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Global Perspectives on Microaggressions in Schools

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anti-xenophobia strategies
Antiracism Framework
Canadian Education System
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Category=JNAM
Category=JNS
Covert Aggression
covert aggression in education
Covert Violence
Critical race theory
Discrimination
Diversity in Education
Education System
Educational leadership
educational policy analysis
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Gender discrimination
Gifted students
Horizontal Violence
Indigenous education
Indigenous Science
Inequity
Inuit Students
Lateral violence
LGBT Identity
LGBT Inclusive Curriculum
LGBT microaggressions
LGBT People
Life Orientation Teachers
Marginalization
Microaggression
Professional Development
qualitative education studies
Racial discrimination
Racist Microaggressions
Refugee Students
school climate research
School culture
Secondary School Grade Students
social justice pedagogy
Special educational needs
Steam
Strong Foundational Understanding
Student Engagement
Student well-being
Supporting Refugee Students
teacher-student relations
Toronto District School Board
Transformational Leadership
Violence in Schools
WMS.
Work Based Learning Experiences
Workplace Mistreatment

Product details

  • ISBN 9780367545529
  • Weight: 385g
  • Dimensions: 152 x 229mm
  • Publication Date: 18 May 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world. Drawing on authors’ experiences and empirical analyses, the volume puts forward practical recommendations to remedy such violence and tackle its root causes.

Global Perspectives on Microaggressions in Schools brings together contributions from South Africa, Australia, Canada, and the US to explore the various forms that microaggression can take. Authors implement qualitative methodologies, personal reflection, and empirical literature to document microaggressions perpetrated by, and directed against all members of the school community, including students, teachers, school leaders, and administrators. In doing so, they highlight ongoing issues including xenophobia, sexual violence, and prejudice against gifted students, LGBTQ, refugee, and indigenous communities. Looking forward, the volume proposes practical ways to undermine such prejudices and prevent the occurrence of microaggressions through effective training, policy, leadership, and student agency.

Given its rigorous approach and attention to widespread issues of school violence, this book will be a timely resource for scholars, researchers, and academics with an interest in the sociology of education, educational leadership, school culture, student well-being, and inclusive education. In addition, school leaders, administrators, and pre- and in-service educators may find benefit from reading this volume.
About

Julie K. Corkett is Associate Professor at the Schulich School of Education, Canada.

Christine L. Cho is Associate Professor at Nipissing University’s Schulich School of Education, Canada.

Astrid Steele was formerly an Associate Professor at the Schulich School of Education at Nipissing University, Canada.