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9780415881616

Actions Speak Louder than Words: Community Activism as Curriculum

by ;
  • ISBN13:

    9780415881616

  • ISBN10:

    0415881617

  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2011-08-15
  • Publisher: Routledge

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Summary

How do educators engage students in community action projects without telling them what to think, how to think, or what to do? Is it possible to integrate social justice organizing into the curriculum without imposing one#xE2;#xAC;"s political views on students? In Actions Speak Louder than Words, longtime activist and teacher educator Celia Oyler delves into such questions through firsthand accounts of social action projects. By moving beyond charity work or volunteerism, she shows how community activism projects offer fertile ground for practicing democratic engagement as part of classroom work. Actions Speak Louder than Wordsis a systematic, qualitative study offering in-depth and detailed portraits of teachers who design social action projects as part of the regular classroom curriculum. Each case forms a chapter organized as a narrative that includes excerpts from classroom dialogues, and interviews with students, teachers, and parents describing their social action projects with sufficient detail to give educators guidance for designing such projects for their own classrooms. The final chapter examines power, pedagogy, and learning outcomes across the cases, providing specific guidance to educators wishing to take up such projects and offering instructional and procedural advice as well as cautions. A fresh new example of taking up the challenge to teach toward equity and social justice, Actions Speak Louder than Wordsis an invaluable resource for educators who are passionate about the possibility of integrating activism and advocacy into curriculum as a means to engage in strong democracy.

Table of Contents

Series Editor Introductionp. xi
Acknowledgmentsp. xiii
Introduction: Teaching with Social Action, Activism, and Advocacy Projectsp. 1
What Is Social Action?p. 3
The Politics of Actionp. 4
Democracy, Civic Agency, and Social Actionp. 6
The Research Projectp. 7
The Casesp. 9
Curriculum for Civic Agency: Rebecca Jim and Tar Creekp. 12
The Tar Creek Superfund Sitep. 13
Meeting Rebecca Jimp. 15
Integrating Social Advocacy and Action into Curriculump. 17
Educational Outreachp. 17
A Sense of Efficacyp. 18
Learning Outcomesp. 19
Controversy and Criticismp. 20
Finding Receptive Public Spacesp. 23
A Curriculum of Protest: Joe Szwaja at Nova High Schoolp. 25
A School for Activismp. 26
Permission to Protestp. 28
Meeting Joe Szwajap. 30
The Globalization Curriculum Projectp. 30
Genres for Social Action Pedagogyp. 33
Teachers' Political Commitments and Classroom Pedagogyp. 35
Advocating for the Commons: Lance Powell and Hunters Pointp. 39
Meeting Lance Powellp. 40
Defending the Academic High Schoolp. 42
Writing a Statement for Public Testimonyp. 43
Presenting the Statementsp. 49
The Mock Meetingp. 52
Assessing Student Learningp. 52
Advanced Placement Environment Science: Trail-Blazing, Project-Based Curriculump. 55
Protecting the Commonsp. 56
Passion and Point of Viewp. 58
A Big Winp. 61
Culturally Relevant Pedagogy and Action for the Community: Derrlyn Tom at Mission High Schoolp. 63
Meeting Derrlyn Tomp. 64
Culturally Relevant Pedagogyp. 65
A Class in Actionp. 66
Indications of Culturally Relevant Pedagogyp. 68
A Curriculum of Communityp. 69
Working with Community-Based Organizationsp. 69
Field Tripsp. 71
Community Projectsp. 73
Community Interviewsp. 76
The Bay Projectp. 78
Educational Outreach About the Bayp. 79
Power Plant March: Youth on Fire Celebrationp. 79
Connecting Student Agency and Collective Responsibilityp. 81
Community and Critical Consciousnessp. 83
"It's Better to Know What's Really Going On"p. 85
Emergent and Integrated Curriculum: Brian Schultz at Byrd Academyp. 87
The Dilapidated Schoolp. 88
Meeting Brian Schultzp. 89
Student Decision-Makingp. 90
Supportive Group Processp. 91
Project Citizenp. 92
Taking Actionp. 93
Preparing Public Testimonyp. 95
Integrated Emergent Individualized Curriculump. 96
Individualized Learningp. 96
Integrated Curriculum and Flexible Schedulingp. 97
Emphasis on Focusp. 99
Wins Along the Wayp. 100
Closing the Schoolp. 102
Entering the Frayp. 103
Education for Action: Eric Rofes at Humboldt State Universityp. 106
How Eric Rofes Teachesp. 108
Emphasis on Structurep. 108
Use of Small Groupsp. 110
Discussion on Coalition Buildingp. 112
Portfolio Reflectionsp. 114
The Projectsp. 115
Focus/Goalsp. 115
The Issuep. 116
INTERLUDE: Eric Rofes as Reflective Facilitator of Power and Authority for Social Changep. 118
Food Not Lawnsp. 119
Alive with the Strugglep. 121
Skills Buildingp. 121
Movement Buildingp. 122
Accepting Non-Perfectionp. 122
Collective Organizing for Social Changep. 123
Postscriptp. 123
Becoming an Activist Teacher: Barbara Regenspan at SUNY Binghamtonp. 125
Social Action as Curriculum: The Coursep. 126
Visiting Classp. 127
Invitation to an Encounterp. 128
Discussion of Privilege and Powerp. 128
The Social Action Projectsp. 130
Peace Chorusp. 130
International Child-to-Child Communicationp. 131
Protecting Wetlandsp. 131
Parenting-Assistance Calendar and Soldier-Care Bagsp. 132
Newcomers' Photography Projectp. 135
Becoming a Teacher-Activistp. 135
Toxic Wastep. 136
Kids' Leadership Retreatp. 136
Books for Kidsp. 137
Gently Nudging Toward Expansionp. 137
Conclusion: Planning Social Action Projectsp. 142
What All the Projects Had in Commonp. 143
Teaching with the Project Methodp. 143
Learning Organizing Skillsp. 144
Learning through Teachers' Caringp. 146
Teachers as Learners and Risk Takersp. 146
A Framework for Social Action Projects in the Classroomp. 147
Tips from the Teachersp. 152
Challenges of Doing Social Action Projects in Schoolsp. 155
Current Emphasis on Testingp. 153
Under-Resourced Conditionsp. 154
Demands on Teacher Timep. 155
Dependency on Teachers' Critical Consciousnessp. 156
What is Acceptable to Pursuep. 157
The Role of Social Imagination and the Common Goodp. 159
Afterword: Where Are They Now?p. 162
Rebbecca Jimp. 162
Joe Swajap. 163
Lance Powellp. 165
Derrlyn Tomp. 168
Brian Schultzp. 169
Eric Rofesp. 171
Barbara Regenspanp. 171
Appendix: Notes on Methodology and Methodsp. 175
Data Collectionp. 176
Teacher Interviewsp. 176
Other interviewsp. 177
Semi-Structured Interview Protocolsp. 177
Group Interviews with Studentsp. 178
Classroom Observationsp. 178
Field Notes and Analytic Memosp. 178
Back Home after Data Collectionsp. 179
Verbatim Transcriptionsp. 179
Data Managementp. 179
Data Analysisp. 179
Transcriptions in Textp. 180
Transcription Notationp. 181
Names, Pseudonyms, and Editing the Public Recordp. 181
Notesp. 183
Referencesp. 185
Indexp. 191
Table of Contents provided by Ingram. All Rights Reserved.

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