The Big Lie About Race in America's Schools delivers a collective response to the challenge of racially-charged misinformation, disinformation, and censorship that increasingly permeates and weakens not only US education but also our democracy. In this thought-provoking volume, Royel Johnson and Shaun Harper bring together leading education scholars and educators to confront the weaponized distortions that are currently undermining both public education and racial justice. The experts gathered in this work offer strategies to counter these dangerous trends and uphold truth in education. In focused, practical chapters, the contributors examine efforts both broad and specific, from restrictive education legislation, to book bans, to twisting terminology like Critical Race Theory (CRT) and diversity, equity, and inclusion (DEI), that are obscuring truth in public education. They demonstrate how this narrowing of allowable ideas does a disservice to all students and especially to those who are underrepresented in curricula, including students of color and LGBTQ+ students. Ultimately, the book offers clear, actionable insights for educators, policymakers, and advocates who seek solutions that will counter recent trends and transform educational contexts within both K-12 and higher education. Among other actions, this volume advocates strengthening educational alliances through shared leadership, organized collaboration, and parental involvement. It also presents innovative countermeasures to help defend public education.
A deep-dive investigation of education privatization that reveals voucher programs as the faulty products of decades of work by wealthy patrons and influential conservatives In The Privateers, Josh Cowen lays bare the surprising history of tax-funded school choice programs in the United States and warns of the dangers of education privatization. A former evaluator of state and local school voucher programs, Cowen demonstrates how, as such programs have expanded in the United States, so too has the evidence-informed case against them. This thought-provoking work traces the origins of voucher-based education reform to mid-twentieth-century fears over school desegregation. It shows how, in the intervening decades, a cabal of billionaire conservatives supporting a host of special political interests--including economic libertarianism, religious choice, and parental rights--have converged around the issue of education freedom in an ongoing culture war. Through deliberate policymaking, legislation, and litigation, Cowen reveals, an insular advocacy network has enacted a flawed system for education finance driven largely by dogma. Far from realizing the purported goal of educational equity, privatization is failing students and exacerbating income inequality, Cowen finds. He cites multiple research studies that conclude that voucher programs return poorer academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. Continued advancement of these policies, Cowen argues, is an assault on public education as a defining American institution.
"Research-based guidance for educators, teacher educators, and community learning partners to effectively support LGBTQIA+ students of color. In Learning While Black and Queer, Ed Brockenbrough outlines common obstacles to educational equity for Black youth in the LGBTQ+ community and suggests ways for educators to foster the success of Black queer students. This compassionate and actionable work advances what Brockenbrough calls a queerly responsive pedagogy, which addresses the nuances of LGBTQ+ youths' learning experiences in ways that other assets-based approaches, including culturally responsive and sustaining pedagogies, do not. Providing evidence-based recommendations for creating educational spaces and school cultures that promote safety and belonging, Brockenbrough draws on recent empirical studies of urban Black youths aged fourteen to twenty-four who identify as LGBTQ+, as well as personal accounts of Black queer individuals and his own experiences as a secondary school teacher and teacher educator. Among other suggestions, he advocates the adoption of a queer-inclusive curriculum that covers health and sexuality, queer-affirming classrooms, and access to peer and intergenerational kinship networks for Black queer students. He implores educators to reject the deficit narrative of queer victimhood and instead cultivate youth agency. He shows how Black queer resistant capital can be used to confront systemic oppressions such as anti-Blackness, anti-queerness, and cisheteronormativity in educational environments. The guidance offered in this work gives educators in schools and community-based organizations ways to advocate for educational and social justice with and for Black queer youth"--
An incisive investigation of the often fraught student-transfer pathways from community colleges to four-year institutions--and a blueprint for process reform
An exploration of teacher education programs around the world finds common focus in the use of core practices to better prepare teachers for the classroom
A call to action championing equity and social justice in K-12 science curriculum
A revolutionary proposal for a conceptual and organizational framework for US public education that benefits all citizens.
A methodology for using philosophy to guide teaching preparation and practice
"A revised and expanded edition that promotes inquiry and teaching practices to help students gain the discipline-specific literacy skills they need to succeed in college, the workplace, and the society of tomorrow. In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding discipline-specific teaching and learning in K-12 classrooms. With new and revised chapters, the book outlines disciplinary literacy professional learning that not only supports the development of new instructional skills but also inspires hope, authentic engagement, and collaboration among teachers and educational teams. Ippolito, Dobbs, and Charner-Laird show how their adaptable framework, which is based on the RAND model of reading comprehension, allows educators across grade levels to embrace the language, genre, and modality of their particular subject areas while attuning specifically to texts, tasks, students, and classroom cultures. Offering research-based best practices, guiding questions, and concrete real-world examples, they prepare teachers to meet the demands of today's educational climate. This useful resource for professional learning demonstrates how the disciplinary literacy framework can guide both larger-scale and hyperlocal implementation. It maintains a special focus on critical disciplinary literacy work, which interweaves the ideas of disciplinary literacy with critical, culturally sustaining, and antiracist pedagogies. It also prepares educators to serve diverse student populations with specific literacy-learning needs, including neurodivergent students, deaf students, and multilingual learners. This book gives teachers and school leaders the tools to equip a more technically proficient, informed, and creative citizenry"--
A shrewd examination and critique of an industry that exerts a far-reaching influence on college admissions in the United States.
An essential read for rethinking and improving how education policy is made and implemented
A stirring testament to the realities of Black teaching and learning in the United States and to Black educators' visions for the future
A rallying cry for equitable education informed by a revolutionary re-reading of Brown v. Board of Education, on the 70th anniversary of the ruling
An astute assessment of the educational leadership skills and leadership development practices that align with deeper learning in K-12 schools.
A thought-provoking examination of how public education systems can be strengthened through strategic relationships both within schools and with outside partners.
"Practical guidance for teachers aiming to strategically support the full participation and engagement of minoritized students in STEM education. In Teaching Toward Rightful Presence in Middle School STEM, Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work presents practical, justice-centered STEM pedagogy that can begin to reverse the messages of exclusion that have pervaded K-12 science education. Tan and Calabrese Barton first delve into the complex legacy of systemic injustice in education, showing how forms of racialization and colonization that are manifest in schooling practices have excluded and led to the disengagement of students who have been historically marginalized because of their race, immigration status, language, class, sexuality, or gender. Through cases and vignettes from middle-school classrooms, they illustrate real-life strategies and instructional decisions that help counteract inequalities. Reaching beyond inclusion, they suggest approaches such as coplanning, coproduction, and community ethnography that disrupt the norms of the science classroom and validate the community's powerful cultural knowledge and relevant experience. Tan and Calabrese Barton show how the rightful presence framework can foster student engagement and support identity formation. This work gives teachers and other practitioners a means to critique, challenge, and disrupt underlying power structures in middle school STEM"--
A model guide for reconceiving the central office to help educational leaders build equity-aligned, research-based approaches to district reform.
A visionary blueprint for educational reform that envisions school systems as opportunity engines, preparing young citizens for future workplace success, civic engagement, and fulfilling lives.
A handbook that helps educational leaders hone the social and emotional skills essential to promoting positive school culture and navigating their complex jobs
Revised and updated to address shifts in the climate of bullying in schools and online, this timely work suggests anti-bullying approaches that are concrete, practical, and grounded in research.
Expanding on a groundbreaking framework, this revised edition connects activist art education with current campaigns for social justice.
A practical guide to cultivating expansive understandings of climate change and environmental regeneration in K-12 students through classroom instructional practices and curricula.
An incisive account on the underrepresentation of women, especially women of color, in positions of leadership in K-12 schools and how to correct this bias.
An invigorating work that identifies obstructions to transformative change in higher education and offers paths to break through.
An affirming resource for leaders and practitioners forwarding diversity, equity, and inclusion efforts on campus.
A step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners.
Highlights innovative partnership practices that help create educational opportunities for students in rural schools across the United States.
A comprehensive analysis of the astonishing changes that elevated the Chicago public school system from one of the worst in the nation to one of the most improved.
An incisive study of the mechanisms reinforcing the underrepresentation of women of color in STEM fields and a call for systemic change to address the imbalance.
Five in-depth case studies reveal the innovative practices that position U.S. community colleges as pathways to quality employment.
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