Taking Responsibility Taking Direction

Wilmot argues that the participation of white progressives in anti-racist movements and organizations in Canada badly needs an overhaul. With this thesis, she begins her assessment of anti-racist movements in Canada by guiding the reader through a summary of the ugly history and legacy of Canada's racist colonial past, and reveals that racism remains an urgent problem today, despite the passing of centuries. Racism in Canada is inextricably linked with capitalism, class, and sexism, and the state promotes it with its laws that systemically exploit Aboriginals and people of colour, and privilege whites, despite its claim that Canada is a multicultural and democratic nation. Using concrete examples from her extensive activist experiences, Wilmot illustrates her argument that white progressives who aim to unite with people of colour against racist oppression must examine and possibly challenge their personal, political, and theoretical ideologies and acknowledge their privileged societal position, if they are to translate anti-racist ideas into effective action, and furthermore, help educate other "white folks" into taking up the cause in an informed manner. White leftists must cast aside political sectarianism and engage with Aboriginals and people of colour as equals when they assist with organizing constructive anti-racist organizations and movements. The balance between taking responsibility and taking direction is oftentimes tenuous at best, Wilmot suggests, but it is essential that in the fight against white oppression, white leftists come to the table in solidarity, rather than come as silent aides, or the opposite -- come and paternalistically and patronizingly appropriate theorganization. Wilmot devotes a significant section of her book to highlighting and evaluating various anti-racist organizations and anti-rac

Having published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic dimensions and types of learning What happens when intended learning does not take place The connections between learning and personal development Learning in the competition state How We Learn spans from a basic grounding of the fundmental structure and dimensions of learning and different learning types, to a detailed exploration of the differing situations and environments in which learning takes place. These include learning in different life stages, learning in the late modern competition society, and the crucial topic of learning barriers. Transformative learning, identity, the concept of competencies, workplace learning, non-learning and the interaction between learning and the educational approaches of the competition state are also examined. Forming the broadest basic reader on the topic of human learning, this revised edition is integral reading for all those who deal with learning and teaching in practice. Particularly interested will be MA and doctoral students of education as well as university and school based teachers.

How do you refocus on the positive under any circumstance? Positive Directions is about the specific changes you can easily make that will result in the biggest differences in your life. Dr. Ryder explains how to develop nine psychological skills that empower the individual to conquer problems such as stress, fears, frustrations, misery, lack of energy, sabotaging patterns, and bad decisions. The book simplifies our complex nature and identifies the polar opposites which either swing in the negative (bad) or positive (good) direction. When you are going the wrong way, turn in the opposite - positive direction. This system gives you the knowledge and skills to know how to reverse any negative direction in your life and propel you towards greater success and fulfillment - the positive direction! This book contains a great deal of useful information, fascinating ideas, and fun exercises with helpful tables, graphs, and instructions that can improve your life and relationships.

This is the ultimate guide to study skills, written by million copy bestselling author Stella Cottrell. Her tried and tested approach, based on over 20 years' experience of working with students, has helped over a million students to achieve their potential. When it comes to studying, there is no one-size-fits-all approach. This engaging and accessible guide shows students how to tailor their learning to their individual needs in order to boost their grades, build their confidence and increase their employability. Fully revised for the fifth edition, it contains everything students need to succeed. This is an invaluable resource for undergraduate students of all disciplines, and is also ideal for postgraduates, mature students and international students. It prepares students for what to expect before, during and after their studies at university. New to this Edition: - Additional material on writing skills, including proofreading, editing and writing for different assignments - New chapters on managing stress and student wellbeing at university, learning in diverse and international contexts and writing essays - More emphasis on reflective learning - Extended guidance on how to balance study with work - More use of visuals to summarise key learning points

"Although this book draws on theoretical principles and research, it is a practical guide to leading the learning in schools" -- Provided by publisher.

Emotional Intelligence Life Skills is designed with the educator, counselor, therapist, parent, youth minister, and younger generation in mind. This book begins by introducing the reader to the importance of understanding the brain and the way it affects behavior. It also stresses the importance of teaching young people how the brain can grow and learn through neurons. Additionally, this book explores mindfulness and encourages the adult to teach and practice mindfulness techniques and scripture meditation with the young person(s). This resource is equipped with opening statements that are to be used for the individual or group settings. A list of rules that identify how to work on the coping skills, social skills, and behavior skills daily is provided. There are questions within the activities to engage the individuals as well as follow-up questions to evaluate how well the individual has learned the information. If the individual has not grasped the content adequately, there are enough activities to allow continued expansion on the topic on different days. The discussion engages the young person from the age of five up through the age of twenty-three. Included in this book is an outlined dialogue that can be used to communicate with parents to assist the young person and parent. Many times children are taught skills to assist them in being successful in life, but when they go home, they are exposed to a different standard of being. This can hinder growth. Therefore, this book makes sure that the information being taught to the young person is reinforced by the parent through what their role is in growth and development for each topic. The hope for this workbook is to assist even the least creative educator, therapist, counselor, parent, and youth minister in effectively reaching out and making an impact in the minds and lives of the younger generations.

Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.