Latino Civil Rights in Education: La Lucha Sigue (October 2015)


Cover art for Latino Civil Rights in Education: La Lucha Sigue (October 2015, Anaida Colon-Muniz and Magaly Lavadenz)

Latino Civil Rights in Education: La Lucha Sigue (October 2015, Anaida Colon-Muniz and Magaly Lavadenz)



This book (Anaida Colon-Muniz and Magaly Lavadenz) documents the experience of historical and contemporary advocates in the movement for civil rights in education of Latinos in the United States. These critical narratives and counter narratives portray issues of identity, inequality, desegregation, policy, public schooling, bilingual education, higher education, family engagement, comprising an ongoing effort to improve the conditions of school for Latino students. Dr. Anaida Colon-Muniz is an Associate Professor in the College of Educational Studies and Director of Community Education for Centro Comunitario de Educación, formerly known as Librería Martínez de Chapman University, in Santa Ana, CA. El Centro is a special community education project of the College of Educational Studies and Chapman University.

 

In Pedagogy of Insurrection (November 2015)


Cover art for Pedagogy of Insurrection.


In Pedagogy of Insurrection (November 2015, Peter McLaren)



McLaren summons his reflections on the revolutionary teachings of Jesus of Nazareth to illuminate his most recent contribution to critical pedagogy.   In what some reviewers have called “McLaren’s masterpiece”, the author wields his pen to do battle against all that would negate our humanity and prevent us from loving and living in peaceful co-existence. In a work that is assured to provoke both anger and hope, McLaren draws upon the history of such political figures as Che Guevara, Fidel Castro, Paulo Freire and Hugo Chavez to shed light on the struggle against transnational capitalism. McLaren challenges educators to venture down a new road that he calls Critical Rage Pedagogy to bring into focus a new pedagogical dispensation created through love and justice bequeathed to us by the crucified and resurrected Christ.   Dr. Peter McLaren is a Distinguished Professor in Critical Studies and Co-Director and International Ambassador for Global Ethics and Social Justice, The Paulo Freire Democratic Project, College of Educational Studies.

 

Cover art for Foundations of Inclusive Education Research (December 2015, Co-edited by Phyllis Jones and Scot Danforth)


Foundations of Inclusive Education Research (December 2015, Co-edited by Phyllis Jones and Scot Danforth)


Foundations of Inclusive Education Research (December 2015)
Foundations of Inclusive Education Research, Co-edited by Phyllis Jones and Scot Danforth, this volume focuses on inquiry into inclusive education from the perspective of scholarly influences in the field of practice and research. Key international researchers have contributed a chapter about inclusive education research and how they believe this research has influenced inquiry in the field. Dr. Scot Danforth is a well-known scholar working in the fields of disability studies in education and inclusive education. He is a professor in the Ph.D. in Education – Disability Studies emphasis within the College of Educational Studies, Chapman University and his publications reach a wide variety of audiences, including public school teachers, parents, policymakers, and researchers in numerous fields of study.

 

Relational and Responsive Inclusion: Contexts for Becoming and Belonging
(June 2015)


Cover art for Relational and Responsive Inclusion: Contexts for Becoming and Belonging (June 2015) is a new edited book in Peter Lang's Inclusion and Teacher Education series by four very experienced and committed scholars, Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford.


Relational and Responsive Inclusion: Contexts for Becoming and Belonging (June 2015) is a new edited book in Peter Lang’s Inclusion and Teacher Education series by four very experienced and committed scholars, Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford.



A newly edited book in Peter Lang’s Inclusion and Teacher Education series by four very experienced and committed scholars: Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford. The collection of sixteen chapters examines the changing experiences, policies, and systems for supporting students with disabilities as well as research about culturally responsive inclusive practices. The strength of this book is that it brings many years of practical experience in schools of kappa Maori theory together with the principles espoused by Paulo Freire to consider how inclusion can be actioned. The resulting praxis is both relational and inclusive, setting up a model for the achievement of social justice within mainstream schooling that rests on a philosophy of belonging and becoming (Reviewed by Mike Peters, University of Waikato, New Zealand).  Dr. Suzanne SooHoo is a professor in the College of Educational Studies and is the Co-Director of The Paulo Freire Democratic Project and the endowed Jack and Paula Hassinger Chair of Education. She is one of only 10 Asian American endowed chairs in the country and teaches courses in critical pedagogy and culturally responsive research methods. She is Co-Editor of the new journal
Radical Imagine-Nation
and the Associate Editor of the new
Video Journal of Education and Pedagogy.