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In "How Schools Make Race," Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes.

This book examines the structural and cultural factors that explain the persistence of an attainment gap between white and Black, Asian, and Minority Ethnic (BAME) students in UK universities. So-called 'deficit' approaches have long represented the orthodoxy in higher education strategy-making, yet they overlook the structural and institutional factors that reproduce attainment gaps. Whereas students already in possession of the right 'academic capital' are made to feel validated and empowered in their learning, BAME students -- particularly those from working class backgrounds -- may feel marginalised by dominant hierarchical cultures on campus. This book provides an important and unique contribution to the study of racial equity in higher education. Its chapters provide a breadth and depth of analyses which help explain the roots of the attainment gap, while offering reflections and commentaries on the necessary steps that universities must take in order to ensure equity for students from all backgrounds.

Talking about race does not have to be incredibly awkward. In this book, Gooding offers twelve clear, cogent, and concise racial rubrics to help users of mainstream media more readily discern patterns hidden in plain sight. The text primarily leverages popular movies as the medium of analysis--since they are unparalleled in their cultural significance--but the rubrics apply to other forms of media, such as television, print, and social media. "Why does the Black guy die first?" is a well-known rhetorical question that challenges the disparate treatment of non-White characters onscreen. This subtle statement about the representation of persons of color within mainstream movies has remained largely unexplored until now. "Race and Media Literacy, Explained" provides concrete concepts and a uniform vocabulary with which to recognize and further analyze these formulaic images. After participating in this dynamically interactive experience, readers will never see media the same way again! Book features: (1) An interdisciplinary approach to teaching race that draws on cinema and forms of popular media that most students know; (2) Guidance for honing media literacy skills with middle, high school, and undergraduate college students; (3) A HARM Theory Rubric that identifies 6 consistent patterns for depictions of non-White characters and 6 consistent patterns for White characters within mainstream movies; (4) Questions for Questing sections provide critical questions for further exploration; (5) Concrete vocabulary/glossary terms to engage with the subject matter more precisely; and (6) Innovative analysis of depictions of race and ethnicity in the top ten highest-grossing films of all time.

This book provides the most up-to-date research on identity safe practices and how to ensure that they occur both at home and at school. Today's schools serve students and families with a diversity of identities. While diversity enriches the school community, educators are becoming increasingly aware of the vast number of students subjected to identity-related adverse childhood experiences and inequitable practices. To mitigate the negative impacts of oppression on marginalized identities, this book shows educators how they can work together with parents and guardians to support all students' well-being and success. Each chapter of this book covers a core practice of identity safe classrooms, explains how to extend those practices schoolwide, and discusses how to share these practices with families to implement at home. Teachers, school leaders, counselors, social workers, and others can use this guide to foster strengths-based and culturally responsive home-school partnerships in all that they do. This book features: (1) a practical guide for home-school partnerships that supports safety and a sense of belonging, value, and competence; (2) research-based, home-school practices that support the positive identity development of pre-K-12 students; (3) portraits of students, parents, educators, and others from racially, culturally, linguistically, ethnically, LGBTQ+, neurodiverse, and impoverished communities; and (4) guidance for countering the harm caused by stereotype threats, othering, and identity erasure. [Foreword by Claude Steele]

In 2023, the British Academy commissioned 11 members of its Early Career Researcher Network to write about their experiences of life and work in UK higher education. The essay collection shines a light on the voices, perspectives and journeys of early career researchers, poignantly showcasing the realities and challenges faced by researchers at this stage of their careers, ranging from precarious contracts and grant applications to balancing parenthood with the pressures of academic life. The authors offer a mixture of personal insights, policy solutions and practical advice to some of these hurdles, while also highlighting the fulfilling and rewarding moments in their careers.

Finding the right college is a challenge for all students, but Black families face additional challenges and questions when navigating the admissions process. Veteran admissions experts Timothy L. Fields and Shereem Herndon-Brown demystify this complexity by advising families on when to begin the process, where to apply, and how to be a competitive applicant. Fields and Herndon-Brown address specific concerns that are not often addressed by school counselors or other resources. They highlight how recent social justice movements and legal cases have amplified the necessity of considering both Historically Black Colleges and Universities and predominantly white institutions, while covering everything from athletic recruitment and artistic talents to financial aid and step-by-step instructions for how to search for colleges and then apply to them. The second edition includes new chapters on: (1) prioritizing students' and parents' mental health; (2) understanding the influence of artificial intelligence tools such as ChatGPT on college essay writing; (3) reviewing recent Supreme Court decisions about race-conscious admission and their likely impact on Black applicants; and (4) navigating the admission process as a transfer applicant. A list of the best colleges for Black students, a glossary of terms, a list of notable Black college graduates and their alma maters, a suggested reading list, and an FAQ section round out the guide. Having worked on both sides of the desk--as school counselors and as college admissions gatekeepers--Fields and Herndon-Brown are well equipped to give parents, students, and school counselors the information and inspiration to research a variety of schools, understand their choices, and define success on their own terms. [Foreword written by Akil Bello.]

Intersectionality is a term coined by Kimberlé Crenshaw in 1989. Crenshaw, a scholar of law, critical race theory, and Black feminist legal theory, uses intersectionality to explain the experiences of Black women who--because of the intersection of their race, gender, and class--are exposed to exponential and interlocking forms of marginalization and oppression, often rendering them invisible. The third edition of "Intersectionality & Higher Education: Theory, Research, & Praxis" further documents and expands upon Crenshaw's articulation of intersectionality within the context of higher education. The text includes (a) theoretical and conceptual chapters on intersectionality; (b) empirical research and research-based chapters using intersectionality as a framework; and (c) chapters focusing on intersectional practices, all within higher education settings. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student affairs, women and gender studies, and programs alike. This is a vibrant and rigorous collection of essays that think about intersectionality in practice and as a practice. The essays think about intersectionality in the context of higher education, and imagine what it might mean to take seriously intersectionality's call to enact practices of inclusion and equity. [Foreword written by Jessica C. Harris.]

These stories from art educators highlight how art and visual culture can bridge learning with lived experience. Written "by" and "for" art educators from all backgrounds and contexts, this volume offers guidance for expanding students' opportunities to critically examine current events, histories, and cultural assumptions in ways that are relevant and inclusive of all identities. Readers will learn how to use contemporary art and dialogue as tools to acknowledge and value the unique perspectives of each person. Authors from diverse settings offer topics, insights, resources, and research for centering voices and critical conversations in K-12, higher education, museums, and nontraditional classrooms. Including artwork in full-color, the book addresses such questions as: (1) How can a teacher reflect on their own assumptions and biases before crafting lessons and discussion prompts?; (2) In what ways can contemporary art encourage dialogue in art learning spaces?; (3) What happens when current national issues intersect with the personal lives of students?; (4) How can teachers democratize the classroom so all students are represented?; and (5) How can teachers demonstrate ways to critically examine information? Book Features: (1) Offers insights from art educators in public, independent, museum, and community settings; (2) Addresses the role of art teachers in responding to the current highly politicized educational climate; (3) Critically examines concepts of practice, power, and vulnerability in teaching; (4) Discusses issues of race, LGBTQ+ rights, family structures, current events, democratic values, and social change as they concern students; (5) Provides examples of dialogue in various art learning spaces and contexts; and (6) Includes many full-color images of artwork throughout the text. [Foreword written by James Haywood Rolling Jr.]

In this book dialogue is used as a research, knowledge-sharing and community-building tool in which participants engage with each other in reflecting upon the perspectives of self and others: challenging, complementing and contradicting each other as critical peers. The book aims to be an enactment of sociological reimagination, as a way to reimagine public conversations that inspire criticality, innovation and multimodality around the intersection of identity (self), language (mediating mechanism) and power (sociocultural domain). Each chapter illustrates the use of dialogue as a participatory research tool as a way in which the sharing of knowledge and the growth of understanding occurs through meaning- and strategy-making processes. Together they present dialogue as an integrative model of self-inquiry and social activism and provide a valuable standpoint to understand the participatory nature of our very effort to question and investigate our sense of self in the world.

Globalization has become one of the most recurrent concepts in social and political sciences. More often than not, however, the concept is handled without much of a properly articulated theory capable of explaining its historical origin and expansion. For education researchers attempting to elucidate how global changes and processes affect their field of study, this situation is problematic. "The Oxford Handbook on Education and Globalization" brings together in a unique way leading authors in social theory and in political science and reflects on how these two distinct disciplinary approaches deal with the relation between globalization and education. Part I develops a firmer and tighter dialogue between social theory, long concerned with theories of globalization, and education research. It presents, discusses, and compares three major attempts to theorize the process of globalization and its relation to education: the neo-institutionalist theorization of world culture, the materialist and domination perspectives, and Luhmann's theory of world society. Part II analyses the political and institutional factors that shape the adoption of global reforms at the national and local level of governance, emphasizing the role of different contexts in shaping policy outcomes. It engages with the existing debates of globalization mainly in the field of public policy and comparative politics and explores the social, political, and economic implications of globalization for national systems of education, their organizations, and institutions.

This study discusses the effectiveness of a science, technology, engineering, and math (STEM) program spanning grades six through eight in a traditional, urban school district located in Northeastern Ohio. The history and expressed need for STEM education within post-steel producing and economically depressed regions are discussed. Important factors describing STEM programming such as curriculum, standards, content delivery, integration, and aspects of implementation are described. This longitudinal study reports Ohio State Test (OST) scores along with the demographic factors of gender, socioeconomic status, student race, and attendance rate to determine the impact of STEM programming. The use of multilevel, statistical analyses through hierarchical linear modeling (HLM) determined integrated STEM had a significant, positive effect on student achievement in both math and science and an even stronger impact isolating science achievement by itself. The predictive results of HLM analysis determined STEM students scored significantly higher on the OST in science and math combined scoring 31.8 points higher on average and 38.2 points higher in science compared to their general education peers. No interaction effects were determined between STEM participation and gender, socioeconomic status, student race, and attendance rate. This research has powerful implications for educational leaders as they need to be aware of the impact integrated STEM programming and project-based learning (PBL) has on student achievement. The results indicate that integrated STEM programming in middle school has a positive effect on student achievement indicating it is indeed a pathway to success. [This book was edited by Joseph Johnson and Abdullatif Kaban.]

A long overdue, much needed transformation is underway in the higher education system. It started a decade ago, when federal and state policy­makers first began to collect data on what students earn after pursuing a postsecondary education. But new data are fundamentally differ­ent. Unlike broad-based national statistics, such as how much someone with a bachelor's degree earns on average, this new information reveals what indi­vidual cohorts of students earn after they complete a particular program in a particular institution of higher education. Previously, policymakers and students may have only had a general idea about what a degree from a given institution was worth. Now, they can weigh the price -- and the debt they would incur -- for a particular college or program with knowledge of what their future earnings will likely be. The data can also reveal colleges and programs where graduate earnings are so out of line with the cost of attending that the mismatch almost constitutes fraud. This volume covers the early work to collect earnings data, the overlooked limitations to what these new data can accomplish, and case studies on how the data can be used. Reports in this volume include: (1) "The Data Driving Higher Education Reform: The Historical Role of Employment and Earnings Information in Federal Policy" (Nicole Ifill and Amy Laitinen); (2) "Building the College Scorecard: A Tool to Assess Value and Aid Consumer Choice" (Michael Itzkowitz); (3) "Developing Student-Facing Tools Using Wage Data: The Texas Experience" (Stephanie Huie); (4) "Performance Measures and Postsecondary Investments for Adult Students: Available Yardsticks and the Challenges of Institutional Comparisons" (Diego Briones and Sarah E. Turner); (5) "The Limits and Potential of Program-Level Earnings in Higher Education Accountability: A Review of the Evidence and a New Look at Geographic Limitations" (Kristin Blagg); (6) "Accounting for Demographics, Selectivity, and Risk in Postcollege Earnings" (Jorge Klor de Alva); (7) "Using Earnings Data in College Advising: How New Information is Shaping Access Initiatives" (Carrie Warick and Sara Melnick); (8) "Innovations in Higher Education Finance: Using Income Data to Build Better Options for Students" (Kevin James and Barry Cynamon); and (9) "Show Me the Data: The Role of Capital Markets in For-Profit College Accountability" (Trace Urdan and Paul Fain).

This book revolves around educating recently arrived immigrant youth in the United States who are emergent bilinguals. Drawing on a seven-year research collaboration with three ESL teachers in an urban secondary school in the United States, it addresses questions around taking a critical approach to language and literacy education, including what this looks like in everyday practice and what emergent bilingual youth can learn from it. The chapters illustrate the praxis of critical language and literacy education undertaken by everyday ESL teachers, curricular materials and pedagogical practices that promote emergent bilingual youths' engagement with words and worlds, and finally, a methodological and relational approach to researching with classroom teachers. The book introduces teaching practices such as dialogic problem-posing, translanguaging and translation, the use of multimodal texts, and youth research on language. Arguing for the potential power of critical language and literacy education for immigrant youth and their teachers, this book will benefit educators, researchers, and graduate students in the fields of language and literacy, second language acquisition (SLA), ESL and TESOL pedagogy, and in curriculum studies, education of immigrant children and youth, and multicultural issues in education.

Just because a school has adopted a social and emotional learning (SEL) program does not mean it will work. This book explores the conditions needed to implement, strengthen, and sustain effective SEL, and identifies paths that schools, districts, and states have taken to create those conditions. Major themes include equity of access to high-quality SEL, promoting interracial understanding in all school interactions, and enhancing the well-being and SEL skills of teachers and school leaders as well as students. Chapters describe exemplary initiatives that infuse SEL into classroom instruction, administrative decision making, school-family-community partnerships, and teacher training. End-of-chapter discussion questions enhance the book's value for professional learning and course use. [Foreword written by Aaliyah A. Samuel.]

In an era of sky-high burnout, "Educating with Passion and Purpose" gives veteran teachers everything they need to thrive in their profession. This book will help you avoid the disenchantment and frustration that can come from doing the difficult work of K-12 education. You are in this field because you want to make a difference, but you often lack the support you need to do that amid overwhelming demands. Experienced educators themselves, authors Meredith Matson and Rebekah Shoaf speak the truth about what today's teachers confront--and how you can navigate the changing landscape to face the challenges and opportunities we encounter. Inside, you'll find frequent opportunities for self-reflection on the topics that matter most to educators, including race, privilege, wellbeing, mentorship, and how to rise to the social-emotional demands that teaching asks. At a time when many teachers are leaving the field within the first years of their careers, "Educating with Passion and Purpose" offers you a way forward, so you can nurture your students and professional self: (1) Gain perspective on why you teach and what matters most to you in your career; (2) How race and identity influence classroom interactions; (3) Learn practical strategies for protecting your social and emotional energy and seeking help from outside the classroom; and (4) Find a new sense of inspiration in your teaching practice with hands-on activities and tools. This book is perfect for teachers with three or more years of experience, and it also offers crucial insights for pre-service educators, staff developers, and experienced teachers looking for ways to avoid pitfalls traditional teacher-training programs do not prepare them for and to overcome career burnout.

Higher education institutions have already begun to see decreasing enrollment numbers, even as higher education enrollment is predicted to drop precipitously starting in 2025. Much of the decrease in enrollment will be driven by demographic trends about which higher education institutions can do little, making the retention of students who do enroll that much more important. Overall retention rates have stagnated and differential retention rates by race and ethnicity have persisted. If higher education institutions, researchers, and policy makers are to improve retention rates, a critical examination of the current state and future directions of retention research is essential. This edited volume begins that examination by addressing several questions: What are the needed directions in theory and research on college student persistence and how do we translate new theory and research into effective practices? Are we asking the right questions, looking in the right places, or trying to apply out-of-date theories to new populations? In short, how can the research community help institutions improve retention in this challenging time? [Foreword written by Laura W. Perna.]

Drawing on frameworks of teacher research and critical literacy, this volume documents the experiences of educators in New Mexico who participate in Teaching Out Loud--an intergenerational, professional development program that focuses on the creation and implementation of imaginative, critical curriculum with historically marginalized students. This text offers a set of conceptual tools and pedagogical practices for teacher educators and researchers seeking to advance teacher learning and leadership through the use of critical study groups, rather than the more scripted professional development approaches that dominate mainstream educational settings. Specifically, this book uses the voices of a diverse set of teachers to demonstrate the role of teacher inquiry in shifting curriculum and advancing equity, even when faced with formidable circumstances like a global pandemic. The authors examine how participation in Teaching Out Loud helped teachers foster social-emotional learning, foreground issues of race and identity, build and sustain community, promote self-care, and center play within and against challenging local and global contexts. This book: (1) Highlights the voices of teachers representing a range of diverse perspectives and experience levels; (2) Explains classroom practices and approaches in detail; (3) Examines the challenges posed by the COVID-19 pandemic; (4) Explicitly addresses critical issues like race and social justice; and (5) Focuses on the American Southwest. [Foreword written by Gerald Campano.]

The aim of the "National Academy of Education (NAEd) Educating for Civic Reasoning and Discourse" report is to better prepare students to examine and discuss complex civic, political, and social issues by ensuring that the curricula, pedagogy, and learning environments that they experience are informed by the best available evidence and practice. This includes identifying opportunities to learn from well-established areas of interdisciplinary research on human learning and development, as well as current exemplars of instruction. Under the direction of an expert steering committee of researchers and other leaders in civic learning and student engagement, working panels each examined a specific theme, including: (1) philosophical foundations and moral reasoning; (2) learning sciences and human development (covering cognition and its relationship to identity, development across the life course, and implicit bias); (3) history of education for democratic citizenship; (4) agency and resilience in the face of challenge as civic action: lessons learned from across ethnic communities; (5) ecological contexts; (6) learning environment, school climate, and other supports for civic engagement; (7) digital literacy and the health of democratic practice; (8) pedagogical practices and how teachers learn. The report concludes with an extensive set of recommendations for practice, policy, and further research, which were carefully developed by the steering committee and reflect a synthesis of the chapters in this report. These recommendations were also developed with insights from key stakeholders and educators who participated in public forums and provided invited comments. [For the executive summary, see ED611952.]

Whether it is advances in information technology, organized social movements, or racial inequality and social class stratification, higher education serves as a lens for examining significant issues within American society. First published in 1998, "American Higher Education in the Twenty-First Century" offers a comprehensive introduction to the complex realities of American higher education, including its history, financing, governance, and relationship with the states and federal government. This thoroughly revised edition brings the classic volume completely up to date. Each chapter has been rewritten to address major recent issues in higher education, including the COVID-19 pandemic, the movement for racial justice, and turmoil in the for-profit sector. Three entirely new chapters cover broad-access colleges, race and racism, and organized social movements. Reflecting on the implications of ethnic and socioeconomic diversity within higher education, the book also grapples with growing concerns about the responsiveness and future of the academy. No other book covers such wide-ranging issues under the broader theme of higher education's relationship to society. Highly acclaimed and incorporating cutting-edge research, "American Higher Education in the Twenty-First Century" is now more useful and engaging than ever.

The goal of every early educator is to prepare all students for school success--but for young Black children, entrenched biases and racial inequities have created an achievement gap that must be closed. Transform your practices "and" work for systemic change with this visionary guidebook, a comprehensive roadmap to promoting racial equity in early childhood education. The only handbook of its kind that takes a rigorous, in-depth look at the historical roots of racial bias, this book goes beyond band-aid approaches to equity and prioritizes real transformation and healing: of adults, communities, programs, systems, and children. Grounded in research but focused on action, this empowering guide offers both deep foundational knowledge and practical classroom strategies that promote better outcomes for Black children and families. Contributions from voices of experience--influential scholars, teachers, and parents--offer authentic perspectives on the impact of racism and the importance of anti-racist practices. A must for educators, administrators, and policymakers working toward equity and justice, this book will help early childhood professionals dismantle inequitable systems and ensure high-quality learning experiences for every child. Early educators will learn how to: (1) recognize the many ways racialized bias shows up within the early childhood system; (2) challenge the implicit bias that shapes their perceptions and practices; (3) develop a deep and shared understanding of key terms used within racial equity dialogue; (4) create culturally responsive anti-bias (CRAB) education environments, with sample lessons and guidance on curriculum design; (5) help young Black children build and maintain a positive racial identity; (6) strengthen school-family partnerships by developing culturally responsive relationships with families; (7) take action to resolve racial inequities in suspensions and expulsions; (8) address historical and racial trauma to help children, staff, and families heal; (9) make a plan to revise data collection systems in ways that promote racial equity; and (10) begin the challenging but necessary work of high-level systems change.

This edited volume explores and deconstructs the possibilities of higher education beyond its initial purpose. The book contextualizes and argues for a more robust interrogation of persistent patterns of campus inequality driven by rapid demographic change, reduced public spending in higher education, and an increasingly polarized political landscape. It offers contemporary views and critiques ideas and practices such as micro-aggressions, implicit and explicit bias, and their consequences in reifying racial and gender-based inequalities on members of nondominant groups. The book also highlights coping mechanisms and resistance strategies that have enabled members of nondominant groups to contest primarily racial- and gender- based inequity. In doing so, it identifies new ways higher education can do what it professes to do better, in all ways, from providing real benefit to students and communities, while also setting a bar for society to more effectively realize its stated purpose and creed.

This book highlights the work of Rise for Racial Justice, an organization that launched a public racial literacy campaign in 2020 when the nation's interest in exploring the history and present reality of anti-Black police violence was at a high. Protests following the murder of George Floyd focused the public's attention on anti-Black racism, sparking calls for racial justice. There was a resulting demand for antiracism training to help make sense of the ongoing twin pandemics of anti-Black racism and white supremacy. "Rise for Racial Justice: How to Talk About Race With Schools and Communities" makes a unique contribution to the discussion about antiracism training for schools and communities. The authors draw on the experiences of antiracism facilitators as they teach about race, racism, and racial justice and share curricula, pedagogical strategies, tools, and practices that support the learning and engagement of educators and youth learners. Book Features: (1) Examples of curricula and suggested pedagogy for antiracism training geared toward teachers and other adults in leadership and/or parenting roles; (2) Tools to help school communities talk about race and racism, as well as practices for pursuing racial justice; and (3) Practical, narrative-based advice about the opportunities and challenges of engaging in antiracism training. [This book was written with Robin Mallison Alpern, Brett Collins, Masumi Hayashi-Smith, T. Gertrude Jenkins, Nama Khalil, Sade Ojuola, and Sarah Moss Yanuck. The foreword is written by David Stovall and the afterword is written by Rita Kohli.]

"Disrupting Disruption" shows how three racially and ethnically diverse school districts--Union NJ, Union City OK, and Roanoke City VA--have defied the demographic odds, boosting overall graduation rates while shrinking or eliminating the opportunity gap. These districts resemble many others in their student population. What makes them distinctive is their relentless focus on developing and supporting teachers and engaging students; constantly seeking ways to do a better job; using data to enhance learning; developing partnerships with parents and local organizations; and relying on stable, supportive leadership. "Disrupting Disruption" demonstrates that disruption--whether by inflicting a discipline-and-punish regime on our nation's schools, or replacing them with charters or vouchers--is not the best way forward.

"Race and Culturally Responsive Inquiry in Education" examines how assumptions about race and culture have shaped US education research and the interpretation and implementation of its results. This ambitious volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The provocative essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students' diverse backgrounds and needs. Edited by Stafford L. Hood, Henry T. Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring contributions from leading and emerging scholars, the collection is organized around three key areas--education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers. Together, the essays in this volume make the case that culturally responsive methods that deepen our understanding of educational disparities, appropriately measure what students know and can do, and ensure that we have accurate information about the effectiveness of educational interventions can improve educational outcomes for diverse learners.

Elementary-aged children are often positioned as not developmentally ready to learn about race, racism, and injustice. Yet, the classroom materials used in most schools misrepresent history, withhold knowledge about racial injustice, or fail to uplift stories of resilience and resistance. For almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics--COVID-19, racism, and impending environmental catastrophe. Grounded in the daily realities of public schools, Agarwal-Rangnath shows teachers how to use primary and other sources that will offer students new ways of thinking about history while meeting language arts standards for informational text proficiency and critical thinking. Educators will also learn how to teach language arts and social studies as complementary subjects. New for the Second Edition: (1) More concrete connections between theory and practice; (2) Additional lesson examples that are centered in today's context of converging pandemics; and (3) Reflection questions that challenge readers to think about ways to navigate curricular constraints and standardization in the classroom. [Foreword written by Christine E. Sleeter.]

Educators often bemoan the so-called learning gap that followed the upheaval to schooling in 2020, but the real learning gap will occur if the watershed events and social shifts of the early 2020s are not integrated into school instruction and learning. For today's learning to be relevant to today's students, it must reflect their lives and the true social worlds they inhabit. But how? "Teaching Literacy in Troubled Times" empowers educators to engage students in critical thinking, literacy activities, and inquiry to investigate the personal and social issues of pressing importance to today's middle and high school students. Six units of study, each co-authored by a teacher who road-tested the activities in their own classroom, guide teachers through the process of teaching literacy around the topics of identity, social inequity, global justice, empathy, racism and racial literacy, and conflicting ideas of patriotism. This urgent, timely guide to creating a relevant classroom includes: Instructional methods, content knowledge, and learning activities for each unit that engage students in critical inquiry and social action. Insights and guidance from teachers who put the full unit plans in action with students. Reflection questions to help teachers envision the work in their own classrooms. Templates, rubrics, examples of student work, and other tools that help teachers to plan and implement activities that grow students' capacity to understand and act in society. Prime your students with the critical thinking, investigative, and communicative skills they need to connect themselves to broader social movements and create a new generation of educated changemakers. [Foreword is written by Mariana Souto-Manning.]

Drawing from the lived experiences of Black parents as they engaged with their children's K-12 schools, this book brings a critical race theory (CRT) analysis to family-school partnerships. The author examines persistent racism and white supremacy at school, Black parents' resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families. The children in this study attended schools with varying demographics and reputations. Their parents were engaged in these schools in the highly visible ways educators and policymakers traditionally say are important for children's education, such as proactively communicating with teachers, helping with homework, and joining PTOs. The author argues that, because of the relentless racism Black families experience in schools, educators must depart from race-evasive approaches and commit to more liberatory family-school partnerships. This book: (1) Includes an introduction to CRT and explains how it informed this study; (2) Draws from Derrick Bell's notion of racial realism to make sense of Black parent participants advocating for high-quality education in the context of persistent anti-Black racism; (3) Examines how Black parents resisted individualism and were, instead, committed to improving the education of all marginalized children; (4) Shows how white supremacy operated in shared school governance despite schools having inclusive practices; (5) Explores how anxiety and stress caused by the Trump presidency impacted parents' school engagement; and (6) Describes three ways any school community can develop family-school partnerships for collective educational justice.

"The Oxford Encyclopedia of Philosophy of Education" provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range of topics, ideas, and diverse perspectives from around the world, and features an editorial board composed entirely of women. Each chapter is an in-depth exploration of a philosophical topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the "Encyclopedia's" authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle "common sense," propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of ideas and experience, and offer alternative possibilities. "The Oxford Encyclopedia of Philosophy of Education" is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics in education; and contemporary topics and issues in philosophy of education. This combination of breadth and depth makes "The Oxford Encyclopedia of Philosophy of Education" an important and essential guide to the complex philosophical issues informing all facets of education today.

Beyond the commonplace inequalities that many minoritized youth face in the United States, the post-Trump contemporary moment has created rampant racialized material and symbolic violence occurring against Latinx, immigrant and undocumented immigrant, Asian American, and African American populations. "Race Frames in Education" advances the conversation about racial equity in educational contexts with a unique analysis centered on the concept of racial projects--a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors center racial analyses across multiple educational and community-based settings to underscore how racial projects advance equity or reproduce inequality. This much-needed anthology addresses a pressing issue in society: how to center race and expose systemic racism in order to transform communities, schooling, and educational policies. It challenges white dominance in education and social policy and practice in order to understand the material effects of race, racism, and white supremacist logic on minoritized populations. This book features: (1) Narratives that center the voices and grassroots-level resistance of underrepresented groups; (2) An examination of anti-immigrant policies and surveillance into communities that perpetuate the school to prison/deportation pipeline; (3) Empirical studies grounded in race frames, demonstrating the impact of race, systemic racism, whiteness, racialization, racial ideology, and dynamics on youth; and (4) An underscoring of the interdisciplinary research, especially sociological and educational studies, that center racial analysis, equity, and advocacy efforts. [Foreword written by Theo van Leeuwen.]

The decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book. A team of interdisciplinary scholars, attorneys, and education practitioners focus on how disparities based on disability intersect with race and ethnicity, why such disparities occur, and the impacts these disparities have over time. A DisCrit and research-based perspective frames key issues at the beginning of the book, and the chapters that follow suggest promising practices and approaches to reduce the inequitable use of school discipline and increase the use of evidence-supported alternatives to prevent and respond to behaviors of students with disabilities. The final chapter recommends future research, policy, legal, and practice goals, suggesting an agenda for moving the field forward in years to come. Book features: (1) Explores how students' disabilities, race, ethnicity, and gender intersect to explain how they are negatively impacted by the overuse of suspension, expulsion, and school policing; (2) Focuses on practical changes to the approaches of research, practice, and policy to remedy this long-standing problem; (3) Presents an interdisciplinary approach, bringing together the expertise of scholars, attorneys, and educational practitioners to address the issues from a variety of perspectives; and (4) Draws on DisCrit (Disability Studies and Critical Race Theory) to explore the intersection of race and ethnicity, particularly among students who are Black or from a Native American background and are considered "disabled." [Foreword written by Kent McIntosh.]

This book focuses on discourses of effective learning environments globally for reducing discrimination in schools. It offers innovative ideas concerning the future directions that education and policy reforms could take, in order to promote equality, social justice, and access to quality of education for all. The chapters offer a timely analysis of current issues affecting schooling and strategies for creating effective learning environments globally for overcoming discriminations in schools. It is argued that that one of the most significant variables in creating effective learning environments for reducing classroom discrimination is the student's cultural identity, the self-concept and self-esteem. The next variables influencing students' learning environment are motivational strategies, self-regulated learning, and students' active engagement in constructivist learning. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, comparative education research and education reforms for reducing discrimination. It will be beneficial for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

You can make a difference in how young students see and understand race and racism. Grounded in real-world examples, this accessible, insightful guide tackles topics like White silence, the scientific origin of skin color, and societal fears of being perceived as a racist. Readers will find solutions to overcome barriers like inherent biases and wary parents while helping students understand emotional and complex issues. Elementary classroom teachers will: (1) Help young children develop a foundational understanding about race and racism rooted in anti-bias practices; (2) Vicariously experience a classroom's transformation from silent to celebratory; (3) Learn and teach the scientific origins of skin color and how differences should be acknowledged and celebrated; (4) Build skills in maintaining transparency and clear communication with hesitant parents; and (5) Gain confidence to break the silence surrounding these complex and profound topics.

What if the families of students most impacted by the opportunity gap somehow had the power to organize whatever activities they felt would best help their children succeed? That's the question that began Families with Power/Familias con Poder (FWP), a grassroots organization of low-income students and caregivers in Northampton, MA. Through vignettes and interviews, this premiere book in Sonia Nieto's Visions of Practice Series shares the stories and lessons FWP learned along the way. Inspired by Paulo Freire's educational philosophy and the radical tradition of the Highlander Folk School , a group of real families with few material resources and educators connected with each other, found common ground, and built their own programs to address the needs of their children. Readers will get an inside look at the benefits, successes, and challenges of more than a dozen years of student and family engagement in the community and school as FWP tackled issues ranging from academics, race, and class to immigration and public health. This book features: (1) The story of how the author cofounded Families with Power in cooperation with immigrant and low-income caregivers and fellow educators; (2) Insight into multiple racial and ethnic perspectives as seen through a myriad of family engagement programs; (3) A relatable collection of narratives that bring to life Freire's methods of problem posing, culture circles, and popular education, as well as Highlander Folk School's grassroots organizing; (4) Guidance to help today's teachers and school leaders connect with students' families and community in meaningful ways; and (5) The author's experiences as a white teacher learning to bridge cultural, racial, linguistic, and class differences and building authentic relationships to better serve diverse communities. [Foreword written by Sonia Nieto.]

Literacy is the foundation for all learning and must be accessible to all students. This fundamental truth is where Kimberly Parker begins to explore how culturally relevant teaching can help students work toward justice. Her goal is to make the literacy classroom a place where students can safely talk about key issues, move to dismantle inequities, and collaborate with one another. Introducing diverse texts is an essential part of the journey, but teachers must also be equipped with culturally relevant pedagogy to improve literacy instruction for all. In "Literacy Is Liberation," Parker gives teachers the tools to build culturally relevant intentional literacy communities (CRILCs) with students. Through CRILCs, teachers can better shape their literacy instruction by: (1) Reflecting on the connections between behaviors, beliefs, and racial identity; (2) Identifying the characteristics of culturally relevant literacy instruction and grounding their practice within a strengths-based framework; (3) Curating a culturally inclusive library of core texts, choice reading, and personal reading, and teaching inclusive texts with confidence; (4) Developing strategies to respond to roadblocks for students, administrators, and teachers; and (5) Building curriculum that can foster critical conversations between students about difficult subjects--including race. In a culturally relevant classroom, it is important for students and teachers to get to know one another, be vulnerable, heal, and do the hard work to help everyone become a literacy high achiever. Through the practices in this book, teachers can create the more inclusive, representative, and equitable classroom environment that all students deserve.

This is an educational psychology book that focuses on human development, the human being, teaching, and learning. It is appropriate for preservice teachers who are seeking to comprehend essential theories and concepts in educational psychology. It is also appropriate for practicing teachers who want to understand and apply these theories and concepts at increasingly higher levels. As well, it can be used by decision-makers or anybody else who wants to better understand human development, human beings, human learning, and educational processes. Besides the traditional topics related to human development and learning found in most educational psychology textbooks, this book describes topics that are typically not addressed. These topics include mental health for children and adolescents, intuition, an evolutionary perspective on emotions, poverty, disability and race, systemic racism, critical race theory, culturally responsive teaching, teacher reflection, language learning and reading instruction, and a complete discussion of teacher professionalism, dispositions, and attributes. These are topics that are worthy of our attention, and they will move you forward in your understanding of the human beings whom you teach.

The current socio-political moment--rife with racial tensions and overt bigotry--has exacerbated longstanding racial inequities in higher education. While educational scholars have developed conceptual tools and offered data-informed recommendations for rooting out racism in campus policies and practices, this work is largely inaccessible to the public. At the same time, practitioners and policymakers are increasingly called on to implement quick solutions to what are, in fact, profound, structural problems. "Racial Equity on College Campuses" bridges this gap, marshaling the expertise of nineteen scholars and practitioners to translate research-based findings into actionable recommendations in three key areas: university leadership, teaching and learning, and student and campus life. The strategies gathered here will prove useful to institutional actors engaged in both real-time and long-term decision-making across contexts--from the classroom to the boardroom.

In our unequal society, families of color fully share the dream of college but their children often attend schools that do not prepare them, and the higher education system gives the best opportunities to the most privileged. Students of color hope for college but often face a dead end. For many young people, racial inequality puts them at a disadvantage from early childhood. The "Walls around Opportunity" argues that colorblind policies have made college inaccessible to a large share of students of color, and reveals how policies that acknowledge racial inequalities and set racial equality goals can succeed where colorblindness has failed. Gary Orfield paints a troubling portrait of American higher education, explaining how profound racial gaps imbedded in virtually every stage of our children's lives pose a major threat to communities of color and the nation. He describes how the 1960s and early 1970s was the only period in history to witness sustained efforts at racial equity in higher education, and how the Reagan era ushered in today's colorblind policies, which ignore the realities of color inequality. Orfield shows how this misguided policy has resegregated public schools, exacerbated inequalities in college preparation, denied needed financial aid to families, and led to huge price increases over decades that have seen little real gain in income for most Americans. Drawing on a wealth of new data and featuring commentaries by Stella Flores and James Anderson, this timely and urgent book shows how colorblind policies serve only to raise the walls of segregation higher, and proposes real solutions that can make higher education available to all.

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers' careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country's history. The volume's goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education. The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the "Why of transformation." Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.

In these times of rapid change, including a global pandemic, educational leaders need tools and frameworks that can adapt to evolving shifts in real time. What might happen if a leadership framework could make sense of this complexity in ways that are humane, ethical, culturally responsive, and multifaceted? This book examines how a flux leadership mindset and corresponding tools promote the conditions for educational change that uplift stakeholders and generate contextualized data during emergency situations. The educational leaders at the heart of this book employed a flux leadership tool through a process called "rapid-cycle inquiry," which allows for collaborative inquiries to take place in real time to answer tough questions and surface stories that are often silenced in times of sudden change. Featuring narratives of what happened to schools during COVID-19, "Flux Leadership" introduces a generative framework for agile, responsive, anti-racist, trauma-informed, healing-centered leadership for times of crisis and beyond. Book Features: (1) Provides a framework and set of real-time strategies for leaders to engage in critical leadership practice and crisis leadership with attention to equity; (2) Addresses vital school and district-based leadership issues in various contexts, including reflexivity, identity, positionality, racial literacy, brave space leadership, equity-focused professional development, and critical collaboration; (3) Covers a range of vantage points and intersectional social identities in succinct, accessible, and pragmatic ways; and (4) Creates a new approach for leaders to get at context and drive homegrown metrics that speak back to and challenge top-down metrics in schools and districts. [Foreword by Christina M. Grant.]

This important volume brings together key writings from one of the most influential education scholars of our time. In this collection of her seminal essays on critical race theory (CRT), Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality. Beginning with her groundbreaking work with William Tate in the mid-1990s up to the present day, this book discloses both a personal and intellectual history of CRT in education. The essays are divided into three areas: Critical Race Theory, Issues of Inequality, and Epistemology and Methodologies. Ladson-Billings ends with a postscript that looks back at her journey and considers what is on the horizon for other scholars of education. Having these widely cited essays in one volume will be invaluable to everyone interested in understanding how inequality operates in our society and how race affects educational outcomes. Featured essays include: (1) Toward a Critical Race Theory of Education (with William F. Tate, IV); (2) Critical Race Theory: What It Is Not!; (3) From the Achievement Gap to the Education Debt: Understanding Inequality in U.S. Schools; (4) Through a Glass Darkly: The Persistence of Race in Education Research and Scholarship; (5) New Directions in Multicultural Education: Complexities, Boundaries, and Critical Race Theory; (6) Landing on the Wrong Note: The Price We Paid for Brown; (7) Racialized Discourses and Ethnic Epistemologies; and (8) Critical Race Theory and the Post-Racial Imaginary (with Jamel K. Donner).

Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called "RaceWork" with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, "Building Pedagogues" details the program's theoretical and pedagogical foundations; Casey and McManimon's unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process.

Schools, like all organizations, face a nearly insurmountable hurdle when addressing racial inequities--the inability to talk candidly about race. In this timely update, author Glenn Singleton enables you to break the silence and open an authentic dialogue that forges a path to progress for racial equity. The third edition offers new coverage of the structural inequities in schools and society that have been exposed by the pandemic as well as heightened public awareness of racial injustice. "Courageous Conversations about Race" allows you to deepen your personal understanding of race and its impact on all students. You will discover how to apply the strategy and protocol to: (1) Embrace the four agreements--stay engaged, speak your truth, experience discomfort and accept non-closure--to deepen interracial dialogue; (2) Build a foundation for advancing equity using the Six Conditions of Courageous Conversation; (3) Examine the role of race in your life using the Courageous Conversation Compass to understand and guide your actions; and (4) Expand your capacity to lead others on the journey in addressing institutional racism disparities. This guide empowers you with practical tools and insights to successfully challenge racist policies and practice in schools and beyond. It is your call to leadership--one that will impact student achievement and drive systemic transformation.

Today's students use their digital expertise and the power of their voice to respond to issues of inequity in society. It is essential that teacher educators develop their own racial literacies and those of their preservice and classroom teachers to support student digital activism. From talking about race and racism to resisting the harmful narratives that circulate online but impact face-to-face interactions in the classroom, teacher educators must navigate sociotechnical spaces with a critical lens and develop strategies to help their preservice teachers do the same. This book is designed to increase educators' capacity and agency to respond to inequities that plague our educational system. The authors provide a framework to help readers rethink how curriculum and pedagogy impact classroom instruction. In "Advancing Racial Literacies in Teacher Education," Price-Dennis and Sealey-Ruiz provide theoretical and practical entry points into a conversation about race in the digital age that aim to increase equity in schools and better prepare teachers entering the U.S. school system. This book: (1) Provides examples of how racial literacy can be fostered in teacher education programs; (2) Offers reflection questions designed to assess the status of racial literacy in both teacher education programs and K-12 classrooms; (3) Helps educators develop curricula that leverage multimodal ways of cultivating racial literacy; (4) Offers a conceptual model of racial literacy for the digital age that advances civic engagement for equity in education; (5) Focuses on pedagogical practices that support racial literacy development in teacher education; and (6) Includes a foreword by Jabari Mahiri and an afterword by Rebecca Rogers, leading scholars in the field of racial literacy.

The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an ever-changing world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: (1) thoroughly updated chapters with over 500 new citations of the latest research; (2) six chapters with new titles to better reflect their updated content; (3) a new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education; (4) the latest demographics and other statistical data; (5) recent developments in and limitations of brain imaging research; (6) an expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies; (7) recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21); (8) new global examples of research, policy, and practice beyond Europe and North America; and (9) technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and instructors will benefit from updated chapter features including: (1) new bolded key terms corresponding to a comprehensive glossary; (2) recommended readings and online resources; and (3) discussion questions and study activities. [For the previous edition, see ED581473.]

This book engages readers via the international contributions from "home" field sites around the world and international authors. Importantly, the various chapters address a wide spectrum of educational contexts -- ranging from higher education, to K-12 public and private schools, to prison schools. The realistic accounts portrayed in each of the chapters address how local collaborations are instantiated through the research process, from access and data collection to the write-up phases. The major themes that emerge across the chapters highlight 1) positionality and negotiation of multiple roles, i.e., researcher, educator, colleague, friend, community member; 2) reconciling multiple, hybrid, and intersectional identities with varying insider/outsider statuses vis-à-vis research participants; 3) resulting power dynamics in connection to relational identities -- sometimes conflicting, consolidating, equalizing, and/or elevating; 4) innovative methodological responses to these dilemmas; and 5) integrated research designs and research ethics, offering possibilities for participation and insights on the social impact of research findings. The book's chapters thus individually and collectively treat and resolve local ways of doing home (field) work and highlight the creation and sharing of knowledge among researchers and research participants.

The college classroom is inevitably influenced by, and in turn influences, the world around it. In the United States, this means the complex topic of race can come into play in ways that are both explicit and implicit. "Teaching Race in Perilous Times" highlights and confronts the challenges of teaching race in the United States--from syllabus development and pedagogical strategies to accreditation and curricular reform. Across fifteen original essays, contributors draw on their experiences teaching in different institutional contexts and adopt various qualitative methods from their home disciplines to offer practical strategies for discussing race and racism with students while also reflecting on broader issues in higher education. Contributors examine how teachers can respond productively to emotionally charged contexts, recognize the roles and pressures that faculty assume as activists in the classroom, focus a timely lens on the shifting racial politics and economics of higher education, and call for a more historically sensitive reading of the pedagogies involved in teaching race. The volume offers a corrective to claims following the 2016 US presidential election that the current moment is unprecedented, highlighting the pivotal role of the classroom in contextualizing and responding to our perilous times.

This comprehensive, interdisciplinary handbook presents the latest research in the study, assessment, treatment, and understanding of intellectual and developmental disabilities. The past five decades have resulted in dramatic breakthroughs in the understanding of intellectual and developmental disabilities (IDD). Editor-in-Chief Laraine Masters Glidden and her editorial team provide an overview of the historical foundations of the field of IDD as well as up-to-date material on clinical diagnosis, assessment, interventions, and treatments for such conditions. It goes on to address legal, ethical, and educational issues; and other social issues that affect the lives of people with IDD, including family impact and adjustment, relationships and parenting, spirituality, residential and caretaking services, maltreatment and criminal justice issues, stigma and ableism, health, and aging. Chapters address the etiology and treatment of specific conditions (including Down syndrome, fragile X syndrome, other genetic and chromosomal conditions, autism spectrum disorder, acquired brain injury, cerebral palsy, and fetal alcohol spectrum disorders) as well as functioning in multiple domains and throughout the lifespan. Contributing causes to IDD are explored within various contexts such as culture, race, ethnicity, and socioeconomic status.

Different research methods can yield unique insights into literacy learning and teaching--and, used synergistically, can work together to move the field forward. Now revised and updated with 50% new material, this definitive text presents widely used methods and provides students and researchers with a clear understanding of when, how, and why they are applied. Leading authorities describe established and emerging methodologies, review the types of questions they are suited to address, and identify standards for quality. Key issues in research design are accessibly discussed. Each chapter offers one or more exemplars of high-quality published studies to illustrate the approach in action. The benefits of using multiple types of methods to more fully investigate a given question or problem are emphasized throughout. Features new to this edition include: (1) Chapter on a vital new topic: critical race methodologies; (2) New chapters on core topics: design-based research, causal effects, ethnographic case studies, correlational designs, discourse analysis, instrument development, and verbal protocols; (3) Up-to-date coverage of online research methods, neuroimaging, and other rapidly evolving methodologies; and (4) Many of the exemplary studies are new. [Foreword written by Seth A. Parsons.]