Marks melissa j dewitt scott (26 risultati)

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: New.

Condizione: New. pp. 204.

Condizione: New. 2020. Paperback. . . . . .

Condizione: New. In English.

Condizione: New.

Condizione: New. pp. 204.

Condizione: As New. Unread book in perfect condition.

Condizione: New. 2020. Paperback. . . . . . Books ship from the US and Ireland.

Condizione: New.

Hardback. Condizione: New. This book offers easily implemented strategies for use with secondary and undergraduate students to promote greater engagement with the realities of diversity and commitment to social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability.The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination.In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, and Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations.…

Condizione: As New. Unread book in perfect condition.

Condizione: New. pp. 204.

Condizione: New.

Condizione: New. pp. 204.

Condizione: New. In English.

Condizione: As New. Unread book in perfect condition.

Hardback. Condizione: New. This book offers easily implemented strategies for use with secondary and undergraduate students to promote greater engagement with the realities of diversity and commitment to social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability.The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination.In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, and Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations.…

Hardcover. Condizione: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Paperback. Condizione: Brand New. 187 pages. 8.75x5.75x0.50 inches. In Stock. This item is printed on demand.

Condizione: New. PRINT ON DEMAND pp. 204.

Kartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Defining diversity broadly, this book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and abi.…

Hardcover. Condizione: Brand New. 187 pages. 6.25x9.25x0.75 inches. In Stock. This item is printed on demand.

Gebunden. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Defining diversity broadly, this book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and abi.…

Condizione: New. PRINT ON DEMAND pp. 204.