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Unmasking the Experiences of Racialized
Women in the Academy

Unmasking the Experiences of Racialized Women in the Academy

Non-Traditional Narratives to Promote Equity in Uncertain Times

Transforming Educational Leadership

This book offers research-based evidence and advice on supporting educational transitions across all educational stages from ages 3-19.

Supporting Educational Transitions for Ages 3-19

Break through the bias barrier
What can happen in 200 milliseconds? In a word, everything. In that short time, your subconscious mind has shaped your perceptions and influenced your behaviors. In other words, you have experienced bias-for better or for worse.
Unlocking School Bias ends the confusion around bias and provides educators with research and strategies that enable them to effectively address bias in the classroom and school in appropriate and productive ways. Learn to explore your own and your students¿ biases and discover:
<ul>
 <li>The latest research from psychology, education, and neuroscience</li>
 <li>Different types of biases, including confirmation bias and impact bias, and how they manifest themselves in everyday life</li>
 <li>Practical strategies for educators who are ready to change their and their students¿ actions</li>
 <li>How patterns in one's environment create biases and affect the brain's development</li>
</ul>
Implicit bias occurs subconsciously and so quickly that the conscious brain is unaware that it happened. Yet, with mindful practice and reflection, we can rewrite the automated processes in our brains, stop our subconscious minds from determining our thoughts and behaviors, and help our students feel safe and successful in school.

Using Neuroscience to Improve Student Outcomes

Unlocking School Bias

This open access book is about the successes and challenges of the institutions and individuals who transformed early child education in Central, Eastern and Southern Europe (CEE) and Eurasia in response to the political transitions to democracy in the 1990's. Through new interviews and unpublished reports, the book gives voice to committed practitioners, researchers and policymakers who are developing inspiring services for and with young children and their families, including children who live in very difficult circumstances. They work with children affected by war, refugee families with young children, children who live in poverty, children of minorities, and children with disabilities and developmental delays. The voices of these pedagogues, experts and NGO leaders, who were supported by the Open Society Foundations Early Childhood Program, bring inspiring messages to those in the field of early childhood seeking to promote democratic values and social inclusion. The book traces the extension of programs to Africa and Asia and explores how strategies used to transform early childhood education following the political and social transformations in Europe and Eurasia can inform responsive reforms and innovations in early childhood education today and in the future. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Open Society Foundation (OSF).

The Legacy of the Open Society Foundations Step by Step Program

Early Childhood Education in Social and Political Transitions

Global Teacher Education

Borderless Education serves as a conduit between global and domestic diversity by bridging the gap between global and cultural competence. This book builds on the work of scholars who have called for culturally relevant, responsive, and sustaining teaching and pedagogies in education. The goal of this text is to provide an intersectional global and culturally responsive teaching approach that offers futuristic possibilities of reimagining learning without borders. Opening the conversation for readers to consider dialogue, collaboration, and research between two fundamentally important pedagogical frameworks, that each have a long-standing legacy and impact in teacher education. In light of our educational ecosystem, now is a time for the convergence of these frameworks to fully incorporate the principles and practices of culturally responsive and sustaining pedagogy (CRSP) with the multifaceted elements of global competencies. The authors share a new globalized pedagogical framework that bridges the gap between CRSP and international teacher education. The internationalization of the American classroom is here; thus, it is crucial that this book be part of the foundation of teacher candidate preparation. America's pluralistic society already exists. We have diverse, diasporic cultural spaces in our local communities, recognizing that local global competency is distinctly different from domestic cultural competency. We offer the critique that America's EPP global education is limited because it generally prepares teacher candidates to be observers, "saviors," and tourists, rather they should be compassionate and empathic allies that recognize and appreciate the necessity of a holistic global approach. There is a necessity for a comprehensive and integrative approach that includes global competencies which supports teachers candidates' development of an appreciation for diversity and sensitivity of all individuals within our local spaces as part of a larger cross-cultural environment. Global awareness, social justice, diversity, and equitable practices are critical issues necessary for today's educators. This book encourages educators and practitioners to implement an intersectional globally and culturally responsive teaching approach that not only recognize but sustain students' cultural identities to enhance their academic achievement, increase their sense of belonging and inclusion in a pluralistic society, while raising their sociopolitical consciousness. This book is advantageous for readers searching for knowledge and strategies to support their application of a globalized pedagogy.

A Pedagogical Framework for Cultural Responsiveness and Global Competence

Borderless Education

Hearing Children's Voices to Design Schools Where All Belong

Reimagining Education

Voices of Women of Color Community College CEOs highlights the experiences and perspectives of 17 leaders from diverse ethnic backgrounds including African American, Asian Pacific Islander, and Latino/Hispanic communities. By sharing the reflections of current and former community college chancellors and presidents, including the least-explored Generation X leaders, the book enriches our understanding of the unique challenges and opportunities faced by these women leaders. Women of color navigate the intersections of race, ethnicity, and gender, often encountering what is referred to as intersectional invisibility. How they perceive themselves and how we perceive them is illuminating. In their own words, Voices fosters essential dialogue about their identities and enhances our understanding and appreciation of their contributions. The book is divided into four parts, with chapters examining the unique pressures faced by women of color leaders in their roles in academia and emphasizing the importance of having a "voice at the table." It considers the dynamics of the proverbial glass ceiling as bent, cracked, broken, or shattered and offers valuable insights from this diverse group of women leaders while crystalizing the "hidden curriculum" that leaders of color must navigate within higher education.

Voices of Women of Color Community College CEOs

To understand a school's values and priorities, look at its schedule.
When schedules do not meet the instructional needs of students, the result is a pipeline from PreK through grade 12 that leaks students, an outcome disproportionately experienced by students of color and other marginalized student groups. This practical and thoughtful guide demonstrates how school and district scheduling teams can become "Architects of Equity"-highly effective teams who design schedules that reflect their commitment to student achievement and social-emotional wellbeing. Including strategies to shift collective mindsets around scheduling, organize and support teaching teams, and ensure fiscal responsibility in scheduling, Equitable School Scheduling is a vital resource for secondary school leaders committed to dismantling systemic inequities inherent in school structures.
Readers will learn how to
<ul>
 <li>Self-assess site and/or district data through a deep examination of the course of study, site schedule(s), transcripts, and graduation cohort outcomes. </li>
 <li>Design and implement an Equitable Core-a guaranteed set of courses that all students experience as a part of a meaningful graduation. </li>
 <li>Prioritize underestimated and historically underserved students in the planning of the schedule.</li>
</ul>
Equitable School Scheduling helps school and district administrators use scheduling as a tool to transform the leaky pipeline to graduation into a meaningful path to post-secondary success for all students.

Equitable School Scheduling

Routledge Revivals

First published in 1962, Music in Schools discusses most effective methods of laying the foundations of musicianship and the ways in which movements, speech, and simple instrumental playing can be used to develop children's musical literacy, aural perception, and creative ability.

Music in Schools

Making it Work

Trauma-Informed Practice in Education

Unmasking the Experiences of Racialized Women in the Academy

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