The Routledge Handbook of Latinx Life Writing provides an in-depth introduction to Latinx life writing, taking a historical approach to the study of a variety of key Latinx life writers, genres, and thematic concerns. This volume includes chapters on fundamental genres of Latinx life writing including memoir, autobiography, oral history, testimonio, comics and graphic texts, poetry of protest, and theatre to more fully depict the breadth, dynamism, and vibrancy of Latinx life writing. Latinx people continuously engaged in the empowering act of telling their stories and narrating their lives, producing writing that at various times and in various ways expressed their joy, expressed their rage and anguish, and ultimately, asserted their subjectivity all the while indelibly contributing to the American literary landscape.

Discover how fiction can breathe life into your research.

Fiction - in the form of everyday storytelling, prose, plays, films, folktales, and comics - can be powerful and resonant. This engaging book introduces the ways in which fiction can inform, inspire and enliven all kinds of research.

Presenting a range of case studies and examples from diverse disciplines, this book explores how and why researchers have employed fiction and fictional techniques throughout the research process, including using fiction to communicate research findings. An essential primer to thinking creatively with fiction , the book:

-discusses a range of theoretical perspectives on the use of fiction in research;

-explores challenges and ethical questions for researchers using fiction;

-offers practical advice, creative prompts and resources.

Enabling the reader to reflect on how fiction might be used in their own research, this comprehensive introduction will help students and experienced researchers embark on their own research-based fiction projects in no time.

This volume presents a novel, theoretical, micro-analytical model - the 3A Methodology - for assessing the quality of school education.

Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students' learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term.

This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest.

Chapters 1, 3, and 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Student-Centered Oral History explores the overlaps of culturally relevant teaching, student-centered teaching, and oral history to demonstrate how this method empowers students, especially those from historically underrepresented communities.

With tangible tools like lesson plans and reflection sheets, available to download as eResources from the book's website, each interactive chapter is applicable to classrooms and age groups across the globe. Educators from all levels of experience will benefit from step-by-step guides and lesson plans, all organized around guiding questions. These lessons coach students and educators from start to finish through a student-centered oral history. Background research, historical context, cultivating a culture of consent, analysis, promotion, and gratitude are among the many lessons taught beyond writing questions and interviewing. With a specific focus on the ethics influencing a teacher's role as guide and grader of a student-centered oral history, this book also highlights successful approaches across the world of students and teachers discovering oral history. These examples reveal how student-centered oral history empowers academic achievement, radicalizes knowledge, develops relationships, and promotes community engagement.

This book is a useful tool for any students and scholars interested in oral history in an educational setting.

It is a truth universally acknowledged that pupils do not learn all that they are taught. They may learn something, they may even learn a lot, but it may not be a lot of what we think we have taught them or they may struggle to apply knowledge successfully. In this book, bestselling author Alex Quigley characterises how the long and winding road of successful learning is paved with many failures along the way.

Presenting eight key reasons why learning fails, alongside concepts from cognitive science and research evidence explained concisely and accessibly, the chapters span issues of pupils' limited memory, their patchwork prior knowledge, flawed planning, struggles with independent learning, motivation, limits of attention, and more. Each chapter explores real-life examples of key learning failures and what can be done about it, before ending with five steps to success, along with practical teaching strategies and tools that can be used to secure success in every classroom.

Packed with practical advice and examples for teachers across all phases at every stage of their teaching career, this book offers a vital guide to support pupils to overcome common barriers to learning and go on to flourish while challenging the societal stereotypes that see us shy away from failures.

When Jonathan Kozol's Death at an Early Age appeared in 1967, it rocked the education world. Based on the Rhodes Scholar's first year of teaching in Boston's Black community, the book described the abuse and neglect of children for no reason but the color of their skin. Since that National Book Award-winning volume, Kozol has spent more than fifty years visiting with children and working with their teachers in other deeply troubled and unequal public schools.

Now, in the culminating work of his career, Kozol goes back into the urban schools, where racial isolation is at the highest level since he became a teacher and is now compounded by a new regime of punitive instruction and coercive uniformity that is deemed to be appropriate for children who are said to be incapable of learning in more democratic ways, like children in more privileged communities.

Kozol believes it's well past time to batter down the walls between two separate worlds of education and to make good, at long last, on the "promissory note" that Dr. Martin Luther King Jr. described on the steps of the Lincoln Memorial in 1963. Sure to resonate with current-day arguments for reparations in a broad array of areas, this is a book that points us to a future in which children learn together, across the lines of class and race, in schools where every child is accorded a full and equal share of the riches in this wealthiest of nations.

This book chronicles a University of Alabama historian's efforts to engage public history over the course of a decade, highlighting personal and educational experiences inside and outside of the classroom.

Each chapter reveals how Sharony Green, her students, and collaborators used various public places and spaces in Alabama, including the University of Alabama and Tuscaloosa, where she teaches, as "labs" to learn more about our shared past. Inspired by her familiar beginnings in a historic community in Miami, Florida, the author, a descendant of people from the American South and the Bahamas, unveils her encounters with the built environment, old documents and objects, motion pictures, music, and all kinds of historical actors. The book shares a variety of projects including exhibits and displays, images, videos, songs, and poetry, that serve as manifestations of her encounters with the places around her and her students. Together, these stories uncover an unexpected journey into public history, offering new ways to think about the field and humanities more generally.

Teaching Public History Creatively in Alabama is an enlightening resource to both intentional and unintentional practitioners of public history, including scholars, students, and general readers interested in connecting with the past.

This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects' impact and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect.

Centring on research undertaken at the UK Durham University Evidence Centre, the volume features contributions from authors based at universities in the US, China, India, and Pakistan. The book discusses 15 substantial studies which explore themes such as children's wider outcomes in school; disadvantage in education; and the supply of professionals for the teaching workforce. Novel in approach and highly interdisciplinary in nature, the book showcases a broad range of experience and knowledge sharing, from experienced researchers and policymakers to new academic staff, current doctoral students, and masters' students conducting ambitious large-scale projects, thereby giving voice to those just starting out in their career.

Illustrating powerful studies that are feasible for students and beginners with limited or no resources, this book will appeal to new researchers, scholars and academics involved in the fields of educational research and research methods, continuing professional development, and education policy more broadly.

This book will provide an in-depth look at the development, functionality and appeal of pre-arrival platforms to aid transition into higher education, including a range of provisions.

Ensuring a smooth transition into higher education study is increasingly seen as key to both retention and success, both in the initial weeks of study and beyond. Pre-arrival platforms offer students a range of opportunities, which might include the chance to familiarise themselves with the practices and policies of their new institution before teaching begins. This book will explore these platforms from three different angles: their development, use and appeal to diverse audiences in higher education, and case studies illustrating their incorporation into practice. It will provide a comprehensive overview of not only the different ways in which such platforms add value to the transition process but also the way they embrace diversity and widening participation in higher education from the very beginning of an individual's higher education career. With chapters written by individuals from a variety of roles in higher education, this text will also provide the reader an insight into issues arising from the use of these platforms.

It will be essential reading for educational, academic and staff developers working with departments and their institutions to develop their support structure for new students as well as for those directly involved in widening access/participation programmes.

This book explores the role and function of instructional designers in higher education, highlighting the real-world discrepancy between their actual contributions to organizational growth and the official job descriptions provided by universities.

Investigating how higher education professionals navigate the daily conflict arising from this misalignment, it highlights a number of approaches including improvising to accommodate additional tasks, or strictly adhering job descriptions. The volume is structured around main three themes: the interpretation of instructional design and the role of instructional designers, the concept of street-level bureaucracy and coping strategies, and the contribution of instructional designers to organizational development. The research is grounded in the sociological and management theory of street-level bureaucracy, allowing the author to dissect employee behavior into microelements and connect these to the macro-outcomes of organizational development. The study employs a qualitative approach, using quantitative content analysis and qualitative interviewing on a sample of 17 instructional designers from three different regions in the US. The findings challenge institutional and practice assumptions, offering a new perspective of understanding which asks whether instructional designers are predominantly acting as street-level bureaucrats, or whether behavior and performance is framed by institutional culture and personal characteristics. The author then discusses the implications of these findings for policy, practice, theory, and future research.

It will be of interest to academicians, post-graduate students, and higher education leadership professionals from fields across education, management, instructional design, sociology, and research methods.

This book theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation. It shows how these pedagogies invite people, especially white people, into the urgent work of resisting the ongoing production and affirmation of white supremacy.

Using the frameworks of storytelling and story analysis, this book uses narrative to invite the reader into ongoing work to design and make sense of teaching and learning about whiteness that would meaningfully account for a grapple with white supremacy. Chapter 1 offers the conceptual framework rooted in theories and practices of improvisation that allow for new ways to think about engaging whiteness in anti-racist pedagogies, which the authors name transformative critical whiteness pedagogies. Chapters 2-4 tell and analyze the stories that emerged out of this work to design and facilitate transformative critical whiteness pedagogies with white elementary students, white college students, and then black elementary students in the US. Chapters 5 and 6 discuss the challenges of developing and implementing transformative critical whiteness pedagogies in K-12 contexts. The final chapters offer a discussion of the improvisational ethos, as well as an overview of the authors' ongoing work to engage people, especially white people, in getting smarter about whiteness.

Using simple, straightforward language to address complex ideas about anti-racist pedagogies, this volume will be important reading for pre-service teachers and teacher educators in Critical Whiteness Studies, Critical Multicultural Education, Social Foundations of Education, Elementary Education, and Race and Culture Studies.

In the world of academic anti-racism, the idea of white privilege has become the dominant paradigm for understanding racial inequality. Its roots can be traced to radical critiques of racial capitalism, however its contemporary employment tends to be class-blind, ignoring the rifts that separate educated, socially mobile elites from struggling working-class communities.

How did this come to be? Beyond White Privilege traces the path by which an idea with radical potential got 'hijacked' by a liberal anti-racism that sees individual prejudice as racism's primary manifestation, and white moral transformation as its appropriate remedy. This 'politics of privilege' proves woefully inadequate to the enduring forms of racial and economic injustice shaping the world today. For educated white elites, privilege recognition has become a ritual of purification distinguishing them from their working-class counterparts. For the white working class, whose privileges have eroded, but not disappeared, the politics of privilege often looks like class scapegoating - a process that has helped to drive increasing numbers of alienated whites into the arms of white nationalist movements.

This book offers an alternative path: an 'interest convergence' approach that recaptures the radical potential of white privilege discourse by emphasizing converging, cross-racial interests - in education, housing, climate justice, and others - that reveal that the 'racial bribe' of whiteness is ultimately contrary to the interests of working-class whites. It will therefore appeal to readers across the social sciences and humanities with interests in issues of racial inequality and social justice.

This book examines the process of domination of a civilization and the creation of a vast empire by the British in India in the late nineteenth and early twentieth centuries. It explores how they extended and maintained their tenuous rule over India through coercion, violent oppression, and exploration of knowledge of this vast region and its people.

Excavating archival materials, this volume looks at extensive ethnographic surveys, the study of history, cartography, archaeology, native languages, and literatures from colonial times. It takes a critical look at the attempts of unravelling the social structural principles such as caste and religious groups and also how power was used in multiple forms and contexts to establish dominance over the people of the subcontinent and its resources. The essays in this volume are from a period when the technologies of colonization were being experimented with and reect a mixed bag of admiration, derogation, and paternalism from those holding positions of power and responsibility, including some elite Indians. It further examines the emergence of a sense of nationalism, a critique of the Eurocentric views of the colonial masters, indicating the contribution of Western education to the formation of an Indian identity that finds resonance in modern times.

This book will be useful to students and researchers of anthropology, sociology, public administration, modern history, colonial studies, and demography. It will also be of interest to civil servants, students of history, Indian culture and society, religions, colonial history, law, and South Asia studies.

Between 1860 and 1935, about 100,000 impoverished children were emigrated from Britain to Canada to seek a new life in the "land of plenty." Charities, religious workers, philanthropists, and state-run institutions such as workhouses and orphanages all sent children abroad, claiming that this was the only way to prevent their becoming criminals or joining the masses of working-class unemployed.

Friendless or Forsaken? follows the story of child emigration agencies operating in North West England, tracing the imperial relationships that enabled agents to send children away from their homes and parents, who often lost sight of them forever. The book sheds light on public support for the schemes, their financial beneficiaries, and how parents were persuaded to consent to sending their children across the world - frequently without fully realizing what rights they had signed away. The story charts the legal measures introduced to maintain and regulate child emigration schemes, as well as the way "home children" were portrayed as both needy and dangerous on each side of the Atlantic and how the children themselves sought to overcome prejudice and isolation in an unfamiliar country.

Exploring the transnational economy of child emigrations schemes, Friendless or Forsaken? records the bravery and resilience of those children whose lives were altered by this traumatic and divisive episode in the history of empire.