Humanizing Education
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A32=Valerie Miller
A32=William Ayers
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B01=Christina Dobbs
B01=Gretchen Brion-Meisels
B01=Kristy Cooper
B01=Thomas Nikundiwe
Category1=Non-Fiction
Category=JNA
COP=United States
critical pedagogy
dehumanizing practices and conditions
Delivery_Delivery within 10-20 working days
education reform
educational change
educational spaces
Elementary and Secondary Education Act
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eq_nobargain
eq_non-fiction
eq_society-politics
Language_English
PA=Available
Price_€20 to €50
PS=Active
public schools
softlaunch
U.S.
Product details
- ISBN 9780916690502
- Weight: 586g
- Publication Date: 30 Mar 2010
- Publisher: Harvard Educational Review,U.S.
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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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. Within a context of continued calls for education “reform,” Humanizing Education: Critical Alternatives to Reform seeks to inspire a collective imagination for radical alternatives. The contributors offer historic examples of hopeful and humanizing educational spaces, practices, and movements that embody a spirit of hope and change.
Gretchen Brion-Meisels is a doctoral candidate at the Harvard Graduate School of Education, and one of the manuscript editors at the Harvard Educational Review. Kristy S. Cooper is a doctorial student at the Harvard Graduate School of Education, where she is working towards an EdD in education policy, leadership, and instructional practice. Sherry L. Deckham is a doctoral candidate at the Harvard Graduate School of Education and one of the cochairs of the Harvard Educational Review. Christina L. Dobbs is a doctoral student in human development and education at the Harvard Graduate School of Education. Chantal Francois is a doctoral candidate at the Harvard Graduate School of Education. She serves as the solicitations editor of the Harvard Educational Review. Thomas Nikundiwe is a doctoral candidate at the Harvard Graduate School of Education and one of the cochairs of the Harvard Educational Review. Carka Shalaby is a former elementary school teacher and a doctoral student interested in ethnic and cultural justice for our youngest schoolchildren.
