Schools Of Solidarity

The church has much to teach and much to learn from families about the gifts and challenges of building a more just and compassionate society. Families are schools of solidarity, working each and every day to deepen relationships within the family itself and with other families both near and far. In Schools of Solidarity, Mary Doyle Roche explains how families can resist dehumanizing elements of our culture (competitive consumption, wastefulness, violence, etc.) and transform the many arenas of daily life (homes, workplaces, neighborhoods, schools, and parishes) so that they honor the dignity of all people, especially the poor and vulnerable. Doyle Roche offers questions and activities for discussion and reflection in conjunction with each of the major themes. The practical activities she suggests encourage families to explore social justice issues and ways they might transform unjust conditions in local and even global contexts.

Digital Solidarity in Education is a book for educators, scholars, and students interested in better understanding both the role technology can play in schools and its potential for strengthening communities, optimizing the effects of globalization, and increasing educational access. The digital solidarity movement prioritizes the engagement and mobilization of students from diverse racial, ethnic, linguistic, and economic backgrounds, and with giftedness and/or disabilities, to utilize and apply technologies. This powerful book introduces innovative technological programs including virtual schools, e-tutoring, and interactive online communities for K-12 students that can: • increase students' knowledge and understanding of advanced concepts while reinforcing their basic skills; • reinforce students' communication in their first language while introducing second and third language possibilities; • nurture students' capabilities to think analytically, while using creative and innovative ideas to think simultaneously “outside of the box.” The experienced author team shows how collaborative partners from the private sector can assist public school systems and educators in creating access for all students to technological innovations, with a goal of increasing individual opportunities for future college and career success. Combining theoretical scholarship and research with the personal perspectives of practitioners in the field, this volume shares with readers both the nuts and bolts of using technology in education, and the importance of doing so.

Presents lessons and activities covering the topics of social justice and globalization.

In this important book, experts from around the globe come together to examine what solidarity in multicultural societies might mean and how it might be built. With a variety of analytical perspectives and findings, the authors present original research conducted in the United States, New Zealand, Spain, France, Chile, Mexico, and India. Educators will recognize relationships between issues discussed in the book and their own places of work, helping them to better understand issues of diversity and take steps toward building solidarity in their own schools and communities. This book demonstrates the commonality of purpose across the globe to connect schools and teachers with the communities they serve, and suggests avenues for bringing diverse understandings together to bridge antagonism and fear. Contributors: Isabelle Aliaga, Gilberto Arriaza, Andrés Calderón, Maria Antonia Casanova, Juan Francisco Contreras, Dolores Delgado Bernalis, Gina E. DeShera, Martine Dreyfus, Judith Flores Carmona, Anne Hynds, Verónica López, Mahendra Kumar Mishra, Carmen Montecinos, José Luis Ramos, José Ignacio Rodríguez, and Alice Wagner. Christine E. Sleeter is professor emerita in the College of Professional Studies at California State University Monterey Bay, and President of the National Association for Multicultural Education. Her recent books include Teaching with Vision (with Catherine Cornbleth). Encarnación Soriano is professor of research methods in education at the University of Almería, Spain. “Whether educators are working with student populations perceived as diverse or homogeneous, Creating Solidarity Across Diverse Communities provides profound insights into strategies for building consensus, efficacy, and reducing prejudice and conflict. This is a well-researched volume on complex theories and diverse practices for building solidarity to effect educational change.” —Merry M. Merryfield, School of Teaching and Learning, The Ohio State University

The Polish crisis in the early 1980s provoked a great deal of reaction in the West. Not only governments, but social movements were also touched by the establishment of the Independent Trade Union Solidarnosc in the summer of 1980, the proclamation of martial law in December 1981, and Solidarnosc's underground activity in the subsequent years. In many countries, campaigns were set up in order to spread information, raise funds, and provide the Polish opposition with humanitarian relief and technical assistance. Labor movements especially stepped into the limelight. A number of Western European unions were concerned about the new international tension following the Soviet invasion of Afghanistan and the new hard-line policy of the US and saw Solidarnosc as a political instrument of clerical and neo-conservative cold warriors. This book analyzes reaction to Solidarnosc in nine Western European countries and within the international trade union confederations. It argues that Western solidarity with Solidarnosc was highly determined by its instrumental value within the national context. Trade unions openly sided with Solidarnosc when they had an interest in doing so, namely when Solidarnosc could strengthen their own program or position. But this book also reveals that reaction in allegedly reluctant countries was massive, albeit discreet, pragmatic, and humanitarian, rather than vocal, emotional, and political.

Famous Brazilian educational and social theorist Paulo Freire presents his ideas on the importance of community solidarity in moving toward social justice in schools and society. In a set of talks and interviews shortly before his death, Freire addresses issues not often highlighted in his work, such as globalization, post-modern fatalism, and the qualities of educators for the 21st century. His illuminating comments are supplemented with commentaries by other well-known scholars, such as Ana Maria Araujo Freire, Walter de Oliveira, Norman Denzin, Henry Giroux, and Donaldo Macedo.

This inspiring collection of accounts from educators and students is “an essential resource for all those seeking to build an antiracist school system” (Ibram X. Kendi). Since 2016, the Black Lives Matter at School movement has carved a new path for racial justice in education. A growing coalition of educators, students, parents and others have established an annual week of action during the first week of February. This anthology shares vital lessons that have been learned through this important work. In this volume, Bettina Love makes a powerful case for abolitionist teaching, Brian Jones looks at the historical context of the ongoing struggle for racial justice in education, and prominent teacher union leaders discuss the importance of anti-racism in their unions. Black Lives Matter at School includes essays, interviews, poems, resolutions, and more from participants across the country who have been building the movement on the ground.