A volume in TeachingLearning Indigenous, Intercultural Worldviews:International Perspectives on Social Justice and Human RightsSeries Editor: Tonya Huber-Warring, St. Cloud State University, MinnesotaFor readers new to the field of multicultural education and human relations education, the recency of thesepublications heralded as seminal may be confusing, for certainly the concepts building the field of multiculturaleducation and human relations education have been around much longer. True. But, for the first time, wefound the conceptual framework, guiding principles, and critical works across disciplines and fields in Smith'sencyclopedic organization. Because of the comprehensive nature of Pritchy Smith's knowledge bases, theyhave been employed as the organizing themes for this volume. I would clarify that I have not burdened authorsto study Smith's analysis and then apply it to their works; the categorization is my own. And, as is true of anytopic, the interpretation and application may be broadly applicable. One of my major goals in founding thisseries has been to further develop the knowledge bases with voices from those in the trenches (literally andfiguratively) and at the chalkface-while proverbial for some parts of the world, chalk remains a teaching staplein many regions of the world. The pages of the TeachingLearning Indigenous, Intercultural Worldviews:International Perspectives on Social Justice and Human Rights book series will be used to build the knowledge bases for diversity concerningplaces and peoples, philosophies and positionalities not commonly appearing in the professional literature on education.Throughout this volume, authors will explore and research their own discoveries on this journey-narratives of crossing cultures and developing communities,reconceptualizing democracy and reinterpreting traditions, seeking solidarity and sowing the seeds of social justice. Through critical reflectionin the shade of these giants, the reader may discover Ming Fang's bamboo tree.
A volume in TeachingLearning Indigenous, Intercultural Worldviews:International Perspectives on Social Justice and Human RightsSeries Editor: Tonya Huber-Warring, St. Cloud State University, MinnesotaFor readers new to the field of multicultural education and human relations education, the recency of thesepublications heralded as seminal may be confusing, for certainly the concepts building the field of multiculturaleducation and human relations education have been around much longer. True. But, for the first time, wefound the conceptual framework, guiding principles, and critical works across disciplines and fields in Smith'sencyclopedic organization. Because of the comprehensive nature of Pritchy Smith's knowledge bases, theyhave been employed as the organizing themes for this volume. I would clarify that I have not burdened authorsto study Smith's analysis and then apply it to their works; the categorization is my own. And, as is true of anytopic, the interpretation and application may be broadly applicable. One of my major goals in founding thisseries has been to further develop the knowledge bases with voices from those in the trenches (literally andfiguratively) and at the chalkface-while proverbial for some parts of the world, chalk remains a teaching staplein many regions of the world. The pages of the TeachingLearning Indigenous, Intercultural Worldviews:International Perspectives on Social Justice and Human Rights book series will be used to build the knowledge bases for diversity concerningplaces and peoples, philosophies and positionalities not commonly appearing in the professional literature on education.Throughout this volume, authors will explore and research their own discoveries on this journey-narratives of crossing cultures and developing communities,reconceptualizing democracy and reinterpreting traditions, seeking solidarity and sowing the seeds of social justice. Through critical reflectionin the shade of these giants, the reader may discover Ming Fang's bamboo tree.
Born nearly deaf in a Chicago ghetto, Loren contends with poverty, drugs, prejudice, and terrifying violence. This murky landscape initiates his lifelong search for love, God, and truth. Answers to...
What is the goal of Jewish education? Is it to fill students' brains with Jewish knowledge? Or is it to fill their hearts and souls with Jewish values?Jewish educators across the denominational...
For anyone who struggles to deal or express overwhelming emotions, whether positive or negative, a book and a pen are a great way to cough them out. I started writing these poems when I was nineteen...
It is impossible for the pastor of a church to do all that is needed. Even if they were to try to accomplish this, without giving up their primary calling as disciples of Christ, it would be a futile...
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