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Decolonizing Classroom Management: A Critical Examination of the Cultural Assumptions and Norms in Traditional Practices introduces a framework for decolonizing classroom management which entails critically examining the cultural assumptions and norms embedded in our traditional practices
Sommario
Forward
Marie Battiste
Introduction
Flynn Ross and Larissa Malone
1 Theoretical Framework for Decolonizing Classroom Management
Flynn Ross
2 Colonialism, Assimilation, and Dominant Discourse: A Brief History of Classroom Management
Adam Schmitt
SECTION 1: Assumptive Language - Decolonizing Our Thinking3 Problematizing Best Practices and Educational Research by Ronald Philip Cunningham
4 Under the Hood of a Well-Oiled Machine: Revealing Racism and Ableism within Classroom Management Practices Through Disability Critical Race Theory (DisCrit)
April Coloma Boyce and Maggie R. Beneke
5 Building Belonging in Classroom Learning Communities
Erika McDowell
6 Decolonizing Classroom Relationships
Dina Strasser
7 Centering Humanity, Love, and Connection in Classroom Management
Erica Holyoke
SECTION 2: Challenging Established Classroom Management Models 8 From Interest Convergence in PBIS to Co-Generative Praxis
Matthew Green and Jade Calais
9 Reimagining Classroom Management: A Humanizing Social and Emotional Framework
Brandie Oliver, Brooke Harris Garad, Brian Dinkins, Danielle Madrazo, and Katie Brooks
10 Decolonizing Mindfulness: Centering Liberation and Connection
Patricia Benitez Hemans
11 Challenging the Narrative: How Unexamined Behaviorist Beliefs Can Sabotage Trauma Informed Practices
Jennifer Randhare Ashton, Jessica Sniatecki, and Maria Timberlake
12 Shaking Restorative Justice Free from Retributive Justice
Flynn Ross
SECTION 3: Directions to Consider 13 Fostering Social and Emotional Bonds Through Indigenous Storytelling
Jose Ortiz
14 Dreaming Communities of Care: Radical World-Building with Abolitionist Organizers Toward Students' Heartwholeness
Riley Drake
15 Creating Harmonious Classroom Communities by Embracing Community Cultural Wealth and Connection Building
Violet Jiménez Sims and Dana Trunquest
16 A Collaborative Approach of Ubuntu: Dismantling Colonial Classroom Management Practices in South African Schools through the Spirit of Ubuntu
Amy Sarah Padaychee and Samatha Kriger
Epilogue: Decolonial Theory to Practice, Toward Shared Anti-Colonial Futures
Rebecca Sockbeson, Fiona Hopper, Bridgid Neptune, and Starr Kelly
Contributors
About the Editors
Info autore
Flynn Ross, Ed.D. has worked in hundreds of classrooms across the United States as a teacher and teacher educator for over 30 years and she currently serves as Professor and Department Chair of Teacher Education at the University of Southern Maine.
Larissa Malone, Ph.D. research centers on the minoritized experience in schooling and she is currently an associate professor of Social & Cultural Foundations at the University of North Carolina Wilmington.
Riassunto
Decolonizing Classroom Management: A Critical Examination of the Cultural Assumptions and Norms in Traditional Practices introduces a framework for decolonizing classroom management which entails critically examining the cultural assumptions and norms embedded in our traditional practices
