Privileged thinking in today's schools : the implications for social justice
- Lanham, Md. : Rowman & Littlefield Education, c2010.
- Physical description
- ix, 124 p. ; 24 cm.
LC213.2 .P75 2010
- Unknown LC213.2 .P75 2010
- Barnett, David, 1954-
- Includes bibliographical references (p. 119-122).
- Chapter 1 1. Don't Give Me Justice Chapter 2 2. How Much Money Does Daddy Make, Mommy? Chapter 3 3. The "N" Word Chapter 4 4. The 'Back Hall' Kids Chapter 5 5. I Have a Name Chapter 6 6. Squeaky Wheels Get the Grease Chapter 7 7. Rigid Master Schedules Chapter 8 8. Skateboarders-Unfit for Social Justice Chapter 9 9. Throw Them a Life Preserver-Not An Anchor Chapter 10 10. No Band for the Kid from Lucky Stop Chapter 11 11. No Hamburgers or Salads for the Free Lunch Kids Chapter 12 12. One Child Left Behind Chapter 13 13. The School Within the Lines Chapter 14 14. My Kids Chapter 15 15. Rounding the Bases-Bring 'Em Home Chapter 16 16. Kids in the Shadows Chapter 17 17. Do We Accept Responsibility? Chapter 18 18. Pecking Order Chapter 19 19. Elephant in the Room Chapter 20 20. Culture, Community, and Consolidation Chapter 21 21.You Brought a Dead Cat to School? Chapter 22 22. The Indiscernible Faces of Privileged Thinking Chapter 23 23. Learning the Constant-Time the Variable Chapter 24 24. More Equal than Others Chapter 25 25. The Kids Say I'm Black Chapter 26 26. We are ALL Gifted...We ALL have Disabilities Chapter 27 27. Closing Thoughts: We Can Do It...We Must Do It!.
- (source: Nielsen Book Data)
- Publisher's Summary
- Privileged thinking in today's schools is alive and well and shows its ugly head in a variety of ways that often go undetected (or are not addressed) by the educators down in the trenches. In this collection of scenarios and episodes, many of which were experienced by the authors in their years as school administrators, you will find an array of provocative examples of social injustice in the classroom, and what you can do to prevent it in your own school community. As the authors candidly and vulnerably reveal their own 'blind spots' and biases that occurred 'on their watch, ' readers will be able to take a look in the mirror as well, thus taking a critical step in better advocating for those students 'left on the fringe' in classrooms and schools.
(source: Nielsen Book Data)
- Publication date
- David Barnett ... [et al.].