Bøger udgivet af Dio Press Inc

This edited collection of essays, poems, plays, and visual art foregrounds the voices of formerly and currently incarcerated individuals. In these chapters, you will read about the role of literacy before, during, and after incarceration. These powerful narratives humanize the complexities of lives impacted by mass incarceration policies and practices. As you encounter these poignant testimonies of the ways the written word transforms and liberates, we invite you to reflect on your preconceptions and beliefs about the role of carceral institutions in a just societytes the voices of the incarcerated soar across the firmament, bearing witness to the grave injustices of the prison industrial complex. This powerful anthology reveals the hope and promise that quality literacy education offers to society, especially those who are ensepulchred in the dark alchemy of our prisons and youth detention centers. It is a book that needs to make its way into the hands of educators everywhere as a testament to the human spirit and the triumph of self and social transformation towards a compassionate and justice-seeking greater good.ng Kites the voices of the incarcerated soar across the firmament, bearing witness to the grave injustices of the prison industrial complex. This powerful anthology reveals the hope and promise that quality literacy education offers to society, especially those who are ensepulchred in the dark alchemy of our prisons and youth detention centers. It is a book that needs to make its way into the hands of educators everywhere as a testament to the human spirit and the triumph of self and social transformation towards a compassionate and justice-seeking greater good.

This book gives an example of a non-conventional approach to learning and teaching in a university of applied sciences in the Netherlands. The author shares from own experiences, the characteristics of a fluid approach for higher education. This model changes by its users, by social surroundings and the implications of the age we live in. Ecological pedagogy adapts to what needs to be done in the context and anticipates on challenges in the current paradigm of teaching. Teaching is seen as a relational science that covers a wider range of aspects of the teaching act than instruction. This book can inspire practitioners in higher education to give students voice and space to develop into self-directing and lifelong learning professionals.

This edited collection of essays, poems, plays, and visual art foregrounds the voices of formerly and currently incarcerated individuals. In these chapters, you will read about the role of literacy before, during, and after incarceration. These powerful narratives humanize the complexities of lives impacted by mass incarceration policies and practices. As you encounter these poignant testimonies of the ways the written word transforms and liberates, we invite you to reflect on your preconceptions and beliefs about the role of carceral institutions in a just society.

This book highlights the convergences of the ''anti-colonial'' and the ''decolonial'', arguing that the anti-colonial is a path to follow to reach a decolonial end. We examine decolonial and anti-colonial futurities through counter-hegemonic knowledge practice. In seeking to reframe the anti-colonial praxis, the book takes up theory and knowledge as weapons of change with an insistence that there is a place for the intellectual warrior in combat on the academic landscape. The book also insists on a theorization of the anti-colonial in ways that do not conflate race, class, gender, sexuality, disability, colonialism and capitalism, but rather, emphasizes a more sophisticated analysis of intersections while maintaining a gaze on the ''colonial dominant''.This is a compelling collection of insightful essays about the vicious pervasiveness of colonialism, but also about the persistent and creative resistance to colonialism. This gives us much hope that this ugly beast will finally be tamed and neutralized so that the world''s wretched can begin or continue healing. Ama Mazama, Professor of Africology, Temple University, CanadaSituating anti-colonial theory, pedagogy and praxis as a pathway to realize the goal of decolonization, contributors to this project provide diverse interventions that push forward this important groundwork. At a time where the destructive legacies of colonialism and racism are felt globally, this timely collection attends to these challenges and offers ways to imagine alternative futures.  Jasmin Zine, Professor, Wilfrid Laurier University, CanadaTheorizing the ''Anti-Colonial'' presents a rigorous and thoughtful examination of the multiple forms of violence of colonialism, issuing a powerful call to interrupt colonial practices and investments that sustain this violence today. The book invites readers to confront harmful geographies and practices of colonialism and to build anti-colonial relational responsibilities that can resist the colonial economies in everyday life.Vanessa Andreotti, Professor and Canada Research Chair in Race, Inequalities and Global Change, Department of Educational Studies, University of British Columbia, Canada

What is the impact of a doctoral program that specifically seeks to decenter whiteness and specifically interrogate white supremacy? The critical storytelling perspectives in this project illuminate themes centered on Whiteness and the academy. They provide honest narratives about the processes and benefits of unhooking from Whiteness (Hayes & Hartlep, 2013). This book shares the stories of scholars from the first several cohorts of one Urban Education focused doctoral program and contextualizes the very real and very different experiences individuals face in the academy. Each author contributes their perspectives about a single program, how it has shaped them, how it has moved them forward, and how it has enabled their own work toward dismantling white supremacy. When read together these stories offer insight into the intentionally of the program itself and the commonalities that unite the student experience. This is important because efforts to create just and decolonized spaces, inside and outside of the academy requires that each space, each particular program, turn examination efforts inward and seek to understand as many individual experiences as possible and provide space to center and elevate the counternarratives of individual doctoral experiences.

For Muslims to project themselves into the future is a radical act in a world where the lives of Muslims and those perceived to be Muslims are threatened. your book. Shaping Muslim Futures: Youth Visions and Activist Praxis, amplifies the counternarratives of activist Muslim youth situated in Toronto, Canada, shaping their desired futures for themselves, their families and communities. Drawing on intensive life history interviews, Shaping Muslim Futures offers a rich account of learning experiences that raised their critical awareness of the world and of their critical reflection and action upon the world to transform it. Through their counternarratives, we explore sites of learning including families, neighbourhoods, secular and faith-based schools, and Hip Hop cultures; and Sites of reflection and action, including advocating with and for other racialized youth living in social housing; creating safer spaces for Muslim girls and young women; building public awareness campaigns for Muslim and other racialized and criminalized communities about racial profiling, police brutality and state surveillance; and writing and performing counternarratives through spoken iword poetry. Woven together, the voices and stories reveal what the activist Muslim youth can teach us about worldbuilding. Written for Muslim and other racialized youth, and anyone engaged in shaping futures where Muslim and other racialized youth are thriving, this (guide)book invites readers to imagine and practice living into the futures we want as though they exist in the present.

Pandemic Pedagogies invites readers to consider how the COVID-19 pandemic has radically altered every facet of social life. From education and communication to structures of government, health systems, social and recreational services, the justice system, and the global economy, educators are forced to consider new ways of teaching and learning in the midst of survival. Drawing on the public writing of scholars, journalists, health professionals, public intellectuals, and activists, the essays in this collection explore the transformations and consequences of pandemics, along with evidence-based responses, critical analysis, and sociohistorical framing, all necessary tools for situating the disparate impacts and contributing to public debates. In nine sections, the book addresses grammars of negation, the pandemic of racism, investments in coronavirus capitalism, the politics of exposure and protection, the politics of space, ecologies of justice, crises in leadership, narratives of resilience, and tools and strategies for teaching about the pandemic. Pandemic Pedagogies offers critical perspectives on the sweeping injustices intensified by COVID-19 and the resurgence of racialized state violence. It offers context, data, viewpoints and solutions to collectively teach, learn, and thrive. It takes up abolitionist teaching methodologies-focusing not only on the many ways the pandemic has exacerbated injustice, but also on how individuals and communities are healing, expressing vulnerability, and building community-to amplify intersectional racial justice strategies across learning spaces. This collection is a pedagogical intervention to locate how individuals and communities propel us forward through the multiple pandemics of 2020.