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Teaching Cultural Dexterity in Creative Writing
Aimed toward graduate student instructors and other creative writing educators, Teaching Cultural Dexterity in Creative Writing offers a formula for important changes in creative writing instruction—especially in literary/creative nonfiction, probing how instruction might become more inclusive and accessible for minoritized/marginalized student-authors.The book chapters use antiracist, trauma-informed, and anticolonial frameworks toward exploring the 21st-century professional, theoretical, and institutional concerns surrounding creative writing practices in North American higher education.As a result, the book explores ways creative writing pedagogies and theories might be adapted for racially and linguistically marginalized (by English) student-authors, who often inhabit minoritized positions within North American colleges and universities. Applying as a frame the notion of cultural dexterity as it is taught to medical professionals to allow them to engage effectively with patients from all backgrounds, ethnics groups and with all sensitivities, Teaching Cultural Dexterity in Creative Writing examines why and how creative writing instruction needs to be urgently renegotiated.In this essential text for all creative writing instructors, McCray provides all the tools necessary to take positive action with discussions of potential readings, writing prompts and sample course materials.
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Teaching Music in American Society : A Social and Cultural Understanding of Teaching Music
Teaching Music in American Society, Third Edition, provides a comprehensive overview of social and cultural themes directly related to music education, teacher training, and successful teacher characteristics.Music teachers need to be not only knowledgeable in conducting and performing but also socially and culturally aware of students, issues, and events that affect their classrooms.This book is designed for educators seeking K-12 music teacher certification to teach in American schools.At the conclusion of each chapter is a summary of the chapter and a list of key items and people discussed, plus a series of related questions for students to consider. Current topics in the third edition include:• an emphasis on social justice, sensitivity to transgender students, and bullying,• the influences of social media,• a focus on urban music education, and• a new chapter on diverse learning. Further, recent policy issues are addressed in this new edition:• the evolution of the No Child Left Behind Act into the Every Student Succeeds Act,• the increasing emphasis on charter schools, the privatization of public school,• changes in how schools are assessed, and• changes occurring within the teaching profession—and how all of these affect developments in music education. A major structural change is the chapter on equality of education has been split into two chapters, providing a stronger focus on both educational equality and diverse inclusive learning.
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Cultural Awareness in Teaching Art and Design
Cultural Awareness in Teaching Art and Design addresses an emerging area of development in contemporary pedagogy, the fostering of cultural awareness and sensitivity in the designers of tomorrow. By offering new and unique examples of how to better educate students around issues of cultural awareness, this book presents teaching methodologies that ultimately facilitate students in becoming better, and more inclusive, art and design professionals.Today, the role of education in the addressing of social and cultural issues is increasingly seen as central to pedagogical methodologies.Through engaged teaching, experiential learning, socially orientated pedagogy or any other definition, the idea that students can and should be exposed to, and deal with, issues of importance to various stakeholders is increasingly seen as central to the teaching and learning experience – whether it be in relation to local communities, national economies, regional cultural identities or more.This is explored in a series of innovative, cross-disciplinary case studies in art and design teaching, with authors approaching questions of cultural awareness and engagement through the lenses of art history, product design, communication design, film, architecture and interior design.In presenting their pedagogical methodologies and case studies, the authors in this text offer a unique cross-disciplinary design perspective that captures the cultural and social concerns of several regions of the world: Europe, North America, Asia and Africa and the Middle East. This book will be essential reading for art and design educators and students interested in developing and applying models of cultural awareness and engagement in the classroom and studio.
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Ecologizing Education : Nature-Centered Teaching for Cultural Change
Ecologizing Education explores how we can reenvision education to meet the demands of an unjust and rapidly changing world.Going beyond "green" schooling programs that aim only to shape behavior, Sean Blenkinsop and Estella Kuchta advance a pedagogical approach that seeks to instills eco-conscious and socially just change at the cultural level.Ecologizing education, as this approach is called, involves identifying and working to overcome anti-ecological features of contemporary education.This approach, called ecologizing education, aims to develop a classroom culture in sync with the more-than-human world where diversity and interdependency are intrinsic. Blenkinsop and Kuchta illustrate this educational paradigm shift through the real-world stories of two public elementary schools located in British Columbia.They show that this approach to learning starts with recognizing the environmental and social injustices that pervade our industrialized societies.By documenting how ecologizing education helps children create new relationships with the natural world and move toward mutual healing, Blenkinsop and Kuchta offer a roadmap for what may be the most potent chance we have at meaningful change in the face of myriad climate crises.Timely, practical, and ultimately inspirational, Ecologizing Education is vital reading for any parent, caregiver, environmentalist, or educator looking for wholistic education that places nature and the environment front and center.
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Is there an alternative to traditional frontal teaching?
Yes, there are several alternatives to traditional frontal teaching. Some alternatives include flipped classrooms, where students learn content at home through videos or readings and then engage in activities and discussions in class; project-based learning, where students work on real-world projects to apply their knowledge; and collaborative learning, where students work together in groups to solve problems or complete tasks. These alternative teaching methods can help promote student engagement, critical thinking, and collaboration.
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What is a cultural heritage?
Cultural heritage refers to the traditions, customs, beliefs, and artifacts that are passed down from generation to generation within a society. It encompasses the tangible and intangible aspects of a culture, including historical sites, monuments, art, music, language, and rituals. Cultural heritage plays a crucial role in shaping a community's identity and preserving its unique heritage for future generations. It is an important part of a society's history and contributes to its sense of belonging and continuity.
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Is teaching without teaching the heart really a teaching of the spirit?
Teaching without teaching the heart is not a teaching of the spirit. The heart is the center of our emotions, empathy, and compassion, and without incorporating these elements into teaching, the spiritual aspect of learning is lost. True teaching of the spirit involves nurturing the whole person, including their emotional and moral development, and this cannot be achieved without teaching the heart. It is through connecting with the heart that students can truly engage with the material and develop a deeper understanding of themselves and the world around them.
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Should one learn teaching before teaching learning?
It is important to have a solid understanding of teaching methods and strategies before embarking on the journey of teaching others. Learning how to effectively communicate information, engage students, and assess their understanding are essential skills that can be acquired through formal education or training in teaching. By learning teaching techniques first, one can better support the learning process and create a more effective and engaging learning environment for their students.
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Cultural Diversity and Education : Foundations, Curriculum, and Teaching
Now available in paperback, the sixth edition of this definitive text provides students a strong background in the conceptual, theoretical, and philosophical issues in multicultural education from a leading authority and scholarly leader of the field---James A.Banks. In the opening chapter author Banks presents his well-known and widely used concept of Dimensions of Multicultural Education to help build an understanding of how the various components of multicultural education are interrelated.He then provides an overview on preparing students to function as effective citizens in a global world; discusses the dimensions, history, and goals of multicultural education; presents the conceptual, philosophical, and research issues related to education and diversity; examines the issues involved in curriculum and teaching; looks at gender equity, disability, giftedness, and language diversity; and focuses on intergroup relations and principles for teaching and learning.This new edition incorporates new concepts, theories, research, and developments in the field of multicultural education and features: A new Chapter 5, "Increasing Student Academic Achievement: Paradigms and Explanations" provides important explanations for the achievement gap and suggests ways that educators can work to close it. A new Chapter 7, "Researching Race, Culture, and Difference," explains the unique characteristics of multicultural research and how it differs from mainstream research in education and social science. A new Chapter 14, "Principles for Teaching and Learning in a Multicultural Society" contains research-based guidelines for reforming teaching and the school in order to increase the academic achievement and social development of students from diverse racial, ethnic, cultural, language, and gender groups. A new Appendix—"Essential Principles Checklist"—designed to help educators determine the extent to which practices within their schools, colleges, and universities are consistent with the research-based findings described in the book.
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Teaching Cultural Competence and Cultural Humility in Medical Education : A Practical Guide
Training in multicultural issues is an area of increasing focus in medical education internationally.In the United States specifically, the inclusion of the topic in training programs is among the key criteria established by the Liaison Committee on Medical Education (LCME) for approval of schools of medicine, where Standard 7.6 deals with "Structural Competence, Cultural Competence, and Health Inequities." This new textbook provides a culturally sensitive framework to address the major elements in the LCME Standard 7.6 and to address related requirements for including multicultural issues in the curriculums of medical schools around the world. Key FeaturesThe first book in the field to provide a framework to help approved medical schools and those in the submission process for approval in the United States to respond appropriately to Standard 7.6 in the LCMEThis framework also supports the design of culturally sensitive curriculums in medical schools outside the United StatesProvides specific guidelines to equip future physicians with the skills to take the culturally sensitive approaches they must use when assessing, diagnosing, and treating culturally diverse patients in order to ensure optimal outcomes for patientsHelps medical educators and schools to specify where and how in the curriculum students are best trained to become culturally competent and the need also to display attributions of cultural humility during clinical encounters with clients/patientsWith a practical approach, the book provides invaluable hands-on guidance to students seeking to develop their skills, knowledge, and competence in this area.Additionally, by specifying where and how in the curriculum students can be trained to be culturally competent, the book serves as an essential reference for educators and medical schools seeking support in the development and implementation of a culturally appropriate curriculum.
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Classroom Management : Authentic Experiences in Classroom Teaching
By reading Classroom Management: Authentic Experiences in Classroom Teaching, teacher candidates will engage in thoughtfully constructed scenarios and activities crafted by teachers based on teachers’ actual experiences in the classroom.The book provides an introduction that provides a foundation of classroom management and engages teacher candidates in activities to have them construct their own philosophy for establishing a learning community.
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Outstanding Teaching : Teaching Backwards
Teaching Backwards is just that. It's packed with case studies from primary and secondary teachers, and it's punctuated with reflective questions that invite teachers to slow down and do some thinking about how they currently teach, so that their teaching can have an even more powerful impact on learners.Well-informed by research and with a clear action plan of what to do, and what not to do, Teaching Backwards is a guide to ensuring that learners make outstanding progress, lesson by lesson and year on year.Develop learners' knowledge, attitudes, skills and habits (KASH) and help shape the class any teacher would love to inherit.It is not just about results, but building the resilience and mindsets in learners that will enable them to master any challenge they may face, in the classroom and throughout their lives.Discover the powerful effects of teaching backwards for yourself.Topics covered include: setting high expectations, starting points, defining and demystifying the destination, looking for proof of learning, challenge, feedback.Foreword by Professor John Hattie.Teaching Backwards is the follow-up to the best-selling Outstanding Teaching: Engaging Learners.It is based on the analysis of thousands of hours of primary and secondary lessons, part of Osiris Educational's Outstanding Teaching Intervention programme over the last seven years.For primary and secondary teachers.
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Is the Drachenschanze a German cultural heritage site?
Yes, the Drachenschanze is considered a German cultural heritage site. It is a historic site in the Harz Mountains that has been preserved and protected due to its cultural significance. The Drachenschanze is a medieval fortification that played a role in the region's history, making it an important part of Germany's cultural heritage. Its historical and architectural significance has led to its recognition as a cultural heritage site in Germany.
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What is the difference between action-oriented teaching, project-oriented teaching, and project-based teaching?
Action-oriented teaching focuses on engaging students in hands-on activities to apply knowledge and skills in real-world situations. Project-oriented teaching involves students working on a specific project to achieve a set goal or outcome, often incorporating multiple subjects or skills. Project-based teaching combines both action-oriented and project-oriented approaches, where students work on a project that is relevant to their interests and involves problem-solving, critical thinking, and collaboration.
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Which teaching degree would you like to study, primary school teaching or secondary school teaching?
I would like to study primary school teaching because I have a passion for working with young children and helping them develop foundational skills. I believe that the early years are crucial for shaping a child's attitude towards learning and education. Additionally, I enjoy the idea of teaching a wide range of subjects to primary school students and being able to make a positive impact on their lives at a young age.
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Which teaching degree do you want to study, elementary school teaching or secondary school teaching?
I want to study elementary school teaching. I am passionate about working with young children and helping them develop a strong foundation in their education. I believe that the early years are crucial for shaping a child's attitude towards learning and I want to be a part of that process. Additionally, I am drawn to the idea of teaching a variety of subjects to young students and helping them discover their interests and talents.
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