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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. 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.
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. 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.
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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.
Inhaltsangabe
Acknowledgments 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
Acknowledgments 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
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