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Critical Practice in P-12 Education: Transformative Teaching and Learning    
 
 
 
 

CALL FOR CHAPTER PROPOSALS

Proposal Submission Deadline: November 30, 2012

Critical Practice in P-12 Education: Transformative Teaching and Learning

A book edited by Salika A. Lawrence, PhD (William Paterson University, USA)

 

To be published by IGI Global:

http://bit.ly/S0gXYv

 

Introduction:

Critical pedagogy seeks to build on what students know by providing opportunities for them to demonstrate their understanding of the real world.  McLaren (2003) suggests that critical pedagogy is an analysis of the relationship between culture, knowledge, and power.  He claimed that there is a “hidden curriculum” in schools that aims to perpetuate inequalities within the larger society by favoring “certain forms of knowledge over others and [affirming] the dreams, desires, and values of select groups of students over other groups, often discriminatorily on the basis of race, class, and gender” (p. 86).  Freire (2000) also noted that classroom practices can mirror the oppressive elements found in society.  According to Christensen (1999), the role of the teacher is to draw on students’ prior knowledge about the world and purposefully draw students into discussions about the world.  For example, Callahan (2001) indicated that students’ interaction with text in school supports critical literacy development when they closely examine text and critique social issues covertly found in the larger society.  Forget, Lyle, and Reinhart-Clark (2004) claim that instructional frameworks that promote critical literacy development position students as active participants in their own learning. 

 

This pedagogical framework serves different educational purposes.  First, it provides educators with the lens through which they “see the school not simply as an arena of indoctrination or socialization or a site of instruction, but also as a cultural terrain that promotes student empowerment and self-transformation” (McLaren, 2003, p. 70).  Second, it presents ideas that explain the relationships inherent in the teaching and learning process, and can be used to support inquiries on instructional approaches that foster P-12 students’ literacy development in a postmodern context.  Third, it can also help explain the forces that influence pedagogy, policy, and curriculum in our global context.  Finally, it provides support for instruction that reinforces notions of culture and social interaction, but expands these ideas to a critical evaluation and critique of social issues prevalent in the larger society. 

 

In the past ten years, the expectations for P-12 educators have increased to include twenty-first century needs for technology, literacy, and global education.  The current market-driven information-rich society requires that individuals discuss, problem-solve, and take action to apply new learning; expectations which have significant implications for teaching and learning in P-12 contexts. Transformations in P-12 education have also reshaped assessment of teachers and students.  Critical pedagogy and critical literacy continue to provide frameworks for effective practice.  In contexts where critical pedagogical methods are used to engage in critical reflection and critique of social inequalities, the practices highlighted by Freire (2000) challenge traditional norms and lead to more collaboration between teacher and students and the wider community.  In these instances, both teacher and students negotiate and co-construct learning, classroom artifacts, and assessments.

 

Objective of the Book:

This book seeks to explore how we can position critical pedagogy and critical literacy in today’s educational contexts in light of the global influences (e.g. technology, economy, and policy) impacting traditional and nontraditional settings.  This publication will frame a discussion about contemporary practice around the globe.  The book will conceptualize “critical” practice by: (1) identifying methods that foster diversity and engage diverse learners across contexts (beyond traditional classroom walls); (2) drawing conclusions from critical literacy and critical pedagogy research on field-based practice to make recommendations for teacher preparation and development; and (3) exploring techniques that foster global education and meets twenty-first century needs.  To reach a broad audience, book chapters will include empirical research and practice-based reports.

 

Target Audience:

The target audience for this book will include P-12 educators, pre-service and in-service teachers, school and district leaders (administrators), teacher educators, and researchers across social science disciplines that have an interest in field-based educational research. 

Recommended topics include, but are not limited to the following:

Crossing Boundaries

  • How are schools bridging the gaps and crossing boundaries by bringing diverse perspectives into the learning environment?
  • What kinds of tools and methods are being used to expand teaching and learning beyond the classroom walls?
  • What are schools doing to increase parental involvement and community outreach?
  • How are schools meeting the needs of students and parents?
  • In what ways are schools fostering “global” citizens?

New Literacies and Technology Integration

  • In what ways are technologies and digital tools being used to support student learning and literacy development?
  • What strategies are most effective for fostering problem-solving and collaborative learning among students?
  • What assessments can be used to effectively measure performance of twenty-first century skills?  

Curriculum and Instruction

  • What are the most effective techniques for incorporating literacy as the foundation for learning across the curriculum?
  • How can academic rigor and critical literacy be successfully integrated to support student development? What factors impact integration?
  • How are schools preparing students for college and career?
  • What evaluation methods can be used to assess programs and initiatives to determine how they are meeting the Standards?
  • What are effective methods for engaging all learners in today’s classrooms?
 

Submission Procedure:

Researchers and practitioners are invited to submit on or before November 30, 2012, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by December 15, 2012about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by March 30, 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.  For project updates visit https://sites.google.com/site/criticalpractice2013/.

 

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This book is anticipated to be released in 2013.
 

Important Dates

November 30, 2012:       Proposal Submission Deadline

December 15, 2012         Notification of Acceptance

March 30, 2013:                Full Chapter Submission

May 30, 2013:                    Review Results Returned

June 30, 2013:                    Revised Chapter Submission

July 15, 2013:                     Final Acceptance Notifications

July 30, 2013:                     Final Chapter Submission

 

 

Inquiries and submissions can be forwarded electronically (Word document) to:

Dr. Salika A. Lawrence

William Paterson University, USA

College of Education

Department of Educational Leadership and Professional Studies

Email: criticalpractice2013@gmail.com

 
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Critical Practice,
Oct 23, 2012, 11:51 AM