ERIC Number: ED568851
Record Type: Non-Journal
Publication Date: 2010-Mar
Reference Count: N/A
Humanizing Education: Critical Alternatives to Reform. Harvard Educational Review Reprint Series
Brion-Meisels, Gretchen, Ed.; Cooper, Kristy S., Ed.; Deckman, Sherry S., Ed.; Dobbs, Christina L., Ed.; Francois, Chantal, Ed.; Nikundiwe, Thomas, Ed.; Shalaby, Carla, Ed.
Harvard Education Press
This collection of essays from the "Harvard Educational Review" offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the "Harvard Educational Review" carries readers to places where people have first imagined--and then organized--their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. Following the Editors' Introduction and In Search of a Critical Pedagogy (Maxine Greene) the following parts and chapters are included: Part I: Insurrectionary Generation: "The Discipline of the Radical Alternative": (1) An Insurrectionary Generation: Young People, Poverty, Education, and Obama (Jay Gillen); (2) Community Power and Student Rights: An Interview with Arthur E. Thomas; (3) Violence, Nonviolence, and the Lessons of History: Project HIP-HOP Journeys South (Nancy Uhlar Murray and Marco Garrido); and (4) Stone Butch Celebration: A Transgender-Inspired Revolution in Academia (Wendy Ormiston). Part II: Participatory Democracy: "Education for the People, by the People": (5) Barack Obama and the Fight for Public Education (William Ayers); (6) La Verneda-Sant Martí: A School Where People Dare to Dream (Montse Sanchez Aroca); (7) Caswell County Training School, 1933-1969: Relationships Between Community and School (Vanessa Siddle Walker); (8) Participatory Literacy Education Behind Bars: AIDS Opens the Door (Kathy Boudin ); and (9) Nationalist Ideologies, Neighborhood-Based Activism, and Educational Spaces in Puerto Rican Chicago (Ana Y. Ramos-Zayas) Part III Critical Hope: "The Courage to Pursue the Painful Path": (10) Note to Educators: Hope Required When Growing Roses in Concrete (Jeffrey M. R. Duncan-Andrade); (11) A Teacher's Quest for a Child's Questions (Kathe Jervis); (12) On Jorge Becoming a Boy: A Counselor's Perspective (Travis Wright); (13) Nicaragua 1980: The Battle of the ABCs (Fernando Cardenal, S. J., and Valerie Miller); and (14) Coda: The Slow Fuse of Change: Obama, the Schools, Imagination, and Convergence (Maxine Greene). Sections about the contributors and the editors are included.
Descriptors: Educational Practices, Educational Change, Poverty, Presidents, Community Involvement, Student Rights, Interviews, Violence, Peace, History, Sexual Identity, Change Strategies, Public Education, School Community Relationship, Literacy Education, Correctional Education, Ideology, Activism, Puerto Ricans, Counselors, Foreign Countries, Humanization, Social Justice
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: firstname.lastname@example.org; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: N/A
Authoring Institution: Harvard University, Graduate School of Education
Identifiers - Location: Illinois (Chicago); Nicaragua