PRODUCTS

Using details from California’s unique, diverse social and political history makes the potentially dry foundations course into a very personal and dynamic topic for students to wrap their minds around. The book is a critical analysis of the evolution of educational policies that frame teachers’ and students’ roles and responsibilities in the historical and contemporary context of public education and thoroughly covers topics such as school segregation; the political structure of the state; bilingual education, school funding, NCLB, school choice, how policies arise and how they are legislated. Perfect for courses such as:Educational Foundations | Social Foundations of Education | Introduction to Teaching Multicultural Education | Curriculum and Instruction

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.

“Simple acts of kindness” are not so simple. Broidy argues both for the complexity of kindness in action, and for the value of an approach to teachers’ relationship with their students and other clients that is rooted in a “sensibility of kindness.” Broidy’s case for kindness begins by disentangling the concept of kindness from its many near relations. He traces the role of kindness and related concepts in both American educational history and in modern organizations promoting their versions of kindness.

This text provides a unique collection of case studies across a wide range of organizations (higher education, K-12 education, military, state and local government administration, non-profit institutions, and agency management, etc.). These cases examine ethical decision-making and organizational and leadership behavioral concepts that are practiced in these organizations. The cases cover topics facing our workforce today and ask the reader to solve the dilemma. Through a discussion of these cases, students apply decision making and organizational and leadership strategies to analyze each case and therefore gain a better understanding of how to effectively lead and manage within their organizations. This text challenges students to think critically and analytically. Students are encouraged to reflect on options a practitioner could use to solve the problem. All of the cases end with an open scenario and a set of questions, allowing students to offer a wide range of opinions and participate in reflective and robust discussions.Perfect for courses such as:Introduction to Ethics | Introduction to Ethical Decision-Making | Principles of Ethical LeadershipEthical Organizations: Principles and Application | Introduction to Organizational Change

This extensive overview first surveys the history of general education in the United States. It discusses how the recommendations of stakeholder groups have shaped general education in recent decades. Subsequent chapters detail best practices and findings in the assessment of student learning as it relates to the general education curriculum across institutional types. The discussion then turns to the larger impact of general education on culture and society as students navigate life beyond the undergraduate experience. The final chapters will provide insight into how various institutions are innovating through the general education curriculum, as well as a discussion on the keys to maintaining the relevancy of this curriculum throughout the 21st century and beyond.Perfect for courses such as:Assessment of Student Learning | Higher Education AdministrationAcademic Issues in Higher Education | Introduction to/Foundations of Higher Education

The Last Ten Days addresses the concerns of loved ones and caregivers, providing them not only with information but also acknowledging the sadness and frustration, the heartache and bittersweet memories experienced during this painful time. To these readers, the book says, “You are not alone.” The Last Ten Days: Academia, Dementia, and the Choice to Die is a heartrending memoir of love, scholarship, dignity, courage, and the choices one is forced to make when given the devastating diagnosis of a terminal illness. Spanning sixty years, this extraordinary book recounts the love story of Martha Risberg Brosio and her husband, Richard Brosio, Ph.D., a brilliant scholar and college professor whose communication skills dazzled all with whom he came in contact. Teenage sweethearts who went their separate ways after high school, Martha and Richard reconnected twenty-six years later over a friendly dinner that sparked into passionate love. They married in 1983, enjoying a vibrant life.   Then tragedy struck. In late 2013, Richard was diagnosed with Primary Progressive Aphasia, a type of dementia similar to Alzheimer’s that affects the frontal and temporal lobes of the brain. The disease impacted Richard’s ability to communicate. Eventually, he would lose his verbal and processing skills. There was no cure. Determined to have a dignified death at the time and in the manner of his own choosing, Richard hastened his death two years after his diagnosis by voluntarily stopping eating and drinking, seeking only palliative and hospice care until the end. Reminiscent of Still Alice, The Notebook, Tuesdays with Morrie, and When Breath Becomes Air, The Last Ten Days grabs the heartstrings and gives a mighty tug.

Researching Resistance: Public Education After Neoliberalism serves two vital functions. First, it explores, explicates, and encourages critical qualitative research that engages the arts and born-digital scholarship. Second, it offers options for understanding neoliberalism, revealing its impact on communities, and resisting it as ideology, practice, and law. The book delves into• strategies for engaging neoliberalism• the Black feminist cyborg theoretical assumptions and intentions of the ethnographic web-based film project• the research and arts-based methodology that walks the fault line between film and ethnography, and• the relationships between the researcher, the activist organizations, and the activism.While the book will focus on neoliberalism within the realm of public education, the implications extend to many other areas of public life. This is an excellent text for classes in qualitative research and public policy. It is the companion text to the digital native ethnographic film project entitled Public Education|Participatory Democracy: After Neoliberalism.  Perfect for courses such as: Qualitative Research, Curriculum Studies, Women and Gender Studies, Race and Ethnic Studies, Sociology of Education, Social Justice and Education, Democracy and Civics, Community Engagement, Policy Studies, Service Learning, Education Reform, and Youth Advocacy.

Womanish Black Girls/Women Resisting Contradictions of Silence and Voice is a collection of essays written by varied black women who fill spaces within the academy, public schools, civic organizations, and religious institutions. These writings are critically reflective and illuminate autobiographical storied-lives. A major theme is the notion of womanish black girls/women resisting the familial and communal expectations of being seen, rather than heard. Consequently, these memories and lived stories name contradictions between “being told what to do or say” and “knowing and deciding for herself.” Additional themes include womanism and feminism, male patriarchy, violence, cultural norms, positionality, spirituality, representation, survival, and schooling. While the aforementioned can revive painful images and feelings, the essays offer hope, joy, redemption, and the re-imagining of new ways of being in individual and communal spaces. An expectation is that middle school black girls, high school black girls, college/university black girls, and community black women will view this work as seedlings for understanding resistance, claiming voice, and healing.Perfect for courses in: Adolescent Development, American Studies, Black Studies, Educational Anthropology, Latino Studies, Multicultural Education, Social Foundations of Education, Sociology and Women's Studies.

Conservative ideologues have sought to shift the focus from the collective good to the individual good and to redirect the purposes and aims of education away from public benefit and in favor of private enterprise. As such, market-oriented, privatized, and standardized approaches to education reform have worked toward achieving that goal. This book is a primer on how the political right is utilizing various aspects of philanthropy and the political process to influence educational policymaking. In 1971, corporate lawyer and future U.S. Supreme Court Justice Lewis Powell wrote a detailed memo that galvanized a small group of conservative philanthropists to create an organizational structure and fifty-year plan to alter the political landscape of the United States. Funded with significant “dark money,” the fruits of their labor are evident today in the current political context and sharp cultural divisions in society. Philanthropy, Hidden Strategy, and Collective Resistance examines the ideologies behind the philanthropic efforts in education from the 1970s until today. Authors examine specific strategies philanthropists have used to impact both educational policy and practice in the U.S. as well as the legal and policy context in which these initiatives have thrived. The book, aimed for a broad audience of educators, provides a depth of knowledge of philanthropic funding as well as specific strategies to incite collective resistance to the current context of hyperaccountability, privatization of schooling at all levels, and attempts to move the U.S. further away from a commitment to the collective good.Perfect for courses such as: Critical and Contemporary Issues in Education, Education Policy, Educational Policy Analysis, Social Foundations of Education, Philanthropy, Public Policy & Community Change, Philanthropic Studies, Sociology of Education, Politics of Education, Current Issues in Education, Government and the Mass Media, Polarization of American Politics.

Many people believe that “education” has a disproportionately negative effect on them and those close to them. With so much wealth, technological prowess, innovation, and economic development, why do we still have marginalization, social inequalities, conflict, mass incarceration and generational poverty? The connection to democracy, Education for Democracy (EfD) and social justice is, for Carr and Thésée, clear, and this volume interweaves a narrative within these themes based on a Freirian theoretical backdrop. This book presents a vision for transformative education and EfD, seeking to cultivate, stimulate and support political and media literacy, critical engagement and a re-conceptualization of what education is, and, importantly, how it can address entrenched, systemic and institutional problems that plague society. Based on over a decade of empirical research in a range of contexts and jurisdictions, the authors strive to link teaching and learning with agency, solidarity, action and transformative change within the conceptual framework of a critically-engaged EfD.    Perfect for courses in: Sociology of Education; Social Justice and Education; Democracy and Civics; Community Engagement; Education Policy; Service Learning; Education Reform; Citizenship Education; Transformative Education; Politics of Education.