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Navigating Media Literacy: A Pedagogical Tour of Disneyland is an education playbook applied to the vast mediated universe of Disney. Readers of all ages can critically apply media literacy principles while still conscientiously participating as consumer-citizens, media creators, and agents of change. Media literacy is defined throughout this book as an instructional method rather than a political movement. The book counterbalances the frequently myopic critiques of cultural scholars and the critical exemption granted by those across the world who find Disney to be a source of great pleasure. Integrated theory and practical examples allow readers to investigate of themselves and draw their own conclusions based on real inquisitive, observatory, and creative experiences that constitute media literacy (access, analyze, evaluate, create, reflect and act). Each chapter is ideologically mapped to an actual physical realm of Disneyland (e.g., Main Street, USA; Adventureland; Tomorrowland; Frontierland; Fantasyland). Each site provides a pedagogical playground for experimenting with each media literacy concept (e.g., context, audience, language, ownership, representation). The reader will come away with a deeper pedagogical understanding of how to cultivate media literacy using any context or subject—not just Disney. Each chapter includes discursive excerpts from students, along with assignments, discussion prompts, and classroom exercises, making it a valuable resource as a classroom textbook.Perfect for courses such as: Media Literacy | Communication and Media Arts | Film Studies | Media History | Transmedia Studies | Business | Marketing

The New Henry Giroux Reader presents Henry Giroux’s evolving body of work. The book articulates a crucial shift in his analyses after the September 11th, 2001 terrorist attack, when his writing took on more expansive articulations of power, politics, and pedagogy that addressed education and culture in forms that could no longer be contained via isolated reviews of media, schooling, or pedagogical practice. Instead, Giroux locates these discourses as a constellation of neoliberal influences on cultural practices, with education as the engine of their reproduction and their cessation. The New Henry Giroux Reader also takes up Giroux’s proclivity for using metaphors articulating death as the inevitable effect of neoliberalism and its invasion of cultural policy. Zombies, entropy, and violence permeate his work, coalescing around the central notion that market ideologies are anathema to human life. His early pieces signal an unnatural state of affairs seeping through the fabric of social life, and his work in cultural studies and public pedagogy signals the escalation of this unease across educative spaces. The next sections take up the fallout of 9/11 as an eruption of these horrific practices into all facets of human life, within traditional understandings of education and culture’s broader pedagogical imperatives. The book concludes with Giroux’s writings on education's vitalist capacity, demonstrating an unerring capacity for hope in the face of abject horror.Perfect for courses such as: History and Philosophy of Education, Political and Social Foundations of Education, Policy Issues in American Education, African American Education, Social Justice Research in Education, Marginality and the Politics of Resistance, Equity and Anti-Oppression, Cultural Studies and Public Pedagogy.

The purpose of Pedagogy of Humanization: Preparing Teachers for Culturally Sustaining Classrooms is to build a critical mass of educators who know how to employ the principles of critical pedagogy in elementary classrooms. This includes attention to the various knowledge, skills, and dispositions required of critical pedagogues in their curricula, instruction, assessment, classroom environment, and relationships. From Critical Race Theory (CRT) to restorative justice-oriented classroom management, the theoretical is made practical. Moreover, the structure of the book follows the curriculum of a traditional teacher education program, making it complementary to any teacher education course. The Pedagogy of Humanization is the first book to bring together the practice (how) and theory (what and why) of inclusive and asset-based teaching. In this book, a group of teacher-educators across disciplines explore their personal and professional identities to reveal the potential for applying each tenet of culturally relevant pedagogy in their respective fields. Filled with anecdotes, exercises, user-friendly theories and examples, readers will learn how teachers can humanize themselves to have the capacity to be effective teachers of children who have been dehumanized and underserved by traditional teaching and schooling. Pre-service teachers will read this book so that they can connect the material they study in teacher education courses to the daily work of being an educator who aims to be justice-oriented. However, this is not a “foolproof” guide or “how-to” manual that could be completed without direct support from mentors and colleagues. Instead, readers will practice the sort of engagement in individual and community growth that ignites the possibility of teaching as a force for social change. In many ways, chapters of the text could be used through a flipped classroom approach whereby faculty invert the typical cycle of content acquisition and application. The book will prove to be a valuable resource as a teaching text in classrooms devoted to critical pedagogy, Critical Race Theory, social justice, and other topics necessary to produce teachers who are prepared to maximize their effectiveness in educating today’s students.

Why is the sense of taste so conspicuously absent from contemporary educational research and so severely rationed in the ways it is lived in universities and schools? After all, in the world, taste is a perceptual and epistemological powerhouse in the complicated process of staying alive as well as living a life. Taste is also a process of world making. It’s a way of reading, naming, mapping, imagining, remembering, and making worlds and connecting to the worlds of others--therefore it is curricular. In attending to how taste matters and matters of taste, chapters in Tasting Education: Viewing Curriculum, Pedagogy, Learning, and Educational Research Through the Sense of Taste invite participants to think about taste as a sense, and/or the sense of taste, as it plays out in the thinking and doing of education and its inquiry. This book takes up taste as an embodied set of meanings that are sensuous, pragmatic, and political: as a key part of the sensorium, and as engagement with the sensuosity of the olfactory, the nose, the mouth, the tongue as a way of making meaning of food, but also ways for making meaning from the food for thought and action that theory can provide. It also asks us to take into account the culture of food as it relates to education; whose palates are catered to and whose remain marginalized, deliberately destroyed, or are left-unfed? Taste, then, also becomes a way of resisting, challenging, and reimagining such modes as they play themselves out in curriculum and pedagogy and reveal collective commitments that include shared pleasure alongside political and social action (Siniscalchi, 2018). This book offers a space for deeper conversations around taste in curriculum and elsewhere, and how taste is being used to dismantle oppression in these spaces. The slow-food movement argues that “taste and pleasure” must return to the table (Siniscalchi, 2018). Tasting Education invites the mixed pleasures and problematics of taste to the table of educational research as well. Tasting Education will appeal to faculty and students in graduate-level courses related to curriculum, instruction, social foundations and leadership studies, as well as those involved with food studies courses.

Some students enter classrooms with an “I dare you try to teach me” look on their faces, and others bounce into class excited to learn and anxious to please the teacher. We know we can’t automatically blame teachers or schools when students don’t want to learn. But we also know that sometimes teachers and schools don’t always set students up for success, and they don’t always help them love what they’re learning.Why Kids Love (and Hate) School: Reflections on Practice investigates some of the school and classroom practices that help students love school—and some that send students in the opposite direction. Intended for classroom teachers, teacher education students, and school administrators, chapters in the book investigate a variety of topics: how schools can build effective school cultures, the “struggle” students encounter in learning, practices of other countries that help students love school, testing practices that cause students to hate school—and much more.   Perfect for courses in: Introduction to Education, General Methods, Management/Assessment, Educational Research, Educational Administration/Leadership, Teacher Leadership, Curriculum Theory, Curriculum Development.

Decoloniality and African Education is a vibrant and vital collection of essays that addresses the challenges, possibilities, and responsibilities for the future of de- and anti-colonial African education as it is taught in universities in the U.S. and Canada, particularly in Colleges of Education. It looks at the ways in which African education is taught in these countries, and how the curriculum for the topic is influenced by colonialization, thus restricting or removing altogether the essence of Africanness from the content of classes.The themes of this book go beyond the mere rhetoric of decolonialization by creating specific approaches to dismantling colonial educational systems in North American universities as well as in Africa itself, creating a new environment for African education duly informed by local cultural resource knowing, known from grounded everyday practices of authentic African educators. In other words, it is a revision of educational practices informed by what educators know and are doing for the lessons in envisioning schooling and education in North America and Africa. African educators are urged to think through solutions specific to the problems and challenges in schools today, and to meet the call of our times to provide education to young learners that not only empowers them, but also provides them with background knowledge, cultural grounding, and specific lessons that will enable them to craft their own futures. So how do we “do” decolonial education from the standpoint of African educators and learners everyday schooling practice and knowledge? Decoloniality and African Education argues that a careful embrace of African Indigenous and cultural knowings determine the successful response to this question. It engages both the “decolonial” and the “anti-colonial,” with a reading that the “decolonial” (as many have pointed out, see Parry, 1994) is a process and a path toward an end, which is the goal of the “anti-colonial” (see Dei, 2022).Decoloniality and African Education is essential reading for students and scholars committed to the improvement of educational outcomes for African American students. It’s a book that empowers educators and raises awareness about African-based teaching environments. It can be used in a variety of courses, including African Studies, African Development, Anti-Colonial Thought and Indigenous Knowledge, and the Pedagogical Implications of Decolonization.

2019 SPE Outstanding Book Award Honorable Mention From the home of the Paulo Freire Democratic Project and non-profit community organization Padres Unidos, the Chapman University Padres Unidos Partnership presents this truly unique coffee table textbook, Let’s Chat: Cultivating Community University Dialogue – A Coffee Table Textbook on Partnerships. The volume presents a collection of community stories, concepts and analyses that highlight the journey of border crossings between two co-existing neighbors: a non-profit community organization and a university. Stories from community residents and faculty members represent how they disrupted the barriers that typically divide us by reconceptualizing how universities and communities can work together to reshape the intellectual landscape and reconfigure power differentials.

Some hundred years after John Dewey worked to illuminate what it means to educate and how public education serves as the bedrock of democracy, his seminal Democracy and Education speaks urgently not only to critical contemporary educational issues but to contemporary political issues as well. As mania for testing forces a steadily narrowing curriculum, Dewey explains why democracy cannot “flourish” if “the chief influences in selecting subject matter of instruction are utilitarian ends narrowly conceived for the masses.” As such utilitarian subject matter is increasingly placed online, isolating individual students and their electronic screens, he insists that education happens not through direct instruction but “indirectly by means of the environment” where members of a community engage in meaningful tasks. As the American population appears increasingly subject to rhetorical manipulation and ideological extremism, Dewey imagines the possibility of education cultivating “habits of mind which secure social changes without introducing disorder.” Insightful and inspiring, Dewey’s classic reintroduces readers to educational and political possibilities hard to remember as political and corporate forces to work reshape American public schools in the service of global profit rather than democratic life.Myers Education Press’s Timely Classics in Education offer readers the opportunity to return to the original works of giants whose influence on education have persisted through the years. Critical introductions to each work offer information on the context of the original work as well as insights into current relevance. For readers unfamiliar with each text, the introductions provide entrée to the work; for experienced readers, the series offers an opportunity to return to original works untainted by the distortions of decades of interpretation. Unlike poorly produced facsimile editions, Timely Classics are high-quality products. They can be adopted for use in many types of education classes.Perfect for courses in: Social Foundations of Education, Political and Social Foundations of Education, Foundations of American Education, Foundations of Education, Introduction to Education Theory and Policy, Philosophy and Education, History of American Education, and The Philosophy of John Dewey. 

Do you have the desire to build relationships with the special education teachers in your school or district but constantly feel weighed down by compliance issues? Special education teachers are leaving the field at alarming rates, and positive change through transformational leadership practices can help administrators build confidence and self-efficacy as leaders of special education programs and strengthen special education teachers’ commitment to remain in the field. In a book that guides an affective journey using John C. Maxwell’s teachings, Natasha Veale, a former special education teacher, professor of special education, and certified Maxwell Leadership consultant, demonstrates how to address administrators’ belief in their ability to become influential special education leaders and connect with their special education teachers, even without a background in special education. This book is ideal for pre-service and in-service assistant principals and principals, special education administrators, and general and special education teachers. Embedded school administrators’ anecdotes reveal experiences, challenges, and desires to build an emotionally supportive environment for their special education teachers. Practical advice and tips are offered to help administrators positively influence, individually consider, intellectually stimulate, and inspirationally motivate their special education teachers. In How to Retain Special Education Teachers: A Transformational Leadership Guide for School Administrators, you learn how to: Support special education teacher workload Build self-efficacy as a leader of special education Build relationships with special education teachers Strengthen Principal Preparation Programs This is a critically important book that should be read by every school administrator and by every College of Education faculty member involved in any area of special education.Perfect for courses such as: Principal Leadership for Special Education; Special Education Administration; Educational Leadership; Developing Teachers; Strategic Human Capital Leadership; Leading Change in Education; and Foundations in Education

2025 SPE Outstanding Book Award WinnerWith an alchemical verve, educators have been shaping the very direction of students' lives since time immemorial. With millions of teachers currently serving in the Tk-12 sector and millions more serving in higher education spaces, the need for quality educator development is essential. For Tk-12 educators, while there are teacher preparation programs to help shape their teacher identities, the challenge of neatly integrating all the rich content provided into a set of actions is considerable. For college educators writ large, there is no conspicuous preparation for teaching, leaving many to flounder early in their careers. In addition, homeschooled students, whose population has nearly doubled in recent years, also need and deserve access to professional training. While chiefly focused on Tk-12 educators, The Alchemy of Teaching supplies support for educators in all sectors and covers an array of topics germane to educators everywhere. Accordingly, this work draws on the early notions of alchemy, which is the art of transforming mundane metals into gold, to develop a template for educators to succeed while infusing essential, hard-earned wisdom along the way. Using the metals of alchemy as metaphors, the effective elements of teaching are parsed out in commonsensical and pragmatic ways, designed to give all those who educate students a template for strengthening their practice and the learning outcomes of their students. Written by highly experienced educators, this book is made up of three sections, with each detailing some of the prominent struggles educators regularly have in particular areas. Each author also elucidates the gold practices and provides techniques for avoiding some of the early pitfalls often experienced by educators. Each chapter of this book is dedicated to the practice of changing or transforming educator practices. It is a valuable tool for educators across the teaching spectrum to bring greater hope and success to their classrooms.Perfect for courses such as: Teacher Education; Classroom Management; Education Psychology; Social Justice; Foundational Courses in Teacher Education; Courses in Differentiation; Methods Courses in Mathematics