In this guide, educators and authors David Upegui and David E. Fastovsky offer a pedagogical prescription for how you can integrate the study of racial justice with evolutionary biology in your existing high-school biology curriculum. Designed as a practical manual for teaching, the chapters focus on teaching concepts of equity through evolutionary biology modules, a cornerstone for building students’ scientific understanding of biotic diversity. The book provides pedagogical components alongside historical and scientific components, with contextual chapters that give teachers the background knowledge to understand the historical relationship between science and racism for topics such as natural selection, social justice, and American slavery and colonization. Ready-to-use lesson plans are situated in a historical and theoretical context of science as it relates to racial oppression, and demonstrate how rigorous science education can lead to your students’ liberation and personal empowerment despite the historically problematic history of some applications of science. These lesson plans and classroom exercises are presented in a way that introduces the timely extra dimension of anti-racism into the existing biology curricula without significantly increasing teaching loads. The contextual material provided allows the lessons to be implemented across a variety of classrooms regardless of initial familiarity with DEI. Ideal for secondary biology teachers and their students, particularly in grades 10-12, this book synthesizes timely ideas for high-school educators, harnessing the power of rigorous science to combat marginalization. Lessons and activities have been classroom-tested and are aligned with three different standards: Next Generation Science Standards (NGSS); College board (AP Biology); Vision and Change; and use the 5E format.
In this guide, educators and authors David Upegui and David E. Fastovsky offer a pedagogical prescription for how you can integrate the study of racial justice with evolutionary biology in your existing high-school biology curriculum. Designed as a practical manual for teaching, the chapters focus on teaching concepts of equity through evolutionary biology modules, a cornerstone for building students’ scientific understanding of biotic diversity. The book provides pedagogical components alongside historical and scientific components, with contextual chapters that give teachers the background knowledge to understand the historical relationship between science and racism for topics such as natural selection, social justice, and American slavery and colonization. Ready-to-use lesson plans are situated in a historical and theoretical context of science as it relates to racial oppression, and demonstrate how rigorous science education can lead to your students’ liberation and personal empowerment despite the historically problematic history of some applications of science. These lesson plans and classroom exercises are presented in a way that introduces the timely extra dimension of anti-racism into the existing biology curricula without significantly increasing teaching loads. The contextual material provided allows the lessons to be implemented across a variety of classrooms regardless of initial familiarity with DEI. Ideal for secondary biology teachers and their students, particularly in grades 10-12, this book synthesizes timely ideas for high-school educators, harnessing the power of rigorous science to combat marginalization. Lessons and activities have been classroom-tested and are aligned with three different standards: Next Generation Science Standards (NGSS); College board (AP Biology); Vision and Change; and use the 5E format.
Pura Vida The words are: pure and life. In context it means, "nothing but life," or "a whole lot of life," or "all life." Pura Vida is the collection of people and stories that transcend the paper and rise from the page with color, form and life. Miraculous, tragic, humorous and wondrous, these stories are about the essential aspects of the human experience. Unpolluted emotions and passion combine to form these very short accounts of fulfilled lives - pura vida!
In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.
This new book tells the story of Miguel Perdomo Niera, a healer whose amazing cures during his travels through the northern Andes in the 1860s and 1870s evoked both enormous hostility and widespread adulation. A combination of narrative and analysis, the book documents Perdomo's experiences in Colombia and Ecuador and offers valuable insights into the social history of medicine during the Great Transformation in nineteenth-century Latin America. Reactions to Perdomo also illuminate the conflicts between colonial and modern and between religious and secular belief systems in Latin America during this time. This era pitted the norms of colonial Latin America against forces of change that shaped contemporary Latin America. Perdomo's practice of medicine demonstrated a strong religious influence that liberals thought were incompatible with a modern, secular society. Seldom have the contentions surrounding competitive medical systems been so starkly illuminated as in the case of Perdomo. One of a group of empirics, also known as cranderos, bleeders or barbers, who offered health care to people in Latin America, Perdomo did not charge for his services. Many people were perplexed by his cures. The drugs that he used allegedly enabled him to perform minor surgery without pain, swelling, or excessive bleeding. Supporters wrote numerous testimonials expressing their gratitude for his ability to cure illnesses that had plagued them for years. But Perdomo also had his detractors. Physicians, formally trained medicos, and those who supported scientific modernization were critical of Perdomo's practice of Hispanic medicine, even though it was part of the medical system of the day. Blending Catholic healing beliefs with indigenous and African medical ideologies, Hispanic medicine challenged the innovations occurring in the professional medical community. This volume also makes a singular contribution to a scholarly understanding of the emergence of medical pluralism, tracking the submergence of traditional
Our millennial children, as well as nonchurchgoing millennials, are both the church's greatest challenge and its most exciting new opportunity." —John Seel, PhD Warning: There is a fundamental frame of reference shift in American society happening right now among young adults. You may think of this group as millennials—those born between 1980 and 2000—but millennials resist this label for good reason: the national narrative on them is pejorative, patronizing, and just plain wrong. Here's what we do know: Of Americans with a church background, 76 percent are described as "religious nones" or unaffiliated—and it's the fastest growing segment of the population. Close to 40 percent of millennials fit this religious profile. Roughly 80 percent of teens in evangelical church high school youth groups will abandon their faith after two years in college. It's unlikely that the evangelical church can survive if it is uniformly rejected by millennials, and yet: Millennial pastors and youth ministers are disempowered; their perspective is often not taken seriously by senior church leadership. Most millennial research is framed in categories rejected by millennials; that is, left-brained, analytical communication is lost on right-brained, intuitive millennials. Evangelicals' bias toward rational left-brained thinking makes the church seem tone-deaf. What's next? Read on. John Seel suggests survival strategies—communication on-ramps for genuine human connection with the next generation. It can be done.
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