About this ebook
"Education is not only in danger but in need of direction—a direction that is bold, inclusive, and relentless in pursuit of justice...In times like these, books like this guide us toward the world that is possible." —Bettina L. Love, author of Punished for Dreaming: How School Reform Harms Black Children and How We Heal
A compilation of leading education scholars on reenvisioning and creating equitable, inclusive, and democratic public schools
Against the backdrop of a rising tide of authoritarianism and white nationalism, a new and virulent strain of education politics has arisen, making public schools a primary site of political contention.
Educating in Dangerous Times raises the central question: How should we reenvision public schools and collectively create the public schools we need? The heart of the book centers on short, personal, and engaging chapters authored by leading education scholars who teach, study, and write about learning, school leadership, and the politics of education. Featured scholars include Antero Garcia (Stanford), Julian Vasquez Heilig (Western MI), Pedro Noguera (California), Marcelle Haddix (UW- Madison), and many others.
Issues are wide ranging and stretch from supporting marginalized youth to the rise of authoritarianism to rethinking English language arts and mathematics instruction.
Each chapter will reenvision a different future beyond the constrictions and threats we are facing now and propose a path forward for public schools in regard to the chapter focus.
This book illuminates the many educators, students, parents, and community leaders who desire more equitable, inclusive, and democratic schools—schools that affirm the value of each student and foster feelings of safety and belonging, and support development toward students' aspirations.
A compilation of leading education scholars on reenvisioning and creating equitable, inclusive, and democratic public schools
Against the backdrop of a rising tide of authoritarianism and white nationalism, a new and virulent strain of education politics has arisen, making public schools a primary site of political contention.
Educating in Dangerous Times raises the central question: How should we reenvision public schools and collectively create the public schools we need? The heart of the book centers on short, personal, and engaging chapters authored by leading education scholars who teach, study, and write about learning, school leadership, and the politics of education. Featured scholars include Antero Garcia (Stanford), Julian Vasquez Heilig (Western MI), Pedro Noguera (California), Marcelle Haddix (UW- Madison), and many others.
Issues are wide ranging and stretch from supporting marginalized youth to the rise of authoritarianism to rethinking English language arts and mathematics instruction.
Each chapter will reenvision a different future beyond the constrictions and threats we are facing now and propose a path forward for public schools in regard to the chapter focus.
This book illuminates the many educators, students, parents, and community leaders who desire more equitable, inclusive, and democratic schools—schools that affirm the value of each student and foster feelings of safety and belonging, and support development toward students' aspirations.
"Education is not only in danger but in need of direction—a direction that is bold, inclusive, and relentless in pursuit of justice...In times like these, books like this guide us toward the world that is possible." —Bettina L. Love, author of Punished for Dreaming: How School Reform Harms Black ...
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About the author
John Rogers is a professor and associate dean at UCLA’s Graduate School of Education and Information Studies and director of UCLA’s Institute for Democracy, Education, and Access.
George Theoharis is a Professor of Educational Leadership and Inclusive Education in the School of Education at Syracuse University. A former K12 principal and teacher; George served as Department Chair, Associate Dean, and Director of Field Relations at Syracuse. He directs the doctorate program in leading equitable schools.
George Theoharis is a Professor of Educational Leadership and Inclusive Education in the School of Education at Syracuse University. A former K12 principal and teacher; George served as Department Chair, Associate Dean, and Director of Field Relations at Syracuse. He directs the doctorate program in leading equitable schools.
John Rogers is a professor and associate dean at UCLA’s Graduate School of Education and Information Studies and director of UCLA’s Institute for Democracy, Education, and Access.
George Theoharis is a Professor of Educational Leadership and Inclusive Education in the School of Education at Syrac...
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