This much-needed guide provides the specific skills and materials necessary to facilitate effective dialogues across identity differences. We are living through arguably one of the most divisive times in our country and the world. People do not know how to communicate across differences in a way that advances the public good—from the international halls of power to local city governments to classrooms to family dinners. The consequences are devastating—from hate-fueled conflicts and mass shootings to teachers who do not know how to address problematic comments in the classroom. This book responds to the urgent need to address complicated, intense, and oftentimes personal differences in a productive way. Written for both novice and experienced facilitators, it offers concrete materials to use in classrooms and other settings, along with anecdotes, vignettes, and hard-earned lessons based on the authors’ own experiences. By capturing conversations among leaders in the field and emergent practitioners, Facilitating Transformational Dialogues emanates optimistic energy and time-tested wisdom from the fields of Intergroup Relations and Intergroup Dialogue. Contributors: Daniel Alvarez, Charles Behling, Trelawny Boynton, adrienne maree brown, Mark Chesler, Erika Crews, Sara Crider, Tazin Daniels, Roger Fisher, Kristie Ford, Patricia Gurin, Rima Hassouneh, Emely Hernandez, Stephanie Hicks, Olive Jayakar, Donna Kaplowitz, Michael Kaplowitz, Charles Liu, Kelly Maxwell, Sariah Metcalfe, Alice Mishkin, Christina Morton, Taryn Petryk, Shana Schoem, Deborah Slosberg, Beverly Daniel Tatum, Monita Thompson, Meaghan Wheat, Anna Yeakley, Ximena Zuniga
A Material Culture focuses on objects in Swahili society through the elaboration of an approach that sees both people and things as caught up in webs of mutual interaction. It therefore provides both a new theoretical intervention in some of the key themes in material culture studies, including the agency of objects and the ways they were linked to social identities, through the development of the notion of a biography of practice. These theoretical discussions are explored through the archaeology of the Swahili, on the Indian Ocean coast of eastern Africa. This coast was home to a series of "stonetowns" (containing coral architecture) from the ninth century AD onwards, of which Kilwa Kisiwani is the most famous, considered here in regional context. These stonetowns were deeply involved in maritime trade, carried out among a diverse, Islamic population. This book suggests that the Swahili are a highly-significant case study for exploration of the relationship between objects and people in the past, as the society was constituted and defined through a particular material setting. Further, it is suggested that this relationship was subtly different than in other areas, and particularly from western models that dominate prevailing analysis. The case is made for an alternative form of materiality, perhaps common to the wider Indian Ocean world, with an emphasis on redistribution and circulation rather than on the accumulation of wealth. The reader will therefore gain familiarity with a little-known and fascinating culture, as well as appreciating the ways that non-western examples can add to our theoretical models.
In her new book, nationally known professional development consultant and literacy expert Socorro Herrera and her colleagues provide a theoretical foundation for culturally responsive teaching that will accelerate literacy development for all students, and particularly for English language learners. Aligned with Common Core State Standards (CCSS), this volume incorporates current research and best practices for developing a classroom community that takes into account students' languages, cultures, and individual biographies. This resource provides proven-effective strategies, tools, and ideas that can be adapted and modified for any grade level and content area. This book features; a demonstration DVD showing the books strategies in action in real classrooms; classroom strategies that align with CCSS and Response to Intervention; guidance to help teachers use grouping configurations to build classroom community and maximize students assets; and a quick-glance overview and an in-depth exploration of each strategy that illustrates each step of implementation. 208 page book and 1-hour DVD
[I]s psychopathy a brain disorder, as many scientists now claim? Or is it just a reflection of modern society's deepest fears? The Myth of the Born Criminal offers the first comprehensive critique of the concept of psychopathy from the eighteenth-century origins of the born-criminal theory to the latest neuroimaging, behavioural genetics, and statistical studies. Jarkko Jalava, Stephanie Griffiths, and Michael Maraun use their expertise in neuropsychology, psychometrics, and criminology to dispel the myth that psychopathy is a biologically-based condition. Deconstructing the emotive language with which both research scientists and reporters describe the psychopaths among us, they explain how the idea of psychopathy offers a comforting neurobiological solution to the mystery of evil"--Preliminary page.
Previous edition published: New York: Teachers College, Columbia University, 2013, under title Accelerating literacy for diverse learners: strategies for the common core classrooms, K-8.
This book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood. Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, languaging, and literacy provides a grounding to further examine critical questions challenging educators.
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