This book is about making those encounters as compelling as we can make them." -Harvey "Smokey" Daniels and Steven ZemelmanWe are specialists to the bone-in science, math, social studies, art, music, business, and foreign language. But now, the Common Core and state standards require us to help our students better understand the distinctive texts in our subject areas. "Nobody's making us into reading teachers," write Smokey Daniels and Steve Zemelman, "but we must become teachers of disciplinary thinking through our students' reading."If this shift sounds like a tough one, Subjects Matter, Second Edition is your solution. Smokey and Steve, two of America's most popular educators, share exactly what you need to help students read your nonfiction content closely and strategically: 27 proven teaching strategies that help meet-and exceed-the standards how-to suggestions for engaging kids with content through wide, real-world reading a lively look at using "boring" textbooks motivating instruction that's powered by student collaboration specifics for helping struggling readers succeed.Subjects Matter, Second Edition enables deep, thoughtful learning for your students, while keeping the irreverent, inspiring heart that's made the first edition indispensable. You'll discover fresh and re-energized lessons, completely updated research, and vibrant vignettes from new colleagues and old friends who have as much passion for their subjects as you do."We'll be using methods particular to our fields as well as engaging reading materials that help students understand and remember our content better," write Smokey and Steve. "We can realize that vision of the light going on in kids' heads and maybe fill them with enthusiasm about the amazing subject matter that we have to offer. Sound good? Let's get to work." Read a sample chapter from Subjects Matter, Second Edition.

    Portraying indigenous researchers as knowledge seekers who work to progress indigenous ways of being, knowing, and doing in a constantly evolving context, this examination shows how relationships both shape indigenous reality and are vital to reality itself. These same knowledge seekers develop relationships with ideas in order to achieve enlightenment in the ceremony of maintaining accountability. Envisioning researchers as accountable to all relations, this overview proves that careful choices should be made regarding selection of topics, methods of data collection, forms of analysis, and the way in which information is presented.

    Bonilla-Silva documented how beneath the rhetorical maze of contemporary racial discourse lies a full-blown arsenal of arguments, phrases, and stories that whites use to account for and ultimately justify racial inequities.In the new edition Bonilla-Silva has added a chapter dealing with the future of racial stratification in America that goes beyond the white / black dichotomy. He argues that the U.S. is developing a more complex and apparently "plural" racial order that will mimic Latin American patterns of racial stratification. Another new chapter addresses a variety of questions from readers of the first edition. And he has updated the book throughout with new information, data, and references where appropriate. The book ends with a new Postscript, "What is to be Done (For Real?)". As in the highly acclaimed first edition, Bonilla-Silva continues to challenge color-blind thinking.

    It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." - Parker J. Palmer [from the Introduction] Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do -- give heart to our students?In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students -- and recovering their passion for one of the most difficult and important of human endeavors.

    The Skin That We Speak takes the discussion of language in the classroom beyond the highly charged war of idioms and presents today's teachers with a thoughtful exploration of the varieties of English that we speak, in what Black Issues Book Review calls "an essential text." Edited by bestselling author Lisa Delpit and education professor Joanne Kilgour Dowdy, the book includes an extended new piece by Delpit herself, as well as groundbreaking work by Herbert Kohl, Gloria Ladson-Billings, and Victoria Purcell-Gates, as well as classic texts by Geneva Smitherman and Asa Hilliard. At a time when children are written off in our schools because they do not speak formal English, and when the class- and race-biased language used to describe those children determines their fate, The Skin That We Speak offers a cutting-edge look at crucial educational issues.

    This is a no-holds-barred response to the liberal and conservative retreat from an assertive, activist, and socially transformative civil rights agenda of recent years--using a black feminist lens and the issue of  the impact of recent legislation, social policy, and welfare "reform" on black women's--especially poor black women's--control over their bodies' autonomy and their freedom to bear and raise children with respect and dignity in a society whose white mainstream is determined to demonize, even criminalize their lives.   It gives its readers a cogent legal and historical argument for a radically new , and socially transformative, definition of  "liberty" and "equality" for the American polity from a black feminist perspective.The author is able to combine the most innovative and radical thinking on several fronts--racial theory, feminist, and legal--to produce a work that is at once history and political treatise.  By using the history of how American law--beginning with slavery--has treated the issue of the state's right  to interfere with the black woman's body, the author explosively and effectively makes the case for the legal redress to the racist implications of current policy with regards to 1) access to and coercive dispensing of birth control to poor black women 2) the criminalization of parenting by poor black women who have used drugs 3) the stigmatization and devaluation of poor black mothers under the new welfare provisions, and 4) the differential access to and disproportionate spending of social resources on the new reproductive technologies used by wealthy white couples to insure genetically related offspring.The legal redress of the racism inherent in current  American law and policy in these matters, the author argues in her last chapter, demands and should lead us to adopt a new standard and definition of the liberal theory of "liberty" and "equality" based on the need for, and the positive role of government in fostering, social as well as individual justice.

    Drawing on in-depth observations of black and white middle-class, working-class, and poor families, Unequal Childhoods explores this fact, offering a picture of childhood today. Here are the frenetic families managing their children's hectic schedules of "leisure" activities; and here are families with plenty of time but little economic security. Lareau shows how middle-class parents, whether black or white, engage in a process of "concerted cultivation" designed to draw out children's talents and skills, while working-class and poor families rely on "the accomplishment of natural growth," in which a child's development unfolds spontaneously—as long as basic comfort, food, and shelter are provided. Each of these approaches to childrearing brings its own benefits and its own drawbacks. In identifying and analyzing differences between the two, Lareau demonstrates the power, and limits, of social class in shaping the lives of America's children.The first edition of Unequal Childhoods was an instant classic, portraying in riveting detail the unexpected ways in which social class influences parenting in white and African-American families. A decade later, Annette Lareau has revisited the same families and interviewed the original subjects to examine the impact of social class in the transition to adulthood.

    But Brown's troubling past was far from unique. In Ebony and Ivy, Craig Steven Wilder, a rising star in the profession of history, lays bare uncomfortable truths about race, slavery, and the American academy.Many of America's revered colleges and universities—from Harvard, Yale, and Princeton to Rutgers, Williams College, and UNC—were soaked in the sweat, the tears, and sometimes the blood of people of color. The earliest academies proclaimed their mission to Christianize the savages of North America, and played a key role in white conquest. Later, the slave economy and higher education grew up together, each nurturing the other. Slavery funded colleges, built campuses, and paid the wages of professors. Enslaved Americans waited on faculty and students; academic leaders aggressively courted the support of slave owners and slave traders. Significantly, as Wilder shows, our leading universities, dependent on human bondage, became breeding grounds for the racist ideas that sustained them.Ebony and Ivy is a powerful and propulsive study and the first of its kind, revealing a history of oppression behind the institutions usually considered the cradle of liberal politics.

    A Glossary of Literary Terms covers the terminology of literature - from literary history to theory to criticism - making it a valuable addition to any literary theory or literature course.

    This book explores the realm of human behavior in social situations and the way that we appear to others. Dr. Goffman uses the metaphor of theatrical performance as a framework. Each person in everyday social intercourse presents himself and his activity to others, attempts to guide and control the impressions they form of him, and employs certain techniques in order to sustain his performance, just as an actor presents a character to an audience. The discussions of these social techniques offered here are based upon detailed research and observation of social customs in many regions.

    Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting.

    Based on eighteen months of fieldwork in a racially diverse working-class high school, Dude, You're a Fag sheds new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe's unorthodox approach analyzes masculinity as not only a gendered process but also a sexual one. She demonstrates how the "specter of the fag" becomes a disciplinary mechanism for regulating heterosexual as well as homosexual boys and how the "fag discourse" is as much tied to gender as it is to sexuality.

    It focuses on the educational, legal, and social construction of race and racism, and on educational practices related to deculturalization, segregation, and the civil rights movement. Spring emphasizes issues of power and control in schools and shows how the dominant Anglo class has stripped away the culture of minority peoples in the U.S. and replaced it with the dominant culture. In the process, he gives voice to the often-overlooked perspectives of African Americans, Asian Americans, Hispanic/Latino Americans, and Native Americans. An understanding of these historical perspectives and how they impact current conditions and policies is critical to teacher's success or failure in today's diverse classrooms.

    The subjects for the book include Art, Education, History and Literature.

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.