Student Activism in the Academy—comes a story or rather…a series of stories that are as out of this world as its protagonist. Long before he became a renowned Critical Studies professor at Chapman University, Peter McLaren was just another Toronto native trying to survive in a conservative working-class family. His father fought in WWII while his mother put food on the table, but—like his father—Peter was caught in his own battles dodging abusive teachers and navigating through an academic roller-coaster. Sure, his home life may be ripped from a '50s sitcom on the surface; but his background and the rest of his life from that point on was far from one…or maybe it was. This book chronicles Peter’s cross-country climb up the educational ladder as a teacher steeped in the school system, his encounters with various key players in history—from the Black Panthers to Timothy Leary, and everything else in between.Perfect for courses such as: History of Education, Race and Ethnic Studies, Sociology of Education, Social Justice and Education, Democracy and Civics, Community Engagement, Policy Studies, and Critical Race Theory.

A 2022 AESA Critics' Choice Book Award Winner A 2022 SPE Outstanding Book Award Winner This book offers qualitative researchers an entrée into the world of working with archival repositories and special collections. It serves as a primer for students and researchers who might not be familiar with these sorts of collections, but with an interest in what has become known as the “archival turn,” in which the use of archival materials and artifacts in contemporary research has increased dramatically since the 1990s. Suited to novice researchers seeking a general introduction into how special collections are created and how they can be used, the book offers useful, clear guidance on using different types of archives, developing topics for research within the archives, assessing materials available, how to work with archivists and curators, documenting the research process, and writing up an archival study. Archival records and material culture (including manuscripts, documents, audio- and video-recordings, and visual and material culture) housed in special collections provide a wealth of resources for qualitative researchers seeking to conduct research in the social sciences.

A 2023 SPE Outstanding Book Award Winner How do Paulo Freire's ideas echo across time and contexts? What does the dialogical nature of text mean for critical pedagogy today? Inspired by Paulo Freire, this text utilizes a dialogical framework, inviting the reader into a deeper conceptual and contextual consciousness through the use of many voices. In this book you will hear from several intellectual generations of Freirean scholars including Nita Freire, Donaldo Macedo, Antonia Darder, Peter McLaren, and Tom Wilson. Freirean Echoes acts as an archive housing the writings of these and other scholars and activists for posterity. A living collection, the book allows for author voices to be in dialogue with each other and with the reader. This collective “talking text” echoes, reverberates, and amplifies critical Freirean ideas, thereby inviting the reader to extend Freirean thought into their lived experiences.

The Critical Role of Ethnic Studies in Educational Leadership addresses the urgency of having equity-minded and globally-oriented transformative leaders who seek to empower students and teachers alike through their commitment to integrate ethnically and culturally rich curriculum and instruction in today’s schools. The ethnic studies revival movement has emerged to combat the cycles of ignorance affecting society in negative ways. Unless educational leaders possess relevant cultural and ethnic proficiency, have global perspectives, and are eager to lead by example, educators will continue to flounder about the best ways to cultivate pluralism in American schools. Moreover, shifts in mindsets toward ethnically and culturally relevant school learning and teaching culture are needed for leaders to ensure that they not only have the knowledge and skill, but also the courage and will to reform schools through an inclusive and comprehensive approach based on the axioms of ethnic studies education in the K-20 settings. To amplify the importance and interconnected pathway that exists across these policies that bridge high schools, community colleges, and state universities, this volume details how educational leaders in California are continuing to advance social justice through the implementation of Ethnic Studies and the role that educational leadership—including credential, masters, and doctoral programs—can play in the full attainment of the goals for ethnic studies implementation. The lessons learned in California are relevant across the nation and around the world. As Ethnic Studies has expanded across PK-12 and higher education contexts, extant studies have both quantitatively and qualitatively detailed how participation in quality Ethnic Studies courses and programs in and out of schools can improve many student outcomes such as engagement, critical thinking, and achievement, as well as attendance, increased GPAs, and graduation rates. The work to effectively implement Ethnic Studies requires strong leadership, including students, teachers, community leaders, and site and district level administrators. The Critical Role of Ethnic Studies in Educational Leadership is an important book that appeals to a variety of readers. Those interested in a deeper understanding of Ethnic Studies will find the book will better inform them. Educational leaders are provided with both the rational and the methodologies for implementing this important concept in curriculum. It is also a valuable teaching resource for a variety of classroom settings.Perfect for courses such as: Intro to Ethnic Studies; Intro to Chicano Studies; Climate & Environmental Justice; Educational Reform; Educational Policy Environments; Theories of Cross-Cultural Education

A key distinction between an education doctorate, or Ed.D., and other doctorates in the field of education is the development of scholar practitioners armed with knowledge and skills to successfully lead change in their profession. Critical inquiry is one such skill, increasingly taught in many Ed.D. programs in some form of applied research methodology. Teaching Critical Inquiry and Applied Research: Moving Beyond Traditional Methods gathers insights from Ed.D. faculty regarding how the teaching of applied research occurs to develop scholar practitioners prepared to bring change to their respective professional fields. The 13 chapters provide a broad coverage of related topics, which includes advocacy and leadership through research, innovative features of methods courses, and methodology-focused program redesign. Each chapter includes strategies and recommendations for others interested in implementing something similar in their courses and programs. This book also captures student voices, in the form of vignettes written by students within each chapter, to illustrate the powerful impact of learning related to critical inquiry and applied research. Teaching Critical Inquiry and Applied Research is an excellent text for classrooms devoted to critical research, critical pedagogy, and other courses.

A 2023 SPE Outstanding Book Award Winner2023 CHOICE Outstanding Academic Title Award Secret Lives of Children in the Digital Age: Disruptive Devices and Resourceful Learners offers an examination of the impact on children, their families and their teachers, as digital technologies and new literacy practices have rapidly transformed how children learn, play and communicate. While ease of access to enormous knowledge bases presents many benefits and advantages, mobile screen technologies are often perceived by parents and teachers as disruptive and worrisome. Developed from a wide range of the authors’ research over the past decade to an examination of remote learning during the COVID 19 pandemic, this book posits that while teachers, parents and governments are focused on protecting children, what is often neglected is children’s own agency and capacity to engage with mobile technologies in ways that support them in pursuing their own interests, pleasures and learning. This text works to disrupt boundaries in research, policy and practice, between home and school, and across virtual and actual worlds, positioning children as both users of media texts and coproducers of digitally mediated knowledge, with peers, family and teachers. Secret Lives of Children in the Digital Age contributes to research on digital literacies, and offers a pedagogical examination of digital possibilities for bringing playfulness and innovation into learning.