東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teaching social justice using postco...

Balzer, Geraldine.

FindBook

Google Book

Amazon

博客來

Teaching social justice using postcolonial texts = encountering pedagogies of discomfort in practice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching social justice using postcolonial texts/ edited by Geraldine Balzer, Teresa Strong-Wilson, Anne Burke.
其他題名:	encountering pedagogies of discomfort in practice /
其他作者:	Balzer, Geraldine.
出版者:	Cham :Springer International Publishing : : 2023.,
面頁冊數:	xix, 147 p. :ill. (some col.), digital ;24 cm.
內容註:	Introduction -- Keeping our ideals: Teaching literature with decolonization at heart -- Challenging the taken for granted -- Stepping into the discomfort zone: Exploring tensions and possibilities for social justice teaching with postcolonial children's literature -- Towards Indigenous reconciliation: Transformative dialogues and pedagogies -- Analyzing pedagogical practices for social justice in a multi-age class -- Complicating empathy: An 'educational' journey toward ethical responsibilities, subjectification and reconciliation -- "Rupture of the Ordinary": Engaging Students in Complicated Conversations through Postcolonial Literature -- Student voice in the context of "socially just" education -- "I Don't Know What They Think Until They Talk": Exploring the Place of Talk in Elementary and Secondary Classrooms -- Afterword.
Contained By:	Springer Nature eBook
標題:	Social justice and education. -
電子資源:	https://doi.org/10.1007/978-3-031-34831-0
ISBN:	9783031348310

Teaching social justice using postcolonial texts = encountering pedagogies of discomfort in practice /
Teaching social justice using postcolonial textsencountering pedagogies of discomfort in practice /[electronic resource] :edited by Geraldine Balzer, Teresa Strong-Wilson, Anne Burke. - Cham :Springer International Publishing :2023. - xix, 147 p. :ill. (some col.), digital ;24 cm. - Sustainable development goals series,2523-3092. - Sustainable development goals series..

Introduction -- Keeping our ideals: Teaching literature with decolonization at heart -- Challenging the taken for granted -- Stepping into the discomfort zone: Exploring tensions and possibilities for social justice teaching with postcolonial children's literature -- Towards Indigenous reconciliation: Transformative dialogues and pedagogies -- Analyzing pedagogical practices for social justice in a multi-age class -- Complicating empathy: An 'educational' journey toward ethical responsibilities, subjectification and reconciliation -- "Rupture of the Ordinary": Engaging Students in Complicated Conversations through Postcolonial Literature -- Student voice in the context of "socially just" education -- "I Don't Know What They Think Until They Talk": Exploring the Place of Talk in Elementary and Secondary Classrooms -- Afterword.

This book explores how teachers can re-examine their emotional investments in enacting dominant settler values through changing their text selection and teaching practices. Based on a longitudinal qualitative research study conducted by a national team of literacy scholars in collaboration with practicing literacy teachers at eight sites across Canada, the book investigates how groups of teachers, working collaboratively in inquiry groups, develop and implement curriculum to promote their own and their students' understandings of social justice in postcolonial and settler spaces. In particular, the book highlights the rich and dynamic landscape of postcolonial authors, illustrators and texts, the development of culturally- sensitive curricula, and critical pedagogies possible in addressing contemporary and historical issues, both local and global. This book is primarily of interest to literacy scholars, literacy instructors (teacher educators) in teacher education programs, educational leaders, practicing teachers from the K-12 spectrum, and school district staff and policy makers with responsibilities for or interests in the potential of literacy and literature engagement for social justice education. The book is also be of interest to postsecondary educators and teacher educators wishing to use literature in social justice, anti-racist, and anti-oppressive courses.

ISBN: 9783031348310

Standard No.: 10.1007/978-3-031-34831-0doiSubjects--Topical Terms:

3382903
Social justice and education.

LC Class. No.: LC192.2

Dewey Class. No.: 370.115

Teaching social justice using postcolonial texts = encountering pedagogies of discomfort in practice /
LDR:03352nmm a2200337 a 4500 001 2332947
003 DE-He213
005 20230728155759.0
006 m d
007 cr nn 008maaau
008 240402s2023 sz s 0 eng d
020 $a 9783031348310 $q (electronic bk.)
020 $a 9783031348303 $q (paper)
024 7 $a 10.1007/978-3-031-34831-0 $2 doi
035 $a 978-3-031-34831-0
040 $a GP $c GP
041 0 $a eng
050 4 $a LC192.2
072 7 $a JNFN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JNFK $2 thema
082 0 4 $a 370.115 $2 23
090 $a LC192.2 $b .T253 2023
245 0 0 $a Teaching social justice using postcolonial texts $h [electronic resource] : $b encountering pedagogies of discomfort in practice / $c edited by Geraldine Balzer, Teresa Strong-Wilson, Anne Burke.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2023.
300 $a xix, 147 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a Sustainable development goals series, $x 2523-3092
505 0 $a Introduction -- Keeping our ideals: Teaching literature with decolonization at heart -- Challenging the taken for granted -- Stepping into the discomfort zone: Exploring tensions and possibilities for social justice teaching with postcolonial children's literature -- Towards Indigenous reconciliation: Transformative dialogues and pedagogies -- Analyzing pedagogical practices for social justice in a multi-age class -- Complicating empathy: An 'educational' journey toward ethical responsibilities, subjectification and reconciliation -- "Rupture of the Ordinary": Engaging Students in Complicated Conversations through Postcolonial Literature -- Student voice in the context of "socially just" education -- "I Don't Know What They Think Until They Talk": Exploring the Place of Talk in Elementary and Secondary Classrooms -- Afterword.
520 $a This book explores how teachers can re-examine their emotional investments in enacting dominant settler values through changing their text selection and teaching practices. Based on a longitudinal qualitative research study conducted by a national team of literacy scholars in collaboration with practicing literacy teachers at eight sites across Canada, the book investigates how groups of teachers, working collaboratively in inquiry groups, develop and implement curriculum to promote their own and their students' understandings of social justice in postcolonial and settler spaces. In particular, the book highlights the rich and dynamic landscape of postcolonial authors, illustrators and texts, the development of culturally- sensitive curricula, and critical pedagogies possible in addressing contemporary and historical issues, both local and global. This book is primarily of interest to literacy scholars, literacy instructors (teacher educators) in teacher education programs, educational leaders, practicing teachers from the K-12 spectrum, and school district staff and policy makers with responsibilities for or interests in the potential of literacy and literature engagement for social justice education. The book is also be of interest to postsecondary educators and teacher educators wishing to use literature in social justice, anti-racist, and anti-oppressive courses.
650 0 $a Social justice and education. $3 3382903
650 1 4 $a Inclusive Education. $3 3538593
650 2 4 $a Educational Psychology. $3 1005868
650 2 4 $a Literature and Pedagogy. $3 3595364
650 2 4 $a Social Justice. $3 712802
700 1 $a Balzer, Geraldine. $3 2104903
700 1 $a Strong-Wilson, Teresa. $3 3663283
700 1 $a Burke, Anne M. $3 3663284
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Sustainable development goals series. $3 3299504
856 4 0 $u https://doi.org/10.1007/978-3-031-34831-0
950 $a Education (SpringerNature-41171)