Bøker i Counterpoints-serien

Justice in Search of Leaders: A Handbook for Equity-Driven School Leadership is a guide for educators who are committed to equity-driven teaching, leading, and policy-making, and would like to operationalize socially-just school practices for all children.

Dialectics of 9/11 and the War on Terror: Educational Responses examines how global financial and socio-political systems propagate a lopsided dialectic of current events that influences teachers' pedagogies of 9/11 and the War on Terror.

Those Who Can: A Handbook for Social Reconstruction and Teaching traces the development of a critical pedagogy within one educator's personal history, and examines the implications of critical pedagogy from this educator's perspective.

Communities for Social Change: Practicing Equality and Social Justice in Youth and Community Work examines core ideas of social justice and equality that underpin community and youth work.

Breakbeat Pedagogy provides a groundbreaking framework for the inclusion of hip-hop culture in schools.

Relational Ontologies uses the metaphor of a fishing net to represent the epistemological and ontological beliefs that we weave together for our children, to give meaning to their experiences and to help sustain them in their lives.

Playing for Change introduces a critical pedagogy of arts-based community learning and development (A-CLD), a new discipline wherein artists learn to become educators, social workers, and community economic development agents. The book challenges the assumption that acculturation into a ruling ideology of state development is necessary.

This book examines the struggle against racial and cultural inequity in educational systems. It offers the example of a New Zealand community and its efforts to step outside education's "White spaces" to create a new space for learning and to reclaim educational sovereignty - where individuals have the absolute right to "be Maori," in school.

Masamune's Blade: A Proposition for Dialectic Affect Research outlines an original research method for the study of affect known as affect probes, and proposes a new knowledge project based in affect. Strategies for analysis are outlined and a series of critical interventions are woven throughout the text to situate the ideas.

The literature reviewed in this volume reflects current issues and discussions taking place in education. This interdiscipliary volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory.

People Need to Know follows a group of students as they study the defining event in their community's history - a 1930 lynching that was captured in one of the century's most iconic and disturbing photographs. Through the stories, the book develops an approach to curriculum in which students create products of value beyond the school walls.

Culturally Relevant Teaching

Despite the challenges and complexities of arts education partnerships, most partners believe that the benefits to students, teachers and the community outweigh the disadvantages and consequently, as the research in Working Together demonstrates, they are willing to justify the time, energy, and expense involved to improve the quality of arts education.

An Ecological and Cultural Critique of the Common Core Curriculum suggests a number of concepts teachers can introduce that will enable students to examine cultural assumptions that originated in the abstract thinking of philosophers and that continue to underlie current ecologically unsustainable patterns of thinking.

"Featuring and interview with Noam Chomsky."

The Time Is Now argues that understanding and responding to the dropout crisis facing the United States has overlooked one major element - school culture. The book provides a practical theory of action aimed at challenging the ways schools and communities work together to transform education practice, policy, and, ultimately, student engagement and achievement among students of color.

Language, Nation, and Identity in the Classroom critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. The text applies theories of postmodernism, postcolonialism, and other critical cultural theories from disciplines often overlooked in the field of education.

Our Stories Matter explains and exemplifies the methodology of Scholarly Personal Narrative (SPN) writing for marginalized, underrepresented, and previously "disappeared" students at all levels of higher education. Presently no book looks at the whys and hows of scholarly personal narrative writing that focuses on this particular audience of underrepresented students.

Based on critical and moral pedagogy, The Moral Debate on Special Education is the self-narrative of a disabled special education teacher who is searching for the answers and spaces where this dialogue and narrative can take place. What started as mere research for social justice in education has morphed, unintentionally, into the moral quest for justice and equality in special education.

Ivor Goodson is a vital contributor to the study of education and to educational research. This book traces the contours of his morally inflected approach to scholarship, highlighting its contribution to a politics of transformation, all the while acknowledging and encapsulating the practical, passionate, principled humanity that continues to drive Goodson's scholarship.

This book - grounded in twelve months of critical ethnographic fieldwork at a secondary school in North America - examines how educators and educational leaders pathologize the lived experiences of South Asian boys or "Brown boys", and how they engage in deficit theorizing discourses and practices.

Bringing forward key issues in teacher education, this book demonstrates an exercise of practical judgment, that is, to show how certain kinds of research and writing can address the real life issues encountered in practice.

A Community of Disagreement

In the past decade or so, there has been an increasing interest in employing a combination of archival and life history methods to understand the complexities of schooling. This book explores the history of the Beal Technical School in order to discuss the methods and problems involved in researching the story of an institution.