-
-
Internationalization in Action
Leveraging Diversity and Inclusion in Globalized Classrooms©2020 Textbook -
Teacher Education in (Post-)Pandemic and (Post-)Digital Times
International Perspectives on Intercultural Learning, Diversity and Equity©2024 Edited Collection -
-
-
Performing Diversity: Inequalities and Inclusion in Film and Television
Agendas for ChangeMonographs -
-
The Nation of Islam and Black Consciousness
The Works of Amiri Baraka, Sonia Sanchez, and Other Writers©2019 Monographs -
Community Engagement and Intercultural Praxis
Dancing with Difference in Diverse Contexts©2014 Textbook -
Austerity and the Implementation of the Europe 2020 Strategy in Spain
Re-shaping the European Productive and Social Model: a Reflexion from the South©2017 Edited Collection -
Leading Inclusion from the Inside Out
A Handbook for Parents and Early Childhood Teachers in Early Learning and Care, Primary and Special School Settings©2021 Edited Collection -
Perception of the Self and Other and the Role of Language
An Exploratory Qualitative Study©2017 Thesis -
-
The Challenge of Cultural Heritage and Identity for Inclusive and Open Societies
Young People's Perspectives from European and Asian Countries©2022 Edited Collection -
Whitecentricism and Linguoracism Exposed
Towards the De-Centering of Whiteness and Decolonization of Schools©2013 Textbook -
-
-
Prophetic Critique and Popular Media
Theoretical Foundations and Practical Applications©2013 Textbook -
Inclusion and Teacher Education
Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.
7 publications
-
-
Equity in Higher Education Theory, Policy, and Praxis
A BOOK SERIES FOR EQUITY SCHOLARS & ACTIVISTS Beth Powers-Costello, General Editor Globalization increasingly challenges higher education researchers, administrators, faculty members, and graduate students to address urgent and complex issues of equitable policy design and implementation. This book series provides an inclusive platform for discourse about though not limited to diversity, social justice, administrative accountability, faculty accreditation, student recruitment, admissions, curriculum, pedagogy, online teaching and learning, completion rates, program evaluation, cross-cultural relationship-building, and community leadership at all levels of society. Ten broad themes lay the foundation for this series but potential editors and authors are invited to develop proposals that will broaden and deepen its power to transform higher education: (1) Theoretical books that examine higher education policy implementation, (2) Activist books that explore equity, diversity, and indigenous initiatives, (3) Community-focused books that explore partnerships in higher education, (4) Technological books that examine online programs in higher education, (5) Financial books that focus on the economic challenges of higher education, (6) Comparative books that contrast national perspectives on a common theme, (7) Sector-specific books that examine higher education in the professions, (8) Educator books that explore higher education curriculum and pedagogy, (9) Implementation books for front line higher education administrators, and (10) Historical books that trace changes in higher education theory, policy, and praxis. Expressions of interest for authored or edited books will be considered on a first come basis. A Book Proposal Guideline is available on request. For individual or group inquiries please contact editorial@peterlang.com.
36 publications
-
Understanding WPA Readiness and Renewal
©2023 Edited Collection -
-
Protestant Privilege and Pluralism on Campus
Contrasting Cases from North Carolina’s Research Triangle, c.1800–Present©2023 Monographs -
