Radical Listening

This text and professional resource offers an alternative approach to thinking about and working with “difficult” families. From a nonpathologizing stance, William C. Madsen demonstrates creative ways to help family members shift their relationship to longstanding problems; envision desired lives; and develop more proactive coping strategies. Anyone working with families in crisis, especially in settings where time and resources are scarce, will gain valuable insights and tools from this book.

This edited text recaptures many of Joe L. Kincheloe’s national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe’s research always pushed the limits of what critically reflective and informed teaching entailed, never diluting the import of comprehending the complexity of sociopolitical, cultural, economic, and educational discourses and practices. Dedicated to a praxis of social and political activism rooted in students’ development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved. We who were so influenced directly and indirectly by him knew his genius and relished the generosity with which he shared his ideas, advice, encouragement, and art. The world is better because of Joe L. Kincheloe scholarship—inextricably related to “critical” critical thinking and enactment of education that tenaciously interrupts complacency, mediocrity, always responding thoughtfully to particular educational contexts.

Grounded in the life experiences of children, youth, teachers, and caregivers, this book investigates how implicit bias affects multiracial kids in unforeseen ways. Drawing on critical mixed-race theory and developmental psychology, the authors employ radical listening to examine both how these children experience school and what schools can do to create more welcoming learning environments. They examine how the silencing of mixed-race experiences often creates a barrier to engaging in nuanced conversations about race and identity in the classroom, and how teachers are finding powerful ways to forge meaningful connections with their mixed-race students. This is a book written from the inside, integrating not only theory and research but also the authors’ own experiences negotiating race and racism for and with their mixed-race children. It is a timely and essential read not only because of our nation’s changing demographics, but also because of our racially hostile political climate. Book Features: Examination of the most contemporary issues that impact mixed-race children and youth, including the racialized violence with which our country is now reckoning.Guided exercises with relevant, action-oriented information for educators, parents, and caregivers in every chapter.Engaging storytelling that brings the school worlds of mixed-race children and youth to life.Interdisciplinary scholarship from social and developmental psychology, critical mixed-race studies, and education. Expansion of the typical Black/White binary to include mixed-race children from Asian American, Latinx, and Native American backgrounds.

Dan Feigelson refocuses reading and writing conferences to help all students reach their full potential. His practical approach centers on active listening--an equitable way to listen to, learn from, and guide students. His book is packed with sample conferences, if/then strategies, rubrics, and tips for starting conferences and keeping them going.

This book is for early childhood educators committed to learning about gender [in]justice as a foundation for creating gender affirming early learning environments for all children including those who are transgender and gender expansive (TGE). The authors engage in progressive and contemporary thinking about gender acknowledging its complexity, intersectionality, diversity and dynamism. They draw on Miranda Fricker’s (2007) concepts of testimonial injustice to discuss how young TGE children are considered “too young” to have gender identities or to truly know themselves and hermeneutical injustice to represent the challenges TGE children face in educational environments that do not provide them with linguistic or interpretive tools to help them fully understand and communicate about their gender. Woven throughout the book are the lived experiences and counter-stories of TGE children and adults that privilege their voices and highlight their right to contribute equally to societal understandings of gender and to access all the tools a given society has available at the time to help them name and understand their own experiences.The authors provide discourse, conceptual frameworks and concrete strategies educators can use to inspire resistant social imaginations (Medina, 2013) and actions that improve gender justice for our youngest children.

How to Use Work Group Supervision to Improve Early Years Practice presents a new model for supervision as a collaborative process, and explores how this process can benefit practitioners at all stages in their career to reflect on and improve their own practice. Supported by detailed case studies which contextualise Work Group Supervision, Louis offers practical support which will help practitioners develop their knowledge and skills, and to work together to develop a shared understanding and more successful practice. Louis covers a range of insightful topics to help practitioners utilise the Work Group Supervision method to improve their practice, including: What Work Group Supervision is and how it can help practitioners How to develop self-understanding and professional practice Theories on child observation, and using observation to tune into children The importance of respectful interactions as a leader and among peers How to Use Work Group Supervision to Improve Early Years Practice is ideal for Early Years practitioners and teachers, managers of Early Years settings and students on courses for leadership in Early Childhood settings.

Inclusive Shakespeares: Identity, Pedagogy, Performance responds to the growing concern to make Shakespeare Studies inclusive of prospective students, teachers, performers, and audiences who have occupied a historically marginalized position in relation to Shakespeare's poetry and plays. This timely collection includes essays by leading and emerging scholarly voices concerned to open interest and participation in Shakespeare to wider appreciation and use. The essays discuss topics ranging from ethically-informed pedagogy to discussions of public partnerships, from accessible theater for people with disabilities to the use of Shakespeare in technical and community colleges. Inclusive Shakespeares contributes to national conversations about the role of literature in the larger project of inclusion, using Shakespeare Studies as the medium to critically examine interactions between personal identity and academia at large.

This book explores the opportunities, challenges, and effective approaches to organizational change regarding diversity, equity, inclusion, and belonging. Featuring application-based case studies and practical guidelines for meaningful organizational change, this book problematizes some of the current DEI initiatives in today’s organizations. It examines multiple forms of diversity (e.g., race, age, and mental health) from a variety of perspectives (e.g., leadership and employee), with case studies that demonstrate how changemaking efforts can be reimagined and implemented in better, more nuanced, and more sustainable ways to produce meaningful organizational change. Through these case studies, readers learn from organizations’ successes and failures in their attempts to implement DEI practices. Each chapter concludes with explicit practical implications and/or actionable recommendations for organizational changemaking. This text will make an impactful addition to courses in communication and diversity or organizational communication/change at the advanced undergraduate or graduate level, and will be an essential guide for professionals wishing to lead change in their organizations.