Privileged Thinking in Today's Schools

The Implications for Social Justice

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Leadership, Educational Reform, Philosophy & Social Aspects
Cover of the book Privileged Thinking in Today's Schools by David Barnett, Richard Hughes, Rocky Wallace, Carol J. Christian Ed.D, R&L Education
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Author: David Barnett, Richard Hughes, Rocky Wallace, Carol J. Christian Ed.D ISBN: 9781607099710
Publisher: R&L Education Publication: December 16, 2010
Imprint: R&L Education Language: English
Author: David Barnett, Richard Hughes, Rocky Wallace, Carol J. Christian Ed.D
ISBN: 9781607099710
Publisher: R&L Education
Publication: December 16, 2010
Imprint: R&L Education
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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