If his core ideas are taken seriously, this book can serve as a resource to educators, policymakers, community advocates, and others who seek to address the educational needs of vulnerable and disadvantaged students.” —From the Foreword ...
Author: Anindya Kundu
Publisher: Teachers College Press
How can we promote the learning and well-being of all students, especially those who come from some of the most disadvantaged backgrounds? Anindya Kundu argues that we can fight against deeply rooted inequalities in the American educational system by harnessing student agency—each person’s unique capacity for positive change. To make his case, Kundu draws powerful narratives from a population of individuals who beat the odds to become academically and professionally successful. These strivers have overcome challenges such as broken families, homelessness, unexpected pregnancies, forms of abuse, incarceration, and more, to make it in the world. But it wasn’t simply individualism, tenacity, resilience, or grit that helped them. Rather, as Kundu illustrates, it was a combination of social and cultural supports that paved the path towards their dreams, harnessing the inherent power of their agency. “Kundu’s book is much more than simply an academic contribution to the vast literature on education and social mobility. If his core ideas are taken seriously, this book can serve as a resource to educators, policymakers, community advocates, and others who seek to address the educational needs of vulnerable and disadvantaged students.” —From the Foreword by Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Studies, UCLA
This book identifies six defining principles of place-based education. Namely, it 1. Embeds learning everywhere and views the community as a classroom. 2. Is centered on individual learners. 3.
Author: Tom Vander Ark
"Place: it's where we're from; it's where we're going. . . . It asks for our attention and care. If we pay attention, place has much to teach us." With this belief as a foundation, The Power of Place offers a comprehensive and compelling case for making communities the locus of learning for students of all ages and backgrounds. Dispelling the notion that place-based education is an approach limited to those who can afford it, the authors describe how schools in diverse contexts—urban and rural, public and private—have adopted place-based programs as a way to better engage students and attain three important goals of education: student agency, equity, and community. This book identifies six defining principles of place-based education. Namely, it 1. Embeds learning everywhere and views the community as a classroom. 2. Is centered on individual learners. 3. Is inquiry based to help students develop an understanding of their place in the world. 4. Incorporates local and global thinking and investigations. 5. Requires design thinking to find solutions to authentic problems. 6. Is interdisciplinary. For each principle, the authors share stories of students whose lives were transformed by their experiences in place-based programs, elaborate on what the principle means, demonstrate what it looks like in practice by presenting case studies from schools throughout the United States, and offer action steps for implementation. Aimed at educators from preK through high school, The Power of Place is a definitive guide to developing programs that will lead to successful outcomes for students, more fulfilling careers for teachers, and lasting benefits for communities.
and more meaningful space for the students to voice their concerns and feel
heard . At the same time , I am hopeful about the potential for schools to foster the
voice and agency of increasingly diverse and inequitable student populations .
The Student Exhibitions have delivered for many of the Year 9 students who have
taken part . They have demonstrated the power of student agency in the process
of their own learning and assessment and given their hard - working leach - ers ...
Reconceptualizing the Literacies in Adolescents' Lives invites middle and high school educators to move toward a broad, generative view of adolescent literacies. The aim is to capture adolescents' know-how and evolving expertise in an array of literacy contexts--all of them rich in language and meaning. This volume moves beyond a tendency to view current instructional recommendations--which focus on textbooks, tasks, and outcomes--as being apolitical or having universal applications. In these times of school reform and public accountability, this book calls on readers to bear in mind that issues of gender, race, ethnicity, and social class have everything to do with who is listened to as well as when and with what effect. It also calls on readers to remember that adolescents carry an almost infinite number of abilities and insights that can and should be invited to any work deemed important in classrooms. By concentrating on the social and cultural dimensions of adolescent literacies, the contributors to this volume have written in ways that move the adolescent learner up front and center stage.
Thus , the professor uses his or her position and ability to assign grades , a
shared value , to recruit the students ' agency . The third face of power is most
similar to referent power , as it involves the professor attempting to show or
persuade the ...
The power of ( supposed ) decontextualized knowledge , on the other hand , may
adversely affect student agency and power . Recently , however , constructionism
and situated learning theory and hence assignments and activities that reflect ...
... by offering all students a general education , and by offering non - credit post
high school courses , Control -- The power to ... any administrative officer or any
staff or student agency , responsible for handling and enforcing student discipline
Author: California. University. Study Commission on University GovernancePublish On: 1968
On the basis of this theory , several attempts to secure ASUC voting rights for
graduate students have been frustrated by pettifogging ... the work of a student agency is an error , and to make this particular method of finance the basis of the
right to vote is an absurdity . The entire problem results from the mistaken notion
that the ASUC is a separate constitutional government with the power to levy
Author: California. University. Study Commission on University Governance
As “ the power to enforce laws , exact obedience , command , determine , or
judge , ” authority pertains to classroom dynamics and student agency ; as “
justification or grounds , ” authority alludes to teacher response and evaluation ;
as “ the ...
Author: Paul Heilker
Keywords in Composition Studies is the first systematic inquiry into the vocabulary of writing teachers and theorists. In brief yet heavily researched essays, contributors explore the development of and interconnections among fifty-five of the most consequential words in the field. It is with these critical terms that the contemporary field of composition has been composed, and in this sense, Keywords in Composition Studies is an introduction to the principal ideas and ideals of compositionists. Yet this book is neither a dictionary nor an encyclopedia; it does not attempt to capture the established knowledge of a unified discipline through its vocabulary but rather explores the multiple layers of meaning inhabiting the words writing teachers and theorists have depended and continue to depend on most. Each essay begins with the assumption that its central term is important precisely because its meaning is open, overdetermined. The purpose of each essay is to foreground a range of meaning signified by its central term rather than to pinpoint a meaning. In this sense, Keywords in Composition Studies is a practical model for reading the texts of an expanding and unsettled field.
Author: National Association of Secondary School Principals (U.S.)Publish On: 1964
However , in a school which has a properly organized student council , there will
be few occasions on which the power to ... and , in general , is the student agency
which coordinates most , if not all , the activities of other student organizations .
Author: National Association of Secondary School Principals (U.S.)
Students , participating in public life , are engaged in exercises of power that
produce knowledge and truth . ... Building a Recognition of Student Agency
Thompson and Holland further offer that educators would be well - served to
attend to the ...
A second general application of this pathway is in making room for student agency in the music classroom . By acknowledging the power children hold in
teaching , adapting , creating , and leading music in informal settings 180.
Moreover , as the student guesses , chooses , and plays the academic game , it
becomes obvious that power takes on an ... Students not only react to power ;
they are not only objectified . ... The school is also constitutive of student agency .
Murray defines agency as “ the satisfying power to take meaningful action and
see the results of our decisions and choices ... CyberEnglish restores student agency by providing the technology that enables recursivity , which allows
In addition , I ask us to examine what that means in terms of our roles as teacher
educators / researchers in the process of facilitating student agency in diverse
schools in the area of science education and education in general . In the chapter
Author: Alberto J. Rodriguez
Publisher: Brill / Sense
This timely edited volume examines the education of children and youth in urban settings and offers compelling alternatives for successfully engaging them in school learning. Urban schools serve a large proportion of students who are poor, of color, and speakers of languages other than English. The multiple faces of agency: Innovative strategies for effecting change in urban school contexts is a new and significant addition to the literature in urban education. The editor of the book and contributing scholars are to be commended for assembling such an exciting collection of innovative research for publication. The volume's central message - the power of human agency - may help transform teaching and learning in urban schools. If this happens, urban school children and youth, who deserve better than they have received to date, stand to benefit the most from this work.
It shapes the present and future possibilities for teacher action and the effects of
those actions ( or agency ) . Despite modern power's ability to seep into all
aspects of everyday life , it does not operate in a totalizing manner . ... ( as an
equally authoritative agent ) and to assert student agency within the teacher -
student relationship ( Field notes April 24 1998 ) . conditions , dis cultural norms
the conditioni ...
This book highlights the effects of power within the higher educational process, and argues that in order to understand the student experience we have to take seriously the institution as a context for learning. It considers key questions such as: Why is the student experience of higher education sometimes negative or restricted? How does power operate within the institution? What are the forces that limit or enable student agency? How can institutions of higher education create conditions which best support more enabling forces? Higher Education has its own particular culture, social relations and practices, governed by social and discursive norms. It is always implicated in relations of power through its function in society and its effects on individuals. This book considers how, for the student, these effects can be enabling and engaging, or limiting and diminishing. In exploring the effects of the institutionalization of learning and the workings of power implicated within this, it sets out to add to more cognitive and pedagogic ways of understanding student experience in higher education. Study, Power and the University provides key reading for educational researchers and developers, academics and higher education managers.
The teacher at times serves as a referee and coach and sees that the appropriate
penalties are imposed ; yet the teacher ' s use of coercion or power cannot be
considered discipline because student agency is bypassed . These two devices ...
These problems include, but are not limited to, the relationship between
knowledge and power, language and experience, ethics and authority, student agency and transformative politics, and teacher location and student formations.
Author: Michael A. Peters
Examines the emergence of "cultural studies" (a generic term used to cover newly emergent fields of study) within the university and implications for a new disciplinary economy.