Elizabeth Janson (28 results)

Condition: New.

Paperback. Condition: New. Automatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers' and students' spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent-an epistemic blindness and privilege.…

Paperback or Softback. Condition: New. The Pinocchio Effect: Decolonialities, Spiritualities, and Identities. Book.

Condition: New.

Condition: As New. Unread book in perfect condition.

Paperback. Condition: New. Automatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers' and students' spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent-an epistemic blindness and privilege.…

Couverture souple. Condition: bon. RO40062503: 1976. In-12. Broché. Etat d'usage, Couv. légèrement passée, Dos frotté, Quelques rousseurs. Environ 220 pages. . . . Classification Dewey : 820-Littératures anglaise et anglo-saxonne.

Condition: New.

Condition: As New. Unread book in perfect condition.

Paperback. Condition: New. Automatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers' and students' spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent-an epistemic blindness and privilege.…

Condition: New. &Uumlber den AutorElizabeth Janson is a secondary media specialist and former English teacher in Massachusetts and holds a PhD in Educational Leadership and Policy Studies.KlappentextElizabeth Janson e.

Couverture souple. Condition: bon. RO40062574: 1973. In-12. Broché. Etat d'usage, Couv. légèrement passée, Dos satisfaisant, Quelques rousseurs. Environ 220 pages. . . . Classification Dewey : 820-Littératures anglaise et anglo-saxonne.

Couverture souple. Condition: bon. RO40061792: 1970. In-12. Broché. Etat d'usage, Couv. convenable, Dos frotté, Quelques rousseurs. Environ 220 pages. . . . Classification Dewey : 820-Littératures anglaise et anglo-saxonne.

Couverture souple. Condition: bon. RO40061149: 1970. In-12. Broché. Etat d'usage, Coins frottés, Dos frotté, Quelques rousseurs. 222 pages. . . . Classification Dewey : 840-Littératures des langues romanes. Littérature française.

Taschenbuch. Condition: Neu. Neuware - Automatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers' and students' spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent--an epistemic blindness and privilege. …

Condition: New. KlappentextrnrnVoicing the Silences of Social and Cognitive Justice: Dartmouth Dialogues represents another transformative dialogue that results from a political project that was designed to prepare critical, transformative leaders, policy maker.

Paperback. Condition: New. Automatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers' and students' spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent-an epistemic blindness and privilege.…

Condition: New. KlappentextrnrnVoicing the Silences of Social and Cognitive Justice: Dartmouth Dialogues represents another transformative dialogue that results from a political project that was designed to prepare critical, transformative leaders, policy maker.

Hardcover. Condition: New. &Uumlber den AutorElizabeth Janson is a secondary media specialist and former English teacher in Massachusetts and holds a PhD in Educational Leadership and Policy Studies.KlappentextElizabeth Janson e.

Buch. Condition: Neu. Neuware - Automatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers' and students' spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent--an epistemic blindness and privilege.…

Condition: new. Questo è un articolo print on demand.

Condition: new. Questo è un articolo print on demand.

Paperback. Condition: Brand New. 183 pages. 9.00x6.00x0.75 inches. In Stock. This item is printed on demand.

Paperback. Condition: Brand New. 220 pages. 9.00x6.00x0.75 inches. In Stock. This item is printed on demand.

Condition: new. Questo è un articolo print on demand.

Condition: new. Questo è un articolo print on demand.

Hardcover. Condition: Brand New. lam edition. 220 pages. 9.25x6.25x0.75 inches. In Stock. This item is printed on demand.

Hardcover. Condition: Brand New. 183 pages. 9.50x6.25x0.75 inches. In Stock. This item is printed on demand.