Anastasia P. Samaras, Ph.D. is Professor at the Graduate School of Education at George Mason University. She is a pedagogical scholar with an extensive repertoire of teaching, administrative, and research activity directly related to her signature work in the self-study research methodology which include books on Learning Communities in Practice (2008) and Self-Study Teacher Research (2011). A former school teacher and director of teacher education programs at The Catholic University of America and George Mason University, she brings a repertoire of practical applications grounded in sociocultural theory directly to her teaching. She is recipient of the Dissertation Research Award, Curry School of Education, University of Virginia, the Outstanding Scholar Award, University of Maryland, a Fulbright Scholar, and a visiting scholar at the University of KwaZulu-Natal, University of Iceland, Vrije University, and Victoria University. Her expertise in early childhood and teacher education has also led to appointments as a consultant for numerous program reviews with various Federal agencies, departments, Head Start, and universities. She currently serves as Chair-Elect of the Self-Study of Teacher Education Special Interest Group of the American Educational Research Association and project leader of two university cross-disciplinary faculty self-study groups. Her research centers on designing and studying Neo-Vygotskian-based curriculum applications in teachers professional practices, including her own.
The book brings together relevant examples of anti-colonial discourse and struggle from across the US and Canada, providing unique perspectives on resistance, activism, scholarship and pedagogy. Anti-colonialism is an evolving framework to which this book hopes to make a unique contribution, with the range, depth and analytical approach of the chapters it contains.
The emphasis on anti-colonial resistance here is significant, as it consistently reveals the personal commitment required for the undoing of domination, as well as the ways in which people can collectively pursue radical politics in their aim of bringing about social justice. The book examines a multitude of actions which could be termed anti-colonial, from student walkouts along the US/Mexico border, to interrogations of the relationship between indigenous and anti-racist struggles in North America, to analyses of the implications of anti-colonialism for community unionism as well as disability rights struggles.
Chapters also look at the movement for Africentric schools in Toronto, provide an annotated and comparative look at the myriad struggles for and by the Fourth World and Fourth World nations, and analyze the creation of an anti-colonial classroom in a Montreal university. They also explore the colonial underpinnings of multicultural education in the US.
With contributions from leading thinkers such as Henry Giroux, Ward Churchill, and Peter McLaren, as well as fresh perspectives from junior academics, this book provides a diverse and varied survey of anti-colonialism in the US and Canada. It will be a thought-provoking read for those working in a wide variety of disciplines, from Sociology to Politics.
In daring and incisive ways, Arlo Kempf's collection further positions anti-colonialism as the necessary educational project for the colonizer and colonized within us all; it reflectively re-sets the radical education agenda, with telling historical and current instances that are used by the book's authors to move constructively forward in critical ways. John Willinsky, Stanford University, USA
This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title – Practice Theory Perspectives on Pedagogy and Education – captures the central overarching focus that underpins the book.
The international collection of authors brings to the handbook a breadth of knowledge and experience about the teaching profession and a wealth of material across a number of comparative dimensions, such as between developed and developing countries and between Eastern and Western cultures. In addition, many articles address the emerging challenges to education and to the lives of teachers which are brought about by the globalization trends of the 21st Century.
The handbook is divided into two volumes, and focuses on the following general topic areas:
Theory and Research on Teachers
Becoming a Teacher
Characteristics of Teachers
Teacher Life Cycles Theories of Teaching and Learning
Teaching in Classrooms
Teaching Specific Student Populations
The Teaching of Individual Subjects
Great Debates about Teachers and Teaching
The handbook is written for students and researchers in the fields of education, the social sciences and the behavioral sciences. In addition, it is a valuable resource for policy-makers who want knowledge and insights based on the latest research findings. Many author recommendations are relevant for the development of educational reform policies in both developed and developing societies.
Making a difference in Teacher Education through Self-Study: Studies of Personal, Professional, and Program Renewal describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It describes the accomplishments of individuals (and in part the programs in which they work) who have overcome many of the hurdles teacher educators typically face. These individuals have made a difference in the lives of their students, their colleagues, and many classroom teachers. The book presents research on 15 different teacher education programs and describes individual renewal efforts. The stories -- including both the successes and challenges -- are inspiring and informative. In this age of accountability these teacher educators have used a range of research methods to gather data on their work and in turn used it to guide future decisions. The text includes examples of both large scale research and individual efforts. The common thread among the authors is a commitment to "walking the talk."