Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
Culturally responsive teaching and the brain: promoting authentic engagement and rigor among culturally and linguistically diverse students by
Publication Date: 2014
The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. Diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning. Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
Funds of knowledge by
Call Number: MAIN LC225.3 .T54 2005
Publication Date: 2005
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions.
The good university by
Publication Date: 2019
In the fall of 2018, 19.9 million US students will attend college. Over the next decade, the US Department of Education expects that number to rise by another million students. More than four thousand colleges and universities serve these students, employing hundreds of thousands of workers. By these measures, the higher education industry is booming. Yet at the same time, headlines blaze about universities in crisis.
On Critical Pedagogy by
Publication Date: 2011
For thirty years Henry Giroux has been theorizing pedagogy as a political, moral and cultural practice, drawing upon critical discourses that extend from John Dewey and Zygmunt Bauman to Paulo Freire. This impassioned book opens by discussing the crucial role of pedagogy in schools before extending the notion to the educational force of the wider culture.
Pedagogy of the oppressed by
Call Number: MAIN LB880 .F7313 2000
Publication Date: 1968
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm. With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.
Race, equity, and the learning environment: The global relevance of critical and inclusive pedagogies in higher education by
Publication Date: 2016
At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students. Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.
Sister outsider by
Call Number: MAIN PS3562.O75 S5 1984
Publication Date: 1984
The leader of contemporary feminist theory discusses such issues as racism, self-acceptance, and mother- and woman-hood.
Teaching to transgress: education as the practice of freedom by
Call Number: MAIN LC196 .H66 1994
Publication Date: 1994
These essays, by one of America's leading black intellectuals, face squarely the problems of teachers who do not want to teach, of students who do not want to learn, of racism and sexism in the classroom, and of the gift of freedom that is, for hooks, the teacher's most important goal.
Twice as less: Black English and the performance of Black students in mathematics and science by
Call Number: MAIN PE3102.N42 O77 1987
Publication Date: 1987
Can Black English stand between black students and success in math and science? In this groundbreaking study, Eleanor Wilson Orr argues that the performance of black students in math and science is crippled not by lack of intelligence or diligence but by linguistic interference. Using student work from an experimental program she helped establish in the District of Columbia, Orr traces specific ways that nonstandard English usage can lead to misunderstanding and misrepresentation in the classroom. This controversial book challenges classroom teachers, school administrators, and citizens in general to rethink their views on how to improve the performance of minority youth in American schools.
Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics
Crenshaw, K.W. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. The University of Chicago Legal Forum, 1989, 139–167.
Educational inequities and Latina/o undergraduate students in the United States: A critical race analysis of their educational progress
Sólorzano, D. G., Villalpando, O., & Oseguera, L. (2005). Educational inequities and Latina/o undergraduate students in the United States: A critical race analysis of their educational progress. Journal of Hispanic Higher Education, 4(3), 272–294.
From the achievement gap to the education debt: Understanding achievement in U.S. Schools
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.
Mapping the margins: Intersectionality, identity politics, and violence against women of color
Crenshaw, K.W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
Nash, J. (2008). Re-thinking intersectionality. Feminist Review, (89), 1-15.
“I would rather be a cyborg than a goddess”: Becoming-intersectional in assemblage theory
Puar, J.K. (2012). “I would rather be a cyborg than a goddess”: Becoming-intersectional in assemblage theory. philoSOPHIA, 2(1), 49-66.
Validating culturally diverse students.
Rendon, L. I. (1993). Validating culturally diverse students. [Paper Presentation]. National Community College Chairs Conference, Tempe, AZ, United States.
Web Services and Data Librarian