PRODUCTS

Anticipating Education is an interdisciplinary collection of Britzman’s previously published and unpublished papers that examines the dilemmas created by anticipating education, provoked when teachers, students, and professors encounter the unknown while trying to know emotional situations affecting their waiting, wanting, and wishing for teaching and learning. Anticipation has a particular flavor in scenes of education and not only since schooling presents again the mise-en-scène of childhood; anticipation also signifies the estranged temporality of anxiety, phantasies, and defense that compose and decompose hopes for transforming knowledge, sociality, and subjectivity in group life. This book is composed of Britzman’s well regarded and highly cited conceptual contributions to thinking broadly on topics of intersubjectivity and pedagogy at the university and schools; the reception of difficult knowledge as unresolved social conflicts in pedagogical thought; and the significance of psychoanalysis with pedagogy. Four themes address the anxieties of teaching and learning: phantasies of education; difficult knowledge; transforming subjects; and, psychoanalysis with education.Anticipating Education is required reading for every newly-minted faculty member. The wisdom provided in this volume will prove to be invaluable to your future career.Perfect for courses such as: Foundations of Education | Theories of Teaching and Learning | Special Topics | Advanced Curriculum Theory | Philosophy of Education | Social Thought and Education | Studies of Language, Culture and Teaching | Child and Adolescent Development

Critical Transformative Educational Leadership and Policy Studies - A Reader is a comprehensive collection of critical contributions from most of the leading voices in the fields of educational leadership and educational policy studies, pushing back against the current neoliberal authoritarian environment. The volume offers alternative ways to perceive and to formulate education leadership and policy from a critical transformative perspective. Individual chapters discuss such topics as social justice in education; poverty, race and public education; counter-hegemonic education movements; the privatization of schools; and school reform and advocacy leadership, among others, all from a critical perspective. It is a crucial and timely volume for educators, school administrators, educational leaders, social activists, and union leaders concerned with the current state of our universities and our education system.Perfect for courses such as: Political Economy of Urban Education | Leadership and Policy Studies | Educational Policy and Reform | Politics of Education | Cultural Studies | Curriculum Theory and Development | Socio Historical Foundations | Indigenous Knowledges and Methodologies | Cultural Studies and Education

Teachers’ religious identities shape their classroom practices in varied ways. From the books they select to the relationships they build with students to the way they see their role as a teacher, teachers’ religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers as they explore the tension they feel between their teaching identities and their religious identities in the setting of the U.S. public education system. What these portraits make clear is that the prevailing assumption that religious teachers have wholly separate teaching and religious identities is an impossibility, no matter how devoutly it might be wished for, legislated, and imagined. Who are these teachers? How does their evangelical religious identity influence the way they navigate classroom spaces? How are they making sense of their own experiences as a religious person in a public school classroom?Perfect for courses in: Diversity and Inclusion in the Classroom | Introduction to Diversity for Educators | Foundations of Teaching for Learning | Role of the Teacher in American Education | Religion and Education | Educational Foundations

Many schools have failed to create a nurturing educational environment for LGBTQ students. Our Children are Your Students features a discussion about the various tactics that LGBTQ families use to work with schools that don’t anticipate the arrival of their families and children. The book features a verbatim theatre script called Out at School, which is based on interviews conducted with 37 LGBTQ families about their experiences in school. The families live in four different cities in the province of Ontario as well as in the suburbs and rural communities surrounding them. Written by Tara Goldstein, Jenny Salisbury, and Pam Baer, the play contains 22 scenes of verbatim monologues and dialogues. A set of images created by visual artist benjamin lee hicks accompanies each scene. The play also contains three original songs composed by musician Kate Reid, who draws on a number of the themes embedded in the scenes. Links to performances of the songs and to the artwork can be seen on the LGBTQ Families Speak Out project website: www.lgbtqfamiliesspeakout.ca. This is an important book for teachers and pre-service teachers who are interested in creating inclusive classroom environments for all students.Perfect for courses such as: School and Society | Social Foundations of Education | Multicultural Education | Critical Pedagogy | Inclusive Education | Gender, Sexuality, & Schooling

Since the founding of the nation, higher education has helped female faculty and students assert themselves in establishing equality between men and women across the country (Morris, 1984). During the nineteenth century, women had limited access to many sectors of American society because of their inferior status to men. Such differences were visible in both political and academic arenas. This discrimination reflected general societal norms of the time, relegating women to the roles of mothers and homemakers. Women and Gender in Higher Education provides a comprehensive review of the varying concepts that address the development of women in higher education, including how women understand the world around them—making meaning for themselves and their environment—and acknowledging the intersectionality of their identity. It also breaks new ground in the conversation about the roles of women and gender in higher education.

Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed. This book supports those who will undertake this vitally important work. Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This "work" book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society.Click HERE to watch the book launch.Click HERE to hear the authors discuss their book.Perfect for courses such as: Education Curriculum and Instruction | Design for Transformative Learning | An Introduction to Evidence-based Undergraduate Teaching | New Faculty Orientations | Freshman Seminar Faculty Trainings | Center for Teaching & Learning | Workshops in Course Design

Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include: operationalizing the key terms of “inclusion” and “curriculum”strategies for Africanizing the school curriculum, andthe implications of local knowledge for schooling reform This book also raises a variety of key questions: how do we frame an inclusive anti-colonial African future and what is the nature of the work required to collectively arrive at that future?what education are learners of today going to receive and how will they apply it to their schooling and work lives?how do we re-fashion our work as African educators and learners to create more relevant understandings of what it means to be human?how do we challenge colonizing and imperializing relations of the academy? What are the possibilities and limits of counter-visions of education?how do we make school curricula inclusive through teaching, research and graduate training in questions of Indigeneity and multi-centric ways of knowing? The book identifies specific areas of an “inclusive/decolonized curriculum agenda” through educational programming and reform. It is essential reading to any student or teacher concerned about understanding the many facets of an African school curriculum. Perfect for courses such as: Principles of Anti-Racism Education | Anti-Colonial Thought: Pedagogical Implications | Indigenous Knowledge and Decolonization: Pedagogical Implications | Modernization, Development and Education in African Contexts | African Systems of Thought |  Introduction to African Studies

Writing Beyond Recognition: Queer Re-Storying for Social Change documents and analyzes the insidious ways heteronormativity produces homophobia and heterosexism, including how this operates and is experienced by those who identify as gay, lesbian, bisexual, transgendered and queer. Using critical arts research practices read through queer and feminist theories and perspectives, the chapters in the book describe how participants who identified as lesbian, gay, bisexual and transgendered gained critical insights by learning to write and read about their experiences in new ways. Their revised queer stories function to enable a movement beyond merely recognizing to appreciating and understanding those differences. Robson offers a powerful argument about how everyone is narrated by and through discourses of gender and sexuality. Therefore, the content of the book is directed at all readers, not only those who identify as gay, lesbian, bisexual, transgendered or queer. The book will be important as a text in any course or area of study that is focused on inclusive education, cultural studies in education, critical arts research methods, gender and sexuality studies, and critical literacy approaches in education.Perfect for courses such as: Qualitative Research Methods | Social Justice | Ethnography | Critical Qualitative Inquiry | Gender, Sexuality, and Women’s Studies | Participatory Action Research | Arts-Based Research | Writing | Autobiography | Curriculum Studies | Teacher Education | Cultural Studies | Reading and Literacy Education | Community Education | Adult Education

There are novels that portray cities as magical places, others as stifling, imposing environments, and others still as a gritty but beautiful, living landscape. Cities can be the center of culture, business, the arts, and are the meeting places for diversities of all kinds. Examining Images of Urban Life gathers contributions from scholars, educators, and young adult authors, like Benjamin Alire Saenz and e.E. Charlton-Trujillo, who consider how living in a city affects character identity and growth, and the ways authors world-build the urban setting. The collection discusses what the urban landscape means, and dispels the media-driven, anecdotally propagated preconceptions about city living.Urban life is varied and rich, just as its literature is. The collection revolves around a reconsideration of what the city represents, to its readers and to its inhabitants, and serves as a resource in urban settings, wherein teachers can select books that mirror and advocate for the students sitting in their classes.Perfect for courses such as: Young Adult Literature | Children’s Literature | Elementary Literacy | Reading and Literacy | Methods of Teaching | Public Purposes of Education | Educational or Historical Foundations of Education | Urban Studies | Media and Library Sciences

In a decidedly anti-intellectual moment, exemplified by such recent phenomena as denials of science, defunding of universities, and distrust of “facts,” Intra-Public Intellectualism examines the relationships among qualitative inquiry, truth telling and social activism.  With contributions from scholars and activists around the world, the book addresses three key tensions in the field of social inquiry. The first tension concerns the proliferation of digital environments and virtual spaces, exploring how the “public” in public intellectualism might be reconsidered. The second tension concerns the ongoing critiques of truth and subjectivity, exploring how these disruptions change the work of the intellectual. The third tension concerns the growing scientific and philosophical rejection of static material worlds, exploring what becomes of social responsibility and justice when agency extends beyond human subjects.  Intra-Public Intellectualism will be a must read for those interested in the roles of the intellectual in the academy and beyond and those keen on rethinking critical social inquiry for the twenty-first century. Perfect for courses such as: Introduction to Qualitative Research | Critical Qualitative Inquiry and Critical Theory | Social Context and Education | Foundations of Education | Cultural Studies and Public Pedagogy | Curriculum Theory | Social Justice and Education | Advanced Qualitative Methodology | Interpretivist Inquiry | Posthumanist Inquiry | New Materialist Inquiry | Arts-Based Inquiry