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L - Education - Concordia University Libraries Recent Acquisitions

Items in Education that were added to the Concordia University Libraries collection in the last 30 days.

  • The Black revolution on campus / Martha Biondi
    LC 2781 B566 2012eb

  • Early start : preschool politics in the United States / Andrew Karch
    LC 89 K373 2013eb

  • LGBT youth in America's schools / Jason Cianciotto and Sean Cahill
    LC 2575 C536 2012eb

  • Bad boys : public schools in the making of Black masculinity / Ann Arnett Ferguson
    LC 2771 F474 2000eb

  • The American college town / Blake Gumprecht
    LC 238 G867 2009eb

  • The decline of privilege : the modernization of Oxford University / Joseph A. Soares
    LF 521 S637 1999eb

  • Professing in the postmodern academy : faculty and the future of church-related colleges / edited by Stephen R. Haynes
    LC 427 P764 2002eb

  • A higher education : Baylor and the vocation of a Christian university / edited by Elizabeth Davis
    LC 383 H544 2012eb

  • Ethnography in education / David Mills & Missy Morton
    LB 45 M555 2013eb
    'Written in a clear, accessible style, this inspirational book is both a practical guide and a survey of the different ways of doing ethnography. Drawing on wide-ranging examples and using classic and contemporary ethnographies, the authors demonstrate the importance of developing an ethnographic sensibility. A most valuable resource'

    - Cris Shore, University of Auckland

    Ethnography in Education is an accessible guidebook to the different approaches taken by ethnographers studying education. Drawing on their own experience of teaching and using these methods, the authors help you cultivate an 'ethnographic imagination' in your own research and writing.

    With extended examples of ethnographic analysis, the book will introduce you to:

    - ethnographic 'classics'

    - the best existing textbooks

    - debates about new approaches and innovations.

    This book is ideal for postgraduate students in Education and related disciplines seeking to use an ethnographic approach in their Masters and Doctoral theses.

    David Mills is a University Lecturer in Education, University of Oxford.

    Missy Morton is Associate Professor and Head of School of Educational Studies and Leadership, College of Education, University of Canterbury

    Research Methods in Education series:

    Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher.

    Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge. All titles in the series are written for Master's-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas.

    Other books in the series:

    - Using Case Study in Education Research, Hamilton and Corbett-Whittier

    - Qualitative Research in Education, Atkins and Wallace

    - Action Research in Education, McAteer

    For more about the series and additional resources visit the BERA/SAGE series page here.

  • Leapfrogging Inequality : Remaking Education to Help Young People Thrive / Rebecca Winthrop ; with Adam Barton and Eileen McGivney
    LC 213 W565 2018eb

  • Education at War : The Fight for Students of Color in America's Public Schools / Arshad Imtiaz Ali and Tracy Lachica Buenavista, editors
    LC 212.2 E388 2018eb

  • Common Core : National Education Standards and the Threat to Democracy / Nicholas Tampio
    LB 3060.83 T36 2018eb

    The Common Core State Standards Initiative is one of the most controversial pieces of education policy to emerge in decades. Detailing what and when K-12 students should be taught, it has led to expensive reforms and displaced other valuable ways to educate children. In this nuanced and provocative book, Nicholas Tampio argues that, though national standards can raise the education bar for some students, the democratic costs outweigh the benefits.

    To make his case, Tampio describes the history, philosophy, content, and controversy surrounding the Common Core standards for English language arts and math. He also explains and critiques the Next Generation Science Standards, the Advanced Placement US History curriculum framework, and the National Sexuality Education Standards. Though each set of standards has admirable elements, Tampio asserts that democracies should disperse education authority rather than entrust one political or pedagogical faction to decide the country's entire philosophy of education.

    Ultimately, this lively and accessible book presents a compelling case that the greater threat to democratic education comes from centralized government control rather than from local education authorities.

  • Adoption and impact of OER in the Global South / edited by Cheryl Hodgkinson-Williams and Patricia B. Arinto
    LB 2395.7 A365 2017eb
    Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.

  • Dignity of Labour for African Leaders : The Formation of Education Policy in the British Colonial Office and Achimota School / Shoko Yamada
    LA 1531 Y364 2018eb
    From 1910 to the 1930s, educating Africans was a major preoccupation in the metropole and in the colonies of imperial Britain. This richly researched book untangles the discourse on education for African leaders, which involved diverse actors such as colonial officials, missionaries, European and American educationists or ideologues in Africa and diaspora. The analysis is presented around two foci of decision-making: one is the Memorandum on Education Policy in British Tropical Africa, issued by the British Colonial Office in 1923; another is the Achimota School established on the Gold Coast Colony (present-day Ghana) as a model school in 1927. Ideas brought from different sources were mingled and converged on the areas where the motivations of actors have coincided. The local and the global was linked through the chains of discourse, interacting with global economic, political and social concerns. The book also vividly describes how the ideals of colonial education were realized in Achimota School.

  • Mussolini's Children : Race and Elementary Education in Fascist Italy / Eden K. McLean
    LA 791.8 M35 2018eb
    Mussolini's Children uses the lens of state-mandated youth culture to analyze the evolution of official racism in Fascist Italy. Between 1922 and 1940, educational institutions designed to mold the minds and bodies of Italy's children between the ages of five and eleven undertook a mission to rejuvenate the Italian race and create a second Roman Empire. This project depended on the twin beliefs that the Italian population did indeed constitute a distinct race and that certain aspects of its moral and physical makeup could be influenced during childhood.

    Eden K. McLean assembles evidence from state policies, elementary textbooks, pedagogical journals, and other educational materials to illustrate the contours of a Fascist racial ideology as it evolved over eighteen years. Her work explains how the most infamous period of Fascist racism, which began in the summer of 1938 with the publication of the "Manifesto of Race," played a critical part in a more general and long-term Fascist racial program.

  • Thinking Together : Lecturing, Learning, and Difference in the Long Nineteenth Century / edited by Angela G. Ray and Paul Stob
    LA 126 T45 2018eb

  • Racial Taxation : Schools, Segregation, and Taxpayer Citizenship, 1869–1973 / Camille Walsh
    LC 213.2 W26 2018eb

  • Black Boys Apart : Racial Uplift and Respectability in All-Male Public Schools / Freeden Blume Oeur
    LC 2771 B58 2018eb

    How neoliberalism and the politics of respectability are transforming African American manhood

    While single-sex public schools face much criticism, many Black communities see in them a great promise: that they can remedy a crisis for their young men. Black Boys Apart reveals triumphs, hope, and heartbreak at two all-male schools, a public high school and a charter high school, drawing on Freeden Blume Oeur's ethnographic work. We meet young men who felt their schools empowered and emasculated them, parents who were frustrated with co-ed schools, teachers who helped pave the road to college, and administrators who saw in Black male academies the advantages of privatizing education.

    While the two schools have distinctive histories and ultimately charted different paths, they were both shaped by the convergence of neoliberal ideologies and a politics of Black respectability. As Blume Oeur reveals, all-boys education is less a school reform initiative and instead joins a legacy of efforts to reform Black manhood during periods of stark racial inequality. Black male academies join long-standing attempts to achieve racial uplift in Black communities, but in ways that elevate exceptional young men and aggravate divisions within those communities.

    Black Boys Apart shows all-boys schools to be an odd mix of democratic empowerment and market imperatives, racial segregation and intentional sex separation, strict discipline and loving care. Challenging narratives that endorse these schools for nurturing individual resilience in young Black men, this perceptive and penetrating ethnography argues for a holistic approach in which Black communities and their allies promote a collective resilience.

  • A Cuban Refugee's Journey to the American Dream : The Power of Education / Gerardo M. Gonzalez
    LD 2517 G66 A3 2018eb

    In February 1962, three years into Fidel Castro's rule of their Cuban homeland, the González family--an auto mechanic, his wife, and two young children--landed in Miami with a few personal possessions and two bottles of Cuban rum. As his parents struggled to find work, eleven-year-old Gerardo struggled to fit in at school, where a teacher intimidated him and school authorities placed him on a vocational track. Inspired by a close friend, Gerardo decided to go to college. He not only graduated but, with hard work and determination, placed himself on a path through higher education that brought him to a deanship at the Indiana University School of Education.

    In this deeply moving memoir, González recounts his remarkable personal and professional journey. The memoir begins with Gerardo's childhood in Cuba and recounts the family's emigration to the United States and struggles to find work and assimilate, and González's upward track through higher education. It demonstrates the transformative power that access to education can have on one person's life. Gerardo's journey came full circle when he returned to Cuba fifty years after he left, no longer the scared, disheartened refugee but rather proud, educated, and determined to speak out against those who wished to silence others. It includes treasured photographs and documents from González's life in Cuba and the US. His is the story of one immigrant attaining the American Dream, told at a time when the fate of millions of refugees throughout the world, and Hispanics in the United States, especially his fellow Cubans, has never been more uncertain.

  • Fandom as Classroom Practice : A Teaching Guide / edited by Katherine Anderson Howell
    LC 191 F27 2018eb

  • Writing on the Move : Migrant Women and the Value of Literacy / Rebecca Lorimer Leonard
    LC 149 L67 2017eb

  • The Transformation of Title IX : Regulating Gender Equality in Education / R. Shep Melnick
    LC 213.2 M45 2018eb

  • Youth Media Matters : Participatory Cultures and Literacies in Education / Korina M. Jocson
    LB 1044.87 J624 2018eb

    In an information age of youth social movements, Youth Media Matters examines how young people are using new media technologies to tell stories about themselves and their social worlds. They do so through joint efforts in a range of educational settings and media environments, including high school classrooms, youth media organizations, and social media sites. Korina M. Jocson draws on various theories to show how educators can harness the power of youth media to provide new opportunities for meaningful learning and "do-it-together production." Describing the impact that youth media can have on the broader culture, Jocson demonstrates how it supports expansive literacy practices and promotes civic engagement, particularly among historically marginalized youth.

    In Youth Media Matters , Jocson offers a connective analysis of content area classrooms, career and technical education, literary and media arts organizations, community television stations, and colleges and universities. She provides examples of youth media work--including videos, television broadcasts, websites, and blogs--produced in the San Francisco Bay Area, Los Angeles, New York, and St. Louis. At a time when educators are increasingly attentive to participatory cultures yet constrained by top-down pedagogical requirements, Jocson highlights the knowledge production and transformative potential of youth media with import both in and out of the classroom.

  • A Moment in the Making of U.S. Race Relations : An Ethnography of Desegregating an Urban Elementary School / Dorothy C. Holland (listed as Dorothy C. Clement), Margaret Eisenhart, Joe R. Harding with J. Michael Livesay
    LC 214.22 N8 H65 2018eb

  • The Sage handbook for research in education : pursuing ideas as the keystone of exemplary inquiry / edited by Clifton F. Conrad, Ronald C. Serlin
    LB 1028 S14 2011eb
    The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry, edited by Clifton F. Conrad and Ronald C. Serlin, invites and stimulates students, faculty, and policymakers to become more self-reflective in their inquiry. Placing the pursuit of ideas at the epicenter of research, distinguished K 12 and higher education scholars advance myriad ideas for enhancing educational inquiry, relying extensively on narratives, vignettes, and examples of key episodes in inquiry. These exemplars illuminate past, present, and emerging approaches across fields and domains of inquiry to research in education."

  • Accountability in education : meeting our commitments
    LB 2806.22 A26 2017
    The second in the new GEM Report series, the 2017/8 Report continues its assessment of progress towards the Sustainable Development Goal on education (SDG 4) and its 10 targets. The Report also investigates accountability-related issues in education, analyzing how all relevant actors - the international community, government, teachers, schools, parents, students, civil society and businesses - can provide education more effectively, efficiently and equitably and address global commitments to SDG 4. By analyzing which accounting policies and practices are more effective than others, and the political, economic and social conditions that facilitate the effectiveness of accountability mechanisms, the 2017/8 GEM Report concludes with concrete recommendations for policy-makers working in the sector.

  • Learning from each other : refining the practice of teaching in higher education / edited by Michele Kozimor-King and Jeffrey Chin
    LB 2331 L3927 2018
    Learning from Each Other includes 20 original chapters written by well-known experts in the field of teaching and learning. Conceived for both new and experienced faculty at community colleges, four-year institutions, and research-intensive universities, the volume also addresses the interests of faculty and graduate students in programs designed to prepare future faculty and campus individuals responsible for faculty professional development. With the aim of cultivating engagement amongst students and deepening their understanding of the content, topics covered in this edited volume include: employing the science of learning in a social science context understanding the effects of a flipped classroom on student success pedagogical techniques to create a community of inquiry in online learning environments the risks and rewards of co-teaching reaching and teaching "non-traditional" students facilitating learning and leadership in student team projects connecting students with the community through research issues of assessment, including backward design, developing and using rubrics, and defining and implementing the scholarship of teaching and learning Through Learning from Each Other , all faculty who care about their teaching, but especially faculty in the social sciences, can successfully employ curricular innovations, classroom techniques, and advances in assessment to create better learning environments for their students.

  • The sociology of education in Canada : critical perspectives / Terry Wotherspoon
    LC 191.8 C2 W67 2018
    This up-to-date fifth edition provides a critical introduction to the sociological understanding of education. Expertly written, the text unpacks complex theoretical perspectives and provides insight into key events, debates, and topics in Canadian education. Featuring detailed coverage ofchallenges and controversies surrounding education systems, this edition continues to shed light on the implications of current policies and practices for the future of education in this country.

  • Valuing diversity in early childhood education / Lissanna Follari, University of Colorado, Colorado Springs
    LB 1139.23 F665 2015

    New and experienced early childhood educators learn to develop an awareness and appreciation of differences and the confidence to apply culturally competent teaching practices to ensure optimal development for each child and family.

    This text presents a social justice perspective on developing early childhood professionals' cultural competence and ability to engage children in exploring and appreciating diversity. It couples essential foundational knowledge and definitions about diversity with clear applications for engaging in culturally responsive practices with children, families, and colleagues. New and experienced early childhood educators embark on a reflective journey to explore personal attitudes and values related to human diversity and culturally competent teaching, while learning to identify, explain, and use effective strategies for supporting and celebrating diverse children and families.

    Three overarching themes run throughout the text-self, others, and group-and reflective activities prompt readers to understand their own biases, background experiences, and values. Interactive experiences prompt readers to explore others' similarities and differences. Also included are instructional strategies that promote belonging and partnership among groups of children, professionals, and families in various early childhood settings.

    An ideal blend of theory and practice gives new and experienced early childhood teachers the tools they need to meet the challenges of diversity in today's classrooms head on.

  • McKeachie's teaching tips : strategies, research, and theory for college and university teachers / Marilla D. Svinicki & Wilbert J. McKeachie ; with chapters by David Nicol [and 9 others]
    LB 2331 M394 2014
    This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. Available with InfoTrac® Student Collections http://gocengage.com/infotrac.

  • Contested reformations in the University of Cambridge, 1535-84 / Ceri Law
    LF 115 L39 2018
    The University of Cambridge has long been heralded as the nursery of the English Reformation: a precociously evangelical and then Puritan Tudor institution. Spanning fifty years and four reigns and based on extensive archival research, this book reveals a much more nuanced experience of religious change in this unique community. Instead of Protestant triumph, there were multiple, contested responses to royal religious policy across the sixteenth century. The University's importance as both a symbol and an agent of religious change meant that successive regimes and politicians worked hard to stamp their visions of religious uniformity onto it. It was also equipped with some of England's most talented theologians and preachers. Yet in the maze of the collegiate structure, the conformity they sought proved frustratingly elusive. The religious struggles which this book traces reveal not only the persistence of real doctrinal conflict in Cambridge throughout the Reformation period, but also more complex patterns of accommodation, conformity and resistance shaped by social, political and institutional context. CERI LAW is a research associate at the University of Cambridge.

  • Forging the ideal educated girl : the production of desirable subjects in Muslim South Asia / Shenila Khoja-Moolji
    LC 2410.5 K56 2018
    A free ebook version of this title is available through Luminos, University of California Press's Open Access publishing program for monographs. Visit www.luminosoa.org to learn more.
    In Forging the Ideal Educated Girl , Shenila Khoja-Moolji traces the figure of the 'educated girl' to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women's and girls' education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls'/ women's education are sites for the construction of not only gender but also class relations, religion, and the nation.

  • Homophobia in the Hallways : Heterosexism and Transphobia in Canadian Catholic Schools / Tonya D. Callaghan
    LC 212.83 C2 C35 2018

    Section 15 of the Canadian Charter of Rights and Freedoms ensures equality regarding sexual orientation and gender identity in Canada. Despite this, gay, lesbian, and gender-nonconforming teachers in publicly-funded Catholic schools in Ontario and Alberta are being fired for living lives that Church leaders claim run contrary to Catholic doctrine about non-heterosexuality. Meanwhile, requests from students to establish Gay/Straight Alliances are often denied.

    In Homophobia in the Hallways , Tonya D. Callaghan interrogates institutionalized homophobia and transphobia in the publicly-funded Catholic school systems of Ontario and Alberta. Featuring twenty interviews with students and teachers who have faced overt discrimination in Catholic schools, the book blends theoretical inquiry and real-world case study, making Callaghan's study a unique insight into religiously-inspired heterosexism and genderism. She uncovers the causes and effects of the long-standing disconnect between Canadian Catholic schools and the Charter by comparing the treatment of and attitudes towards lesbian, gay, bisexual, transgender, and queer teachers and students in these publicly-funded systems.

page last updated on: Monday 15 October 2018
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