Consultation Across Cultural Contexts addresses the challenges that school psychologists face when working in unfamiliar settings and diverse cultural contexts. Establishing first the necessity of understanding and respecting these contexts, this book provides both theoretical background knowledge and a wealth of technical and practical information, animated by first-hand accounts. Divided into sections that touch upon topics such as difficult teachers and the role of poverty, race, and class, the selections include examples from diverse school ecologies, schools in various states of transition, resource challenged schools, and more.

Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruencies at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make.

Drawing on rich qualitative data, these internationally renowned authors reveal how black Caribbean middle-class parents attempt to navigate their children successfully through the school system, and defend them against low expectations and other manifestations of racism and discrimination. The book poses wider questions about the experiences of social mobility and the intersection of race and class in forming the identity of the parents and their children.

Drawing on case studies and personal narrative, this volume brings together the experiences and challenges faced by a diverse group of teacher educators in their efforts towards racial justice in teacher education. Picower and Kohli reject the notion of teacher educators as a homogenous group, offering instead a deeper analysis of the ways in which they approach racial justice work while navigating their own intersectional identities. Each chapter offers a narrative account revealing how a teacher educator’s unique positionality has shaped their racial justice pedagogy. Collectively, the authors unpack teacher racial identities and offer strategies for anti-racist teacher education.

In tracing the decline of Jim Crow racism to the rise of laissez-faire racism, Bobo and Smith argue that the economic basis for Jim Crow had eroded, therefore racial attitudes changed with the structural conditions of group life. Legal scholars Jack Balkin and Reva Siegel suggest the standard story of the Court’s jurisprudence in the latter half of the 20th century is that the views of Owen Fiss and other anti-subordination proponents were soundly rejected by the Court in favor of an anti-classification principle. Within the context of constitutional review and jurisprudence, it appears that Justice Harlan’s famous dissenting proclamation in Plessy v. Ferguson that ‘constitution is colorblind’ has been the ideological vision championed by conservative justices in order to methodologically prohibit race-based quota set-asides, and more generally speaking, affirmative action policies in and beyond the institution of education.

This book documents the lived experiences of women of color academics who have leveraged their professional positions to challenge the status quo in their scholarship, teaching, service, activism, and leadership. Through an emphasis on the various ways in which women of color have succeeded in the academy—albeit with setbacks along the way—this volume aims to change the discourse surrounding women of color academics: from a focus on isolation and exclusion to a focus on courage and advocacy.

Culture, Learning, and Technology: Research and Practice provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. As the first significant collection of research in this emerging field of study, Culture, Learning, and Technology overflows with new insights into the increasing role of technology use across all levels of education.

Bringing together scholarship and examples from practice, this book explores ways in which early childhood curriculum – including classroom practices and community contexts – can more actively engage with a range of social justice issues, democratic principles and anti-oppressive practices. The text highlights the voices of children, teachers and families as they reflect on everyday experiences related to issues of social justice, inclusion and oppression, as well as ways young children and their teachers engage in activism.

Education and Racism is a concise and easily accessible primer for introducing undergraduate and graduate students to the field of race and education. Designed for introductory courses, each chapter provides an overview of a main issue or dilemma in the research on racial inequality and education and the particular approaches that have been offered to explain or address them. Theme-oriented chapters include curriculum, school (re)segregation, and high stakes testing as well as discussions on how racism intersects with other forms of marginality, like socio-economic status.

This is the first book to align black feminist theory with critical psychology, and address the political implications of doing so. It will be of great interest to advanced students and researchers, and practitioners in psychology, counselling, psychotherapy, mental health, and social work.

The Social Psychology of Ethnic Identity examines ethnicity in relation to social psychology and draws on societal and academic debates on immigration, citizenship, and cultural diversity. This second edition will be fully updated to include the latest research on dual and multiple identities, mutual links between sense of ethnic identity and social contexts, and the development of ethnic identity in adolescence. The new edition also examines research from non-European cultural contexts, including Mauritius and Malaysia. This is invaluable reading for students of psychology and related disciplines as well as researchers and professionals.

Demonstrating equitable practices and strategies that move toward culturally sustaining teaching such as translanguaging, explorations of children’s literature, alternative modes of literacy assessment, photography and arts integration, student-driven poetry units, and more, this book shares the stories of four teacher–teacher dyads who worked together across university–school contexts to study, generate, and evaluate culturally relevant and sustaining literacy practices in early childhood classrooms across the country. Highlighting the voices and roles of children, families, community members, and teachers of Color, this book suggests new ways for all teachers to build and sustain relationships that are relevant and work toward being sustaining; and anticipates and offers solutions for challenges that arise in these contexts. Insightful and instructive, the narratives in this collection model how to create positive and mutually beneficial dynamics among teachers, children, and their families and communities. This book offers a timely resource for pre-service teachers, teachers, scholars, faculty, and graduate students in language and literacy education, early childhood education, and culturally relevant, responsive, and sustaining teaching.