Equity in schools and society / edited by Judy M. Iseke-Barnes and Njoki Nathani Wane.

Format
Book
Language
English
Published/​Created
Toronto : Canadian Scholars' Press, 2000.
Description
xxxii, 404 p. ; 23 cm.

Details

Subject(s)
Related name
Summary note
This book examines equity issues in school and society, drawing on history, sociology, literature, cultural expressions, films, and theory. The main objectives of the text are: To increase critical awareness of issues concerning equity in schools and society for students and teachers; to discuss the complexities of both school and society as institutions and search for paradigms which can highlight the dilemmas and lived experiences of teachers as they grapple with the interpretation and implementation of goals, policies, and work to address students' needs; to generate greater awareness of the political economy of schools and societies; to increase understanding of hidden biases such as racism, classism, and sexism in order to develop practical strategies of dealing with these forms of oppression; to enhance the acquisition of critical intellectual skills related to both comprehension and analysis of teaching and learning in a culturally diverse context; and to generate and reformulate teachers' roles in relation of the multiple demands of teaching and learning in complex environments.
Bibliographic references
Includes bibliographical references.
Contents
  • Part 1. Overview and teacher's understanding and defining of their location
  • Rethinking teaching using a systems discourse / Wane
  • Why I teach / Collins
  • Our schools our selves : the story of a new teacher / Ford and Ford
  • On becoming a reflective teacher / Grant and Zeichner
  • Part 2. The politics of meaning
  • Making sense of public schooling / Levin and Young
  • On being and becoming a teacher in Alberta / Aoki
  • 'I don't want to read this' : students' responses to illustrations of black characters in children's picture books / Allen
  • Part 3. Rethinking inclusion: representation and stereotypes I
  • I'm not white; I'm not racist / Kivel
  • Heroes or villains? : stereotyping as a signifying practice / Hall
  • Talking about race, learning about racism : the application of racial identity development theory in the classroom / Tatum
  • Anti-racist education and moral behaviour : lessons from the holocaust / Short
  • Part 4. Rethinking inclusion : representation and stereotypes II
  • Fluffs and feathers : an exhibit on the symbols of Indianness : a resource guide / Doxtator
  • How to tell the difference : a guide for evaluating children's books for anti-Indian bias / Slapin, Seale, and Ganzales
  • Anti-racist education (selected readings and resources) / TVOntario
  • Part 5. Gender equity
  • Working toward equity / Goldstein
  • S.T.A.R.S. equity advisory kit : challenging sexism / Toronto Board of Education
  • Producing the female reserve labour force : women and schooling / Hanrahan
  • Schoolgirls : young women, self-esteem, and the confidence gap / Orenstein
  • Gender equity and schooling : linking research and policy / Coulter
  • What can teachers do about sexual harassment? / Bravo and Miller
  • Part 6. Gender and regulation of bodies
  • Readings of cultural narratives of diet, technology, and schooling in multimedia stories / Iseke-Barnes
  • The beauty myth / Wolf
  • Part 7. Issues of sexuality in schools
  • (In)visibility : race, sexuality, and masculinity in the school context / Mac an Ghaill
  • Safely out : activities for challenging homophobia in schools / Toronto Board of Education
  • What do you say when you hear 'faggot?' / Gordon
  • Part 8. Students at risk : class, poverty, and marginality
  • A child is not a toy / Baxter
  • The poor fare worst in schools / Mitchell
  • The organic goodie simulation / Bigelow and Diamond
  • Challenging class bias / Toronto Board of Education
  • Students at risk / Wane.
ISBN
1551301679 (pbk.) :
LCCN
cn^00932175^
OCLC
44906087
RCP
H - S
Statement on language in description
Princeton University Library aims to describe library materials in a manner that is respectful to the individuals and communities who create, use, and are represented in the collections we manage. Read more...

Supplementary Information