Teaching the Taboo

Teaching the Taboo, Second Edition is an insightful guide to effective pedagogy and essential reading for anyone looking to evolve as an educator. What’s new for the second edition of Teaching the Taboo!

Author: Rick Ayers

Publisher: Teachers College Press

ISBN: 9780807772867

Category: Education

Page: 143

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Rick and William Ayers renew their challenge to teachers to teach initiative, to teach imagination, to “teach the taboo” in the new edition of this bestseller. Drawing from a lifetime of deep commitment to students, teaching, and social justice, the authors update their powerful critique of schooling and present classroom stories of everyday teachers grappling with many of today’s hotly debated issues. They invite educators to live a teaching life of questioning—to imagine classrooms where every established and received bit of wisdom, common sense, orthodoxy, and dogma is open for examination, interrogation, and rethinking. Teaching the Taboo, Second Edition is an insightful guide to effective pedagogy and essential reading for anyone looking to evolve as an educator. What’s new for the second edition of Teaching the Taboo! A deeper exploration of issues of white privilege and racism and war and peace. A more thorough examination of the problems with math and science education, including possible solutions. An expanded exploration of the importance of creative writing for validating individual and community experiences. A more thorough discussion of Freire’s work and comparison to the radical teaching projects of African American activists in the south during the Freedom Schools. An in-depth look at how students can be part of co-constructing historical narratives and analyses. An update on school struggles in Atlanta, Chicago, and Seattle. Praise for the first edition of Teaching the Taboo! “For those frustrated by the thrust of educational 'reform'…this book provides what can be described as both a challenge and a set of alternatives.” —Education Review “Drawing from a lifetime of deep thinking about education and courageous commitment to precious students, Rick and William Ayers have given us a marvelous book. Their devastating critique of the pervasive market models in education and their powerful defense of democratic forms of imagination in schools are so badly needed in our present-day crisis!” —Cornel West, Princeton University “Teaching the Taboo is provocative, challenging, funny in places, wild but sensible enough to be useful, inspiring, and practical for educators who are working to negate the educational madness that is infecting the schools.” —Herb Kohl, author of 36 Children and Painting Chinese Rick Ayers is a university instructor and founder of the Communication Arts and Sciences small school at Berkeley High School, and teaches at the University of San Francisco. William Ayers is a school reform activist and a Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago.

Imagination in the Classroom

This collection of essays explores the history and practice of teaching creative writing as a distinct discipline in Ireland.

Author: Anne Fogarty

Publisher: Four Courts PressLtd

ISBN: 1846824133

Category: Language Arts & Disciplines

Page: 150

View: 871

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This collection of essays is the first extensive exploration of the history and practice of teaching creative writing as a distinct discipline in Ireland. The book presents insights and contributions from leading authors and teachers in the field, addressing their varied experiences of teaching creative writing workshops, seminars, and university courses. Included is an essay by Irish poet Sinead Morrissey, who won the prestigious T.S. Eliot Prize for Poetry in 2014.

Imagination and the Engaged Learner

This practical handbook will help teachers learn how to use these enlivening techniques in their daily practice to stimulate students’ intellectual activity and growth.

Author: Kieran Egan

Publisher: Teachers College Press

ISBN: 9780807774595

Category: Education

Page: 148

View: 166

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Students’ imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination—one of the great workhorses of learning—can be used to make all learning and all teaching more effective. Through techniques that any teacher can learn and easily apply in any classroom, they demonstrate how and why imagination can be used across the curriculum and grade levels to make teaching and learning more interesting, engaging, and pleasurable for all. Teachers who use these techniques will discover the emotions, images, stories, metaphors, sense of wonder, heroic narratives, and other cognitive tools that can bring life and energy to their classroom. This practical handbook will help teachers learn how to use these enlivening techniques in their daily practice to stimulate students’ intellectual activity and growth. Book Features: A comprehensive description of imagination’s role in thinking and learning. Field-tested teaching strategies for the K–12 classroom. Cross-curricular examples showing IE making a real difference for teachers and students. A “cognitive toolkit” to spur active learning and meaningful interaction. “What fun! Readers will get a host of practical ideas to make lessons come alive through the exercise of imagination, the use of metaphors, and the telling of stories. Read and enjoy.” —Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University

Imagination in Teaching and Learning

Slim and determinedly practical, this book contains a wealth of concrete examples of curriculum design and teaching techniques structured to appeal specifically to children in their middle school years.

Author: Kieran Egan

Publisher: University of Chicago Press

ISBN: 0226190358

Category: Education

Page: 178

View: 296

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It is widely believed that a child's imagination ought to be stimulated and developed in education. Yet, few teachers understand what imagination is or how it lends itself to practical methods and techniques that can be used easily in classroom instruction. In this book, Kieran Egan—winner of the prestigious Grawemeyer Award for his work on imagination—takes up where his Teaching as Story Telling left off, offering practical help for teachers who want to engage, stimulate, and develop the imaginative and learning processes of children between the ages of eight to fifteen. This book is not about unusually imaginative students and teachers. Rather, it is about the typical student's imaginative life and how it can be stimulated in learning, how the average teacher can plan to achieve this aim, and how the curriculum can be structured to help achieve this aim. Slim and determinedly practical, this book contains a wealth of concrete examples of curriculum design and teaching techniques structured to appeal specifically to children in their middle school years.

An Imaginative Approach to Teaching

In this book, award-winning educator Kieran Egan shows how we can transform the experience of K-12 students and help them become more knowledgeable and more creative in their thinking.

Author: Kieran Egan

Publisher: Jossey-Bass

ISBN: UOM:39015059218134

Category: Education

Page: 251

View: 921

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Educational bandwagons come and go, but student engagement in learning is an enduring concern. This book shows how an imaginative approach to teaching and learning, one that values and builds upon the way a child understands his or her experiences, can encourage students to become more knowledgeable and creative in their thinking. The author explains how people's imaginations work in five different zones of understanding, and he shows how to use these zones and the journey through them to nurture teachers' and students' imaginations

Imagination and Literacy

In her newest book, teacher researcher and bestselling author Karen Gallas investigates imagination in the classroom to understand its function in literacy learning.

Author: Karen Gallas

Publisher: Teachers College Press

ISBN: 0807744050

Category: Education

Page: 181

View: 541

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In her newest book, teacher researcher and bestselling author Karen Gallas investigates imagination in the classroom to understand its function in literacy learning. Using rich examples from her elementary classroom, she proposes that imagination is a central, but untapped, component of learing accross all subject areas—language arts, science, social studies, and math.

Teaching Literacy

This unique approach to teaching core literacy skills offers step-by-step planning frameworks and an appendix of activity ideas to show teachers how to engage students in the process.

Author: Kieran Egan

Publisher: Corwin Press

ISBN: 1412927889

Category: Education

Page: 163

View: 618

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This unique approach to teaching core literacy skills offers step-by-step planning frameworks and an appendix of activity ideas to show teachers how to engage students in the process.

Cultural Imagination and the Montessori Classroom

The purpose of this study was to explore the concept of cultural imagination.

Author: Michele Tenedou Tanne

Publisher:

ISBN: OCLC:317954584

Category:

Page: 292

View: 456

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The purpose of this study was to explore the concept of cultural imagination. Does culture influence or shape imagination? It examined whether imagination is demonstrated differently in the Native American culture. Is the Montessori Method conducive to supporting imagination in general, and to supporting Native American cultural imagination in particular? The design of the study centered on three interviews and two, all day observations in six classrooms. Participants included a professor of cultural/imagination studies, an instructor and owner of a private Montessori elementary school, and a Native American principal of a public school with acknowledged writing talent. The observations were in a Montessori kindergarten class in a private school, and in primary and intermediate classrooms of a Montessori program in a public school. It is concluded that culture shapes imagination, and that the Montessori learning environment supports imagination. It also supports cultural imagination within preferred learning styles. The general learning styles of Native Americans align with holistic education, including the Montessori Method. Cultural imagination is pertinent to creating relevant experiential education. Recommendations following this study include a comprehensive examination of criteria for gifted programs, and exploration of a holistic learning model to be initiated into the existing middle schools of our district.

The Growth Mindset Classroom Ready Resource Book

Albert Einstein once wrote, “Imagination is everything. It is the preview of life's
coming attractions.” Having a strong sense of imagination is a powerful tool in
your personal toolkit. Not only does it allow you to come up with amazing new
ideas, ...

Author: Annie Brock

Publisher: Ulysses Press

ISBN: 9781646040445

Category: Education

Page: 144

View: 382

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Skip the late-night lesson planning and start stretching your students' minds with this practical, ready-to-use companion to the popular The Growth Mindset Coach series. Thanks to the revolutionary power of growth mindsets, teachers everywhere have been helping their students realize their boundless potential. However, with busy schedules and crowded classes, infusing growth mindset principles into your lessons every day is sometimes easier said than done. From the best-selling authors of The Growth Mindset Coach, this new book makes implementing mindset strategies easier than ever before. With over 50 ready-to-use resources all focused on fostering growth mindsets, The Growth Mindset Classroom-Ready Resource Book, is your new go-to teaching assistant. These resilient- and grit-building ideas include: - Interactive lesson plans - Creative conversation starters - Mindful reflection exercises - Classroom management strategies A perfect supplement for any teacher looking for additional support in banishing fixed mindsets and instilling a growth mindset culture in their classroom.

Rudolf Steiner s Pedagogy of Imagination

This book investigates the concept and practises of imaginative teaching.

Author: Thomas William Nielsen

Publisher: Peter Lang

ISBN: 3039103423

Category: Medical

Page: 268

View: 762

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This book investigates the concept and practises of imaginative teaching. Since Rudolf Steiner (founder of the Waldorf schools) wrote extensively on the subject and is renowned for his contributions to education, his work is used to develop insights into the nature of 'imaginative teaching'. Given the societal changes since Steiner's time, however, the topic is further developed by examining imaginative teaching in three Steiner primary classrooms, using the methodological means of ethnography and phenomenology. The insights gained from this undertaking are used to re-theorise aspects of Steiner's writings about imagination and holistic education. In this study it is argued that imaginative teaching is made up of three modes of pedagogy and seven teaching methods, and that these modes and methods form a most potent means for connecting children with aesthetic, intellectual and physical development.

Creative Children Imaginative Teaching

Creativity is a term often discussed in relation to education, particularly in primary schools. This book sets out to explore what it means in both practical and theoretical terms for both children and teachers.

Author: Florence Beetlestone

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335230662

Category: Education

Page: 158

View: 611

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Creativity is a term often discussed in relation to education, particularly in primary schools. This book sets out to explore what it means in both practical and theoretical terms for both children and teachers. Topics covered include: planning, resourcing, organizing, managing and assessing creativity. Cameos and classroom examples are used in order to indicate effective strategies for promoting creativity within and across curriculum subjects.

I Believe in Unicorns

Ignite creative thinking and the cognitive processes associated with it in this imaginative book.

Author: Bob Stanish

Publisher: PRUFROCK PRESS INC.

ISBN: 9781882664436

Category: Education

Page: 112

View: 608

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Take your students on an imagination journey! Filled with thrilling activities that build creativity in your students, I Believe in Unicorns is a must-have for teachers interested in encouraging imaginative thinking. Get an elephant down from a tree, build a monstrous (and odorous) "smelt," evaluate the job performance of an octopus who moonlights as a lifeguard, or remove a porcupine from your lunchbox! Activities like these will challenge your students' creativity and imagination. I Believe in Unicorns offers fun, exciting activities designed to encourage creativity and imagination among children in grades K–4. Written by a master of creativity teaching, this book offers activities that strengthen the skills essential for creative thought—fluency, flexibility, originality, and elaboration. This book was meant to be torn apart! Each student activity page was designed for duplication so that it can be used by individuals or the entire class. Mix these activities in with other classroom learning projects. Most of the adventures involve writing, however, it is important that open-ended discussion and brainstorming be frequently incorporated into these activities.

History and Imagination

"In History and Imagination, elementary school social studies teachers will learn how to help their students break down the walls of their schools, more personally engage with history, and define democratic citizenship.

Author: Ronald V. Morris

Publisher: R&L Education

ISBN: 9781610482981

Category: Education

Page: 157

View: 955

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"In History and Imagination, elementary school social studies teachers will learn how to help their students break down the walls of their schools, more personally engage with history, and define democratic citizenship. By collaborating together in meaningful investigations into the past and reenacting history, students will become experts who interpret their findings, teach their peers, and relate their experiences to those of older students, neighbors, parents, and grandparents. The byproduct of this collaborative, intergenerational learning is that schools become community learning centers, just like museums and libraries, where families can go together in order to find out more about the topics that interest them. There is an incredible value in the shared and lived experiences of reenacting the past, of meeting people from different places and times: an authority and reality that textbooks cannot rival. By engaging elementary social studies students in living history, whether in the classroom, after school, or in partnership with local historical institutions, teachers are guaranteed to impress upon the students a special, desired understanding of place and time"-- Provided by publisher.

Teachers Everyday Use of Imagination and Intuition

This book offers a provocative look at the significant roles that imagination and intuition play in the daily operation of teachers_ classrooms.

Author: Virginia M. Jagla

Publisher: SUNY Press

ISBN: 0791420981

Category: Education

Page: 218

View: 606

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This book offers a provocative look at the significant roles that imagination and intuition play in the daily operation of teachers’ classrooms. The author explores the idea of creativity in education as it relates to being spontaneous, open, confident, experienced, and familiar. Readers are invited to envision how the classroom comes alive by pondering the themes of “Interaction,” “Connections and Context,” “Storytelling” and “Emotion—Excitement, Love, and Caring” through the stories of teachers. Jagla explores ways of fostering imagination and intuition with preservice and inservice teachers and provides ways of encouraging students to use their own imaginations and intuitive processes. The book provides an exciting mix of original anecdotes, literature review, and insightful analysis.

Engaging Imagination

This book: shows why building creative skills pays dividends in the classroom and in students’ professional lives long after graduation; offers research-based, classroom-tested approaches to cultivating creativity and innovation in the ...

Author: Al James

Publisher: John Wiley & Sons

ISBN: 9781118409473

Category: Education

Page: 304

View: 196

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How to nurture creativity in tomorrow’s innovators—today’s college students When asked what they want colleges to emphasize most, employers didn’t put science, computing, math, or business management first. According to AAC&U’s 2013 employer survey, 95% of employers give hiring preference to college graduates with skills that will enable them to contribute to innovation in the workplace. In Engaging Imagination: Helping Students Become Creative and Reflective Thinkers, two leading educators help college instructors across disciplines engage students in nurturing creativity and innovation for success beyond the classroom. Alison James, an expert in creative arts education, and Stephen D. Brookfield, bestselling author, outline how creative exploration can extend students’ reflective capabilities in a purposeful way, help them understand their own potential and learning more clearly, and imbue students with the freedom to generate and explore new questions. This book: shows why building creative skills pays dividends in the classroom and in students’ professional lives long after graduation; offers research-based, classroom-tested approaches to cultivating creativity and innovation in the college setting; provides practical tools for incorporating “play” into the college curriculum; draws on recent advances in the corporate sector where creative approaches have been adopted to reinvigorate thinking and problem-solving processes; and includes examples from a variety of disciplines and settings. Engaging Imagination is for college and university faculty who need to prepare students for the real challenges of tomorrow’s workplace.

Teaching Harry Potter

The authors examine why teachers choose to read Harry Potter , how they use the books, and the resulting teacher-student interactions.

Author: C. Belcher

Publisher: Springer

ISBN: 9780230119918

Category: Education

Page: 201

View: 291

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Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, popular literature into the classroom becomes a political choice. The authors examine why teachers choose to read Harry Potter , how they use the books, and the resulting teacher-student interactions.

Masculinity and Ancient Rome in the Victorian Cultural Imagination

of sanctioned 'manly' narratives if they wish to progress up hierarchies of the
classroom. In Farrar's 1858 novel Eric, for instance, the young protagonist enters
Dr Rowland's school and is immediately confronted with the works of Caesar,
which ...

Author: Laura Eastlake

Publisher: Classical Presences

ISBN: 9780198833031

Category: Literary Criticism

Page: 272

View: 587

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Masculinity and Ancient Rome in the Victorian Cultural Imagination examines Victorian receptions of ancient Rome, with a specific focus on how those receptions were deployed to create useable models of masculinity. Romans in Victorian literature are at once pagan persecutors, pious statesmen, pleasure-seeking decadents, and heroes of empire, and these manifold and often contradictory representations are used as vehicles equally to capture the martial virtue of Wellington and to condemn the deviance and degeneracy of Oscar Wilde. In the works of Thomas Macaulay, Wilkie Collins, Anthony Trollope, H. Rider Haggard, and Rudyard Kipling, among others, Rome emerges as a contested space with an array of possible scripts and signifiers which can be used to frame masculine ideals, or to vilify perceived deviance from those ideals, though with a value and significance often very different to ancient Greek models. Sitting at the intersection of reception studies, gender studies, and interdisciplinary literary and cultural studies across discourses ranging from education and politics, this volume offers the first comprehensive examination of the importance of ancient Rome as a cultural touchstone for nineteenth-century manliness and Victorian codifications of masculinity.

Haunting and the Educational Imagination

In a time when it seems like we've run into the limits on what Marx, Dewey, and Freud might hold for liberatory critique, this peculiarly uplifting book seeks to identify some promising thinking and teaching practices, especially for work ...

Author: Barbara Regenspan

Publisher: Springer

ISBN: 9789462098183

Category: Education

Page: 162

View: 786

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In a time when it seems like we've run into the limits on what Marx, Dewey, and Freud might hold for liberatory critique, this peculiarly uplifting book seeks to identify some promising thinking and teaching practices, especially for work in our contemporary “corporate university of excellence.” With auto-ethnography as a baseline for reflection on her personal teaching life in this troubling political era, as well as an insistence that all students are future teachers whether they seek formal work in classrooms or not, Barbara Regenspan selects insights descending from her horribly imperfect trinity (Marx, Dewey, and Freud), to revaluate what it means to have “obligations to unknowable others” in our complex and global reality. Drawing on an interdisciplinary cast of contemporary social theorists such as Avery Gordon, Deborah Britzman, Maxine Greene, Bill Readings, and Alain Badiou, this book traces hauntagogical thinking and related classroom practice–hauntagogy–pedagogy aimed to create wide-awakeness through the unearthing of acts of historical and interpersonal hauntings. Balanced between critique and hope, Regenspan offers the field of Educational Studies including teacher education, but also higher education more generally, a way of conceiving of the classroom as a place where contradictions in discourses are mined with and for our students who will be future teachers in the formal or informal sense. Here is a view of what historical materialism might hold for the relationship between democracy and education and what that relationship means for new, wild, conceptions of self, politics, and spirituality. “Barbara Regenspan combines the personal, the political, and the educational in creative ways in this volume. In the process, she provides a number of important insights into the human complexities and necessary commitments involved in struggling toward an education that is worthy of its name.” – Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison and author of Can Education Change Society? “So much of my experience as an American teacher fell into place while reading this book. Regenspan never veers far from the pragmatic and personal realities of being an American educator right now, grappling with indifference, short-sightedness and disillusionment of the system. Her deft, and often profound intellectual work is peppered with anecdotes, both personal and pedagogical, and these accounts of teaching and learning on the ground level make her case fierce and fresh. Haunting and the Educational Imagination is politically humane and intellectually electrifying.” – Tony Hoagland, Professor of Creative Writing at the University of Houston, National Book Award Finalist, teacher of high school English teachers, and author of Unincorporated Persons in the Late Honda Dynasty. Cover design by Madison Kuhn

The Call of Stories

In this “persuasive” book (The New York Times Book Review), Coles convenes a virtual symposium of college, law, and medical school students to explore the phenomenon of storytelling as a source of values and character.

Author: Robert Coles

Publisher: HMH

ISBN: 9780547524597

Category: Education

Page: 240

View: 896

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From the Pulitzer Prize-winning author of Children of Crisis, a profound examination of how listening to stories promotes learning and self-discovery. As a professor emeritus at Harvard University, a renowned child psychiatrist, and the author of more than forty books, including The Moral Intelligence of Children, Robert Coles knows better than anyone the transformative power of learning and literature on young minds. In this “persuasive” book (The New York Times Book Review), Coles convenes a virtual symposium of college, law, and medical school students to explore the phenomenon of storytelling as a source of values and character. Here are transcriptions of classroom conversations in which Coles and his students discuss the impact of particular works of literature on their moral development. Here also are Coles’s intimate personal reflections on his experiences in the civil rights movement, his child psychiatry practice, and his interactions with his own literary mentors including William Carlos Williams and L.E. Sissman. The life lessons learned from these stories are of special resonance to doctors and teachers looking to apply them in classroom and clinical environments. The rare public intellectual to be honored with a MacArthur Award, a Presidential Medal of Freedom, and a National Humanities Medal, Robert Coles is a true national treasure, and The Call of Stories is, in the words of National Book Award winner Walker Percy, “Coles at his wisest and best.”

Schooling the National Imagination

Sensitive to theoretical discussions on how power and culture are made visible in textbooks and practice, the book moves between study of policy, textbooks, and classroom ethnography to provide a richly textured account of what language ...

Author: Shalini Advani

Publisher: Oxford University Press

ISBN: 9780199088126

Category: Social Science

Page:

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What is the nature of textbooks produced by a postcolonial society and how do they shape the national citizen? How do they define social roles in society, and influence the way people look at themselves and others? In what way do textbooks reflect the framing visions about societal change? By exploring how language is critical to the development of a postcolonial nation and its shifting responses to global modernity, Schooling the National Imagination reflects on these profoundly important questions. Discussing the national education policy in general and the English language policy in particular, Shalini Advani tracks the inner dilemmas of a postcolonial society like India and the troubled history of its language politics. She looks at state-produced school textbooks, traces how English curriculum both reflects and constructs identity in particular ways, and examines classroom practice in schools. Advani goes on to consider the ways in which ideology shapes pedagogic practice, and how classroom transactions define the meaning of what is taught. Sensitive to theoretical discussions on how power and culture are made visible in textbooks and practice, the book moves between study of policy, textbooks, and classroom ethnography to provide a richly textured account of what language education does.