While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. Thinking Comprehensively About Education sheds much-needed light on those systems, programs, and practices; conceptualizing education more broadly through a nuanced exploration of:
- the various spaces where education occurs;
- the non-dominant practices and possibilities of those spaces;
- the possibilities of enabling social systems, institutions, and programs of comprehensive education.
This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system. Thinking Comprehensively About Education is a must-read for faculty, students, policy analysts, and policymakers.
|Publisher:||Taylor & Francis|
|Product dimensions:||6.50(w) x 1.50(h) x 9.50(d)|
About the Author
Ezekiel Dixon-Román is an assistant professor of social policy in the School of Social Policy & Practice at the University of Pennsylvania.
Edmund W. Gordon is the John M. Musser Professor of Psychology, Emeritus at Yale University; Richard March Hoe Professor, Emeritus of Psychology and Education, at Teachers College, Columbia University; and Director Emeritus of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University.
Table of Contents
Foreword, Angela Glover Blackwell
Chapter 1 Introduction: Social Space and the Political Economy of Education Conceived Comprehensively, Ezekiel Dixon-Román
Chapter 2 Toward a Re-conceptualization of Education, Edmund W. Gordon with Paola Heincke and Kavitha Rajagopalan
Social Systems & the Produced Spaces of Education Comprehensively Conceived
Chapter 3 Products of the Revolution: The Social System of Comprehensively Conceived Education in Cuba, Ezekiel Dixon-Román
Chapter 4 The Ethnic System of Supplementary Education: Lessons from Chinatown and Koreatown, Los Angeles, Min Zhou
Chapter 5 San Diego’s Diamond Neighborhoods and The Jacobs Center for Neighborhood Innovation, Andrea Yoder Clark & Tracey Bryan
Programmatic & Institutional Production of Spaces of Education Comprehensively Conceived
Chapter 6 Re-Storying the Spaces of Education through Narrative, Lalitha Vasudevan & Kristine Rodriguez
Chapter 7 The Drum in the Dojo: Re-sounding Embodied Experience in Taiko Drumming, Kimberly Powell
Non-Dominant Everyday-Spatial Practices of Education Comprehensively Conceived
Chapter 8 The Cultural Modeling of Comprehensively Conceived Education, Carol Lee
Chapter 9 Theoretical Analysis of Resilience and Identity: An African American Engineer’s Life Story, Ebony McGee & Margaret Beale Spencer
Chapter 10 Exploring Educative Possibility Through the Process of Learning in Youth Sports, Na’ilah Nasir
Chapter 11We are the Ones: Educative Possibilities in Youth Poetry, Korina Jocson
Toward a Public Policy Agenda on Education Comprehensively Conceived
Chapter 12 The Challenges of Developing a Robust Knowledge Base on Complementary Education: Toward a Policy Relevant Research Agenda, Jacob Leos Urbel & J. Lawrence Aber
Chapter 13 A Broader and Bolder Approach for Newark, Lauren Wells & Pedro Noguera
Chapter 14 School Reform: A Limited Strategy in National Education Policy, Edmund W. Gordon & Paola Heincke