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43 ;. : 22 cm

43 ;. : 22 cm

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

Study abroad has become, at least rhetorically, a core element in U.S. post-secondary education. For those who practice study abroad and have dedicated themselves to leading students, managing programs, or theorizing the role of study abroad in its relationship to the academy generally, the meaning of their work is powerfully shaped by rhetorical frames produced by college administrations and granting institutions. In this essay the authors call for a new way of framing the work of study abroad. They argue that study abroad should deliberately position itself as an activist force in the service of global survival. They propose a new model for understanding the work of study abroad, Critical Study Abroad. Critical Study Abroad is a structured way of framing ones's work with direct reference to the current state of the world, and it suggests concrete changes in the work of study abroad programs. The authors examine nine ways in which Critical Study Abroad can respond to global crisis. Over the past century, several rhetorical frames or discourses have been used to justify the sojourn of U.S. students in foreign locations. For the purposes of this essay, the authors focus on three of these broad discourses: (1) class reproduction; (2) idealist internationalism; and (3) political internationalism. Although each discourse arose in a unique historical moment, elements of all three still shape the rhetoric used to describe contemporary study abroad programs. (Contains 48 notes.)

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

There is no subject more intriguing than time, and time is so much stranger and more dynamic than the clocks, deadlines, goals, and schedules we live by. In this third offering of ways of seeing and living that have emerged across two decades of On Being, we explore manifold understandings of how time works, and how change happens, that animate lives of wisdom and grace.

Ukraine is becoming cold and dark as Russia continues to target critical infrastructure. Stepan Berko, lawyer and democracy advocate, gives us the latest from Kyiv and shares the stories from Ukraine that Canadians need to hear. Egyptologists may have found the most important discovery since King Tut's tomb! Archaeologist Dr. Jay Silverstein tells us if Cleopatra's Tomb is finally within reach, what could be inside of it, and what it's like to explore ancient tombs!RUOK with Veggie Meat? How about Ostriches??HEY, DO YOU LIKE PODCASTS? Why not subscribe to ours?Find it on Apple, Google, Spotify & Tune In

Ukraine is becoming cold and dark as Russia continues to target critical infrastructure. Stepan Berko, lawyer and democracy advocate, gives us the latest from Kyiv and shares the stories from Ukraine that Canadians need to hear. Egyptologists may have found the most important discovery since King Tut's tomb! Archaeologist Dr. Jay Silverstein tells us if Cleopatra's Tomb is finally within reach, what could be inside of it, and what it's like to explore ancient tombs!RUOK with Veggie Meat? How about Ostriches??HEY, DO YOU LIKE PODCASTS? Why not subscribe to ours?Find it on Apple, Google, Spotify & Tune In

Ukraine is becoming cold and dark as Russia continues to target critical infrastructure. Stepan Berko, lawyer and democracy advocate, gives us the latest from Kyiv and shares the stories from Ukraine that Canadians need to hear. Egyptologists may have found the most important discovery since King Tut's tomb! Archaeologist Dr. Jay Silverstein tells us if Cleopatra's Tomb is finally within reach, what could be inside of it, and what it's like to explore ancient tombs!RUOK with Veggie Meat? How about Ostriches??HEY, DO YOU LIKE PODCASTS? Why not subscribe to ours?Find it on Apple, Google, Spotify & Tune In

Ukraine is becoming cold and dark as Russia continues to target critical infrastructure. Stepan Berko, lawyer and democracy advocate, gives us the latest from Kyiv and shares the stories from Ukraine that Canadians need to hear. Egyptologists may have found the most important discovery since King Tut's tomb! Archaeologist Dr. Jay Silverstein tells us if Cleopatra's Tomb is finally within reach, what could be inside of it, and what it's like to explore ancient tombs!RUOK with Veggie Meat? How about Ostriches??HEY, DO YOU LIKE PODCASTS? Why not subscribe to ours?Find it on Apple, Google, Spotify & Tune In

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

This video describes the military situation in Ukraine on the 4th of November 2023 THE MAP: https://dev.militarysummary.com Store: https://www.militarysummary.store/ Google doc: https://docs.google.com/spreadsheets/d/18WfJv1_DOlFOzvjh6iT1N8ltDvaCeWu1cPK_eaHKCR4/edit?usp=sharing Rumble: https://rumble.com/c/c-1613003 Telegram channel: https://t.me/militarysummary Twitter: https://twitter.com/MilitarySummary Email: [email protected] Patreon: https://www.patreon.com/militarySummary?fan_landing=true Help the channel: https://www.donationalerts.com/r/military_summary Help the channel: https://www.patreon.com/militarySummary?fan_landing=true

This video describes the military situation in Ukraine on the 4th of November 2023 THE MAP: https://dev.militarysummary.com Store: https://www.militarysummary.store/ Google doc: https://docs.google.com/spreadsheets/d/18WfJv1_DOlFOzvjh6iT1N8ltDvaCeWu1cPK_eaHKCR4/edit?usp=sharing Rumble: https://rumble.com/c/c-1613003 Telegram channel: https://t.me/militarysummary Twitter: https://twitter.com/MilitarySummary Email: [email protected] Patreon: https://www.patreon.com/militarySummary?fan_landing=true Help the channel: https://www.donationalerts.com/r/military_summary Help the channel: https://www.patreon.com/militarySummary?fan_landing=true

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

Includes bibliographical references (p. 132-133) and index

Includes bibliographical references (p. 132-133) and index

The manner in which educators engage in social justice advocacy is important not only to support societal changes but also as role models for students who are finding their own agency in social activism. Systemic and transformative change towards equity only happens when individuals are willing and courageous enough to engage in difficult conversations about power, privilege, positionality, and the historical nature of oppression towards marginalized groups. In this Equity Dispatch newsletter, we discuss the critical components of authentic social justice advocacy and how educators can engage in this advocacy toward transformational systemic change toward equity.

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

actually fucking sick of covering this, its infuriating https://www.theantiracisteducator.com/racial-literary https://professionallearning.education.gov.scot/learn/programmes/building-racial-literacy/ https://www.gov.scot/groups/race-equality-and-anti-racism-in-education-programme-stakeholder-network-group/

There are writers and historians who dedicate their work to uncovering suppressed narratives and challenging dominant historical perspectives. These individuals strive to bring neglected voices to the forefront, reshaping our understanding of history and its impact on the present. My guest today is a writer who has committed his career to this mission, producing thought-provoking works that resonate with readers and contribute to critical discourse.nn.

This critical review of "Becoming a Nation of Readers" states that the Commission on Reading report contains sensible and practical recommendations, though it is not wholly representative of all the available research on reading and it contains occasional insensitivities to the potential problems within its recommendations. The first chapter of the report describes skilled reading as a process in which good readers use their prior knowledge to construct meaning from the text, thus setting the tone for the remainder of the report, which does not contain much new information on reading instruction. The chapter on emerging literacy recommends that phonics be taught early and be completed by the end of second grade, which could lead to an overreaction on the part of some, and that children be instructed to read silently before they read orally, which seems reasonable. The chapter on extending literacy recommends that teachers avoid relying solely on readability formulas for determining text difficulty. Direct teaching of comprehension instruction is highly recommended. Finally, the chapter on teachers' educational and professional development notes several issues and recommendations: higher admission standards for prospective teachers, improved salaries, lengthening of the teacher preparation program, transition programs for novice teachers, greater attention to the professional development of veteran teachers, and effective school climates for promoting literacy. This review concludes that "Becoming a Nation of Readers" deserves to be read not so much for the research behind it as for the practicality of the recommendations growing out of that research. (SRT)

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

176 p. 21 cm

Twenty-six states voluntarily partnered to provide leadership and guidance for the purpose of adoption of the Next Generation Science Standards (NGSS). However, a need exists to examine the NGSS versus state standards to better understand changes in curriculum and instruction to make their implementation successful for all states. The present study correlates a set of state science standards from the NGSS leadership team (Tennessee) to the NGSS for High School Biology/Life Sciences, as a model, and examines the changes from a traditional biology curriculum to a dynamic set of standards that teach the technical skills and critical thinking needed in these scientific fields. The NGSS addresses a move from dated scientific quandaries and proposes standards supported by cutting edge scientific research and literature. Partnerships between scientists and educators allow for the information exchange necessary to implement the changes in scientific research in K-12 instruction. Professional development opportunities that include direct partnerships with scientists foster the continued understanding and skills required to teach science.

The social condition known as postmodernity has an impact upon education in that it creates global marketplaces, increased marginalization of more workers, and privatization of institutions, including educational institutions. The postmodern culture revolves around the excesses of marketing and consumption and the social relations of postindustrial capitalism. In this world, "fast capitalism" requires workers to be adaptive and proactive to change and to become "partners" in a competitive business that regards knowledge as a product to be owned rather than power to be shared. The implication of this culture for education is that learners must learn how to learn and to solve problems. The postmodern culture, however, asks that learners not question this paradigm. In this scenario, education is regarded as a means of producing more productive workers, whereas questions of how education can improve the lives of the disadvantaged are ignored. Practical guidelines to a more socially critical approach to education should include the following: trying to change social relationships, asking questions about the socially just nature of educational experiences, looking at the familiar differently, and seeing teaching as a form of critical intellectual struggle. The development of educational guidelines and practices for the future should include the following: (1) develop a shared understanding of the "new culture" among all participants; (2) allow more time and more flexible work organizations to allow participants to discuss and negotiate the content, pedagogy and evaluation of their own learning; (3) build opportunities for critical reflection, analysis, and action into educational programs for all participants, including teachers; (4) understand the political configurations of education; and (5) include personal biographies of learners in the shared learning that students and teachers bring to school in order to promote a shared understanding of the social construction of reality. (Contains 19 references.) (KC)

The social condition known as postmodernity has an impact upon education in that it creates global marketplaces, increased marginalization of more workers, and privatization of institutions, including educational institutions. The postmodern culture revolves around the excesses of marketing and consumption and the social relations of postindustrial capitalism. In this world, "fast capitalism" requires workers to be adaptive and proactive to change and to become "partners" in a competitive business that regards knowledge as a product to be owned rather than power to be shared. The implication of this culture for education is that learners must learn how to learn and to solve problems. The postmodern culture, however, asks that learners not question this paradigm. In this scenario, education is regarded as a means of producing more productive workers, whereas questions of how education can improve the lives of the disadvantaged are ignored. Practical guidelines to a more socially critical approach to education should include the following: trying to change social relationships, asking questions about the socially just nature of educational experiences, looking at the familiar differently, and seeing teaching as a form of critical intellectual struggle. The development of educational guidelines and practices for the future should include the following: (1) develop a shared understanding of the "new culture" among all participants; (2) allow more time and more flexible work organizations to allow participants to discuss and negotiate the content, pedagogy and evaluation of their own learning; (3) build opportunities for critical reflection, analysis, and action into educational programs for all participants, including teachers; (4) understand the political configurations of education; and (5) include personal biographies of learners in the shared learning that students and teachers bring to school in order to promote a shared understanding of the social construction of reality. (Contains 19 references.) (KC)

The social condition known as postmodernity has an impact upon education in that it creates global marketplaces, increased marginalization of more workers, and privatization of institutions, including educational institutions. The postmodern culture revolves around the excesses of marketing and consumption and the social relations of postindustrial capitalism. In this world, "fast capitalism" requires workers to be adaptive and proactive to change and to become "partners" in a competitive business that regards knowledge as a product to be owned rather than power to be shared. The implication of this culture for education is that learners must learn how to learn and to solve problems. The postmodern culture, however, asks that learners not question this paradigm. In this scenario, education is regarded as a means of producing more productive workers, whereas questions of how education can improve the lives of the disadvantaged are ignored. Practical guidelines to a more socially critical approach to education should include the following: trying to change social relationships, asking questions about the socially just nature of educational experiences, looking at the familiar differently, and seeing teaching as a form of critical intellectual struggle. The development of educational guidelines and practices for the future should include the following: (1) develop a shared understanding of the "new culture" among all participants; (2) allow more time and more flexible work organizations to allow participants to discuss and negotiate the content, pedagogy and evaluation of their own learning; (3) build opportunities for critical reflection, analysis, and action into educational programs for all participants, including teachers; (4) understand the political configurations of education; and (5) include personal biographies of learners in the shared learning that students and teachers bring to school in order to promote a shared understanding of the social construction of reality. (Contains 19 references.) (KC)

The social condition known as postmodernity has an impact upon education in that it creates global marketplaces, increased marginalization of more workers, and privatization of institutions, including educational institutions. The postmodern culture revolves around the excesses of marketing and consumption and the social relations of postindustrial capitalism. In this world, "fast capitalism" requires workers to be adaptive and proactive to change and to become "partners" in a competitive business that regards knowledge as a product to be owned rather than power to be shared. The implication of this culture for education is that learners must learn how to learn and to solve problems. The postmodern culture, however, asks that learners not question this paradigm. In this scenario, education is regarded as a means of producing more productive workers, whereas questions of how education can improve the lives of the disadvantaged are ignored. Practical guidelines to a more socially critical approach to education should include the following: trying to change social relationships, asking questions about the socially just nature of educational experiences, looking at the familiar differently, and seeing teaching as a form of critical intellectual struggle. The development of educational guidelines and practices for the future should include the following: (1) develop a shared understanding of the "new culture" among all participants; (2) allow more time and more flexible work organizations to allow participants to discuss and negotiate the content, pedagogy and evaluation of their own learning; (3) build opportunities for critical reflection, analysis, and action into educational programs for all participants, including teachers; (4) understand the political configurations of education; and (5) include personal biographies of learners in the shared learning that students and teachers bring to school in order to promote a shared understanding of the social construction of reality. (Contains 19 references.) (KC)