''A powerful call to challenge rigid school practices that attempt to sort and level students. This extremely clear guide helps us move from critique to action, interweaving difficult matters of income disparity, language and religious marginalization, racism, and gender expression and identity. The authors inspire us to engage in the hard work of justice- and equity-oriented pedagogy and to do so collectively, with humor and with passion.''--Celia Oyler, professor of education, Teachers College, Columbia University''Condition Critical offers a critical framework for valuing and responding to student differences grounded in an expansive view of social justice, equity, access, and excellence. Accessible and engaging, each chapter skillfully weaves together first-person narratives, opportunities for self-reflection, and practical examples of key classroom practices. The result is a thoughtful and inspiring book that does more than critique the status quo, it points the way to transforming classrooms and schools for all.''--Beth Ferri, associate professor, School of Education, Syracuse University''Condition Critical is highly readable and immediately useful in the classroom. Teacher educators will be thrilled to find complicated principles of equity and inclusion analyzed and explained in ways students will find not only insightful but enjoyable to read.''--William A. Howe, past-president, National Association for Multicultural Education, and co-author of Becoming a Multicultural Educator''In this comprehensive and important book, inclusion is firmly and unapologetically situated in the context of social justice--a crucial orientation often missing in 'how to' books. The authors encourage us to remember our roots and rekindle a movement based on civil rights.''--Emma Van der Klift and Norman Kunc, co-directors, the Broadreach Training Centre, New Westminster, BCBook Features:* Personal stories that make concepts accessible to new and pre-service teachers.* Application exercises ideal for courses and professional development workshops.* Highlight boxes that raise additional questions for discussion and debate.* Interactive, multimodal instructional activities to use with many kinds of learners.Contributors: Subini Annamma, Laura Atkinson, David J. Connor, Elizabeth Z. Dejewski, David Feingold, Ana Maria García, Kathryn Henn-Reinke, Jodell Heroux, Kathleen Kotel, Elizabeth B. Kozleski, Valerie Owen, Susan Peters, Julie Ramirez, Maryl A. Randel, Janet Sauer, Stacey N. Skoning, Graciela Slesaransky-Poe, Robin M. Smith, Jeannie Zeitlin

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Widening the Circle is a passionate, even radical argument for creating school and classroom environments where all kids, including children labeled as "disabled" and "special needs," are welcome on equal terms.In opposition to traditional models of special education, where teachers decide when a child is deemed "ready to compete" in "mainstream" classes, Mara Sapon-Shevin articulates a vision of full inclusion as a practical and moral goal. Inclusion, she argues, begins not with the assumption that students have to earn their way into the classroom with their behavior or skills, it begins with the right of every child to be in the mainstream of education, perhaps with modifications, adaptations, and support. Full inclusion requires teachers to think about all aspects of their classrooms—pedagogy, curriculum, and classroom climate.Crucially, Sapon-Shevin takes on arguments against full inclusion in a section of straight-talking answers to common questions. She agrees with critics that the rhetoric of inclusion has been used to justify eliminating services and "dumping" students with significant educational needs unceremoniously back into the mainstream with little or no support. If full inclusion is properly implemented, however, she argues, it not only clearly benefits those traditionally excluded but enhances the educations and lives of those considered mainstream in myriad ways.Through powerful storytelling and argument, Sapon-Shevin lays out the moral and educational case for not separating kids on the basis of difference.

Product Description: Explores cooperative learning practices.Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts...read more

Playing Favorites examines the ways in which gifted education disrupts the classroom community, deskills regular classroom teachers, limits their ability and willingness to meet individual needs, and impairs the creation of a climate of inclusion and acceptance of difference. Sapon-Shevin shows here that current models of gifted education are elitist and meritocratic, treating some children, not just differently than others, but better; and that in large urban districts, gifted education programs are often racist as well. By creating and funding gifted programs, the author contends, schools engage in a form of educational triage, serving those children for whom inadequate programming and educational failure would not be acceptable while maintaining the status quo for the majority of the school population. This book provides support for teachers, parents, and administrators who have found themselves caught in the struggle of insuring an appropriate education for some children without sacrificing the good of all. Incorporating the words of teachers, parents, and students, as well as related research and theory, this book analyzes the relationship between diversity, community, and social justice. Sapon-Shevin challenges the reader to reconsider ways in which schools can meet individual educational needs while preserving communities of learners as well as the commitment to the education of all children. Finally, the book extends the challenge and assurance that we need not choose between quality education for some and mediocre education for all."