Assault on kids : how hyper-accountability, corporatization, deficit ideologies, and Ruby Payne are destroying our schools / edited by Roberta Ahlquist, Paul Gorski, Theresa Montaño.
Tipo de material: TextoSeries Counterpoints: studies in the postmodern theory of education ; v. 402Detalles de publicación: New York : Peter Lang, c2011. Descripción: ix, 257 p. : ill. ; 24 cmISBN: 9781433112294 (hbk.); 9781433112287 (pbk.)Tema(s): Payne, Ruby K | Educación -- Aspectos sociales -- Estados Unidos | Pedagogía crítica -- Estados UnidosTipo de ítem | Biblioteca de origen | Signatura | URL | Estado | Fecha de vencimiento | Código de barras | Reserva de ítems |
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Fuera de préstamo | 02. BIBLIOTECA CAMPUS PUERTO REAL | Grupo de Investigación Félix Angulo - 37.013(73)/ASS (Navegar estantería(Abre debajo)) | Texto completo | No para préstamo (Uso restringido) | 3744026538 |
Includes bibliographical references and index.
Contents: Annette Henry: Foreword - Roberta Ahlquist/Paul C. Gorski/Theresa Montano: Introduction - Roberta Ahlquist: The 'Empire' Strikes Back via a Neoliberal Agenda: Confronting the Legacies of Colonialism - Sue Books: What We Don't Talk About When We Talk About The Achievement Gap - Ann Berlak: Can Standardized Teacher Performance Assessment Identify Highly Qualified Teachers? - Brian Lack: Anti-Democratic Militaristic Education: An Overview and Critical Analysis of KIPP Schools - Richard Lakes/Paul McLennan/Jennifer Sauer/Mary Anne Smith: Exposing the Myths of the Corporate City: Popular Education and Political Activism in Atlanta - Lisa Martin: Ground Zero in a Corporate Classroom - Virginia Lea: Why Aren't We More Enraged? - Paul C. Gorski: Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education - Monique Redeaux: A Framework for Maintaining White Privilege: A Critique of Ruby Payne - Theresa Montano/Rosalinda Quintanar-Sarellana: Undoing Ruby Payne and Other Deficit Views of English Language Learners - Julie Keown-Bomar/Deborah Pattee: What's Class Got to Do with It? A Pedagogical Response to a Deficit Perspective.
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