Information Age Publishing, Inc. November 2016 Advanced Book Information 9 New Titles

White Women’s Work: Examining the Intersectionality of Teaching, Identity, and Race

Women of Color in STEM: Navigating the Double Bind in the Workforce

The Psychology of Imagination: History, theory and new research horizons

Leadership: Learning, Teaching, and Practice

The Luso‐Anarchist Reader: The Origins of in Portugal and

Silent Partners in Multicultural Education

Creating and Negotiating Collaborative Spaces for Socially‐Just Anti‐Bullying Interventions for K‐12 Schools

Restorative Practice Meets Social Justice: Un‐silencing the Voices of “At‐Promise” Student Populations

Science and Service‐Learning

**All books listed on these ABI sheets should be available within 60 days**

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 PHONE: 704‐752‐9125 FAX: 704‐752‐9113 URL: WWW.INFOAGEPUB.COM New Book Information

White Women’s Work: Examining the Intersectionality of Teaching, Identity, and Race

Editors: Stephen D. Hancock, UNC Charlotte Chezare A. Warren, Michigan State University

A volume in Contemporary Perspectives on Access, Equity, and Achievement Series Editor: Chance W. Lewis, University of North Carolina at Charlotte

Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non‐white teachers, thus making it imperative to better understand the nature of white women’s work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color.

While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research‐supported professional development resources for a white woman‐dominated profession. To that end, the book’s contributors present critical insight for creating cultural contexts for learning conducive to effective cross‐cultural and cross‐racial teaching. Chapters in the first section explore white women’s role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second Publication Date: 2016 section discern the implications of white images, whiteness, and white racial identity formation for

preparing and professionally developing white women teachers to be effective educators. Chapters in the ISBNs: third section of the book emphasize the centrality of race in negotiating academic interactions that Paperback: 9781681236476 demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the Hardcover: 9781681236483 intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in E‐Book: 9781681236490 multiethnic environments. In addition, the book offers solution‐oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in Paperback: $45.99 American schools. Hardcover: $85.99 Trim Size: 6.125 X 9.25 CONTENTS: Introduction: White Women’s Work? Unpacking Its Meaning and Significance for the Page Count: 216 Contemporary Schooling of Diverse Youth, Chezare A. Warren and Stephen D. Hancock. PART I: WHITE WOMEN AND THE CULTURALIZATION OF THE SCHOOL ENVIRONMENT. Roadblock in the Mirror: Subject: Women’s Education, Teacher Recommendations for Overcoming the Cultural Disability of Whiteness in Non‐White Educational Education, Race, Teacher Identity Spaces, Benterah C. Morton, Melvin J. Jackson, Marcie E. Frazier, and Kenneth J. Fasching‐Varner. Naming the Unnamed: White Culture in Relief, Ali Michael, Chonika Coleman‐King, Sarah Lee, Cecilia Ramirez, and BIC Code: JFSJI Keisha Bentley‐Edwards. Precarious and Undeniable Bodies: Control, Waste, and Danger in the Lives of a White Teacher and her Students of Color, Angela C. Coffee, Erin Stutelberg, Colleen H. Clements, and BISAC Codes: Timothy J. Lensmire. PART II:INVESTIGATING WHITE TEACHER IMAGE AND IDENTITY. Double EDU029000 Image, Single Identity: Constructive Academic Relationships in Multiethnic Classrooms, Stephen D. SOC031000 Hancock. Doing Whiteness in the Classroom: White Liberal Pedagogy and the Impossibility of Antiracist SOC028000 Subjectivity, Amy Brown and Naomi Reed. “Becky Please!”: White Teachers and Their Issues With Whiteness, Cheryl Matias and Naomi Nishi. The Murky and Mediated Experience of White Identities in Early Childhood, Erin Miller. PART III: DISENTANGLING RACE AND WHITENESS TO BETTER ENSURE CULTURALLY RESPONSIVE INSTRUCTION. “Nice White Ladies”: Race, Whiteness, and the Preparation of More Culturally Responsive Teachers, Chezare A. Warren and Lloyd Matthew Talley. The Evidence of Things Not Seen? Race, Pedagogies of Discipline, and White Women Teachers, Kevin Lawrence Henry, Jr. and Chezare A. Warren. About the Contributors.

More titles in this series can be found at: http://www.infoagepub.com/series/Contemporary‐Perspectives‐on‐Access‐Equity‐and‐Achievement

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

Women of Color in STEM: Navigating the Workforce

Editors: Julia Ballenger, Texas A&M University‐Commerce Barbara Polnick, Sam Houston State University and Beverly Irby, Texas A&M University

A volume in Research on Women and Education Series Editors: Beverly Irby, Texas A&M University and Janice Koch, Hofstra University

Women of Color in STEM: Navigating the Workforce is an opportunity for making public the life stories of women of color who have persevered in STEM workplace settings. The authors used various critical theories to situate and make visible the lives of women of color in such disciplines and workplace contexts like mathematics, science, engineering, NASA, academia, government agencies, and others. They skillfully centered women and their experiences at the intersection of their identity dimensions of race, class, gender, and their respective discipline.

While the disciplines and career contexts vary, the oppression, alienation, and social inequities were common realities for all. Despite the challenges, the women were resilient and persevered with tenacity, a strong sense of self as a person of color, and reliance on family, community, mentors, and spirituality. While we celebrated the successes, it is critical that organizational leaders, whether in education or other workplace settings, draw from narratives and counter‐narratives of these women to improve the organizational climate where individuals can thrive, despite their racial, class and gender identity. This book will assist educational communities, professional communities, and families to understand their roles and responsibilities in increasing the number of women of color in STEM. Publication Date: 2016

ISBNs: CONTENTS: Foreword, Mary Alfred. Introduction, Julia Ballenger. PART I: WOMEN OF Paperback: 9781681237060 COLOR IN STEM: RESILIENCE AND OPPORTUNITY. What Plato Took for Granted: An Hardcover: 9781681237077 Examination of the First Five African American Female Mathematicians and What That Says E‐Book: 9781681237084 About Resistance to the Western Epistemological Canon, Nicole M. Joseph. Women of Color in Paperback: $45.99 the STEM Academic Workplace, Lindsay Johnson, Kecia M. Thomas, and Lindsay Brown. Hardcover: $85.99 Breaking Barriers: Inspiring Stories About NASA Women of Color, Lisa Brown, Andrea Foster, and Barbara Polnick. Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years Trim Size: 6.125 X 9.25 Since Brown v. Board of Education: Counter‐narratives of a Five‐Generation Family, Page Count: 224 Jacqueline Leonard, Erica N . Walker, Victoria R. Cloud, and Nicole M. Joseph. PART II: WOMEN OF COLOR IN STEM: STORIES OF STRUGGLES AND SUCCESS The Fulfillment of a Subject: Women of Color, Diversity, STEM Mother’s Dream: An African American Woman’s Story of Struggle and Success in Science, workforce Cailisha L. Petty and Catherine Dimitra White. Navigating the STEM Landscape: Examining BIC Code: JFSJ1 the Role of Spatial Reasoning for Women of Color, Samina Hadi‐Tabassum. Diversity in STEM? Challenges Influencing the Experiences of African American Female Engineers, BISAC Codes: Delores Rice. Present But Not Accounted For: Examining How Intersectional Identities Create EDU029000 a Double Bind for and Affect Leadership of Women of Color in Educational Settings, Adrienne SOC032000 R. Carter‐Sowell, Danielle D. Dickens, Gabe H. Miller, and Carla A. Zimmerman. About the SOC001000 Editors. About the Contributors.

More titles in this series can be found at: http://www.infoagepub.com/series/Research‐on‐Women‐and‐Education

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

The Psychology of Imagination: History, Theory and New Research Horizons

Editors: Brady Wagoner, Aalborg University, Ignacio Bresco de Luna, Aalborg University and Sarah H. Awad, Aalborg University

A volume in Niels Bohr Professorship Lectures in Cultural Psychology Series Editor: Brady Wagoner, Aalborg University

This book offers a new approach to imagination which brings its emotional, social, cultural, contextual and existential characteristics to the fore. Fantasy and imagination are understood as the human capacity to distance oneself from the here‐and‐now situation in order to return to it with new possibilities. To do this we use social‐cultural means (e.g. language, stories, art, images, etc.) to conceive of imaginary scenarios, some of which may become real.

Imagination is involved in every situation of our lives, though to different degrees. Sometimes this process can lead to concrete products (e.g., artistic works) that can be picked up and used by others for the purposes of their imagining. Imagination is not seen here as an isolated cognitive faculty but as the means by which people anticipate and constructively move towards an indeterminate future. It is in this process of living forward with the help of imagination that novelty appears and social change becomes possible.

This book offers a conceptual history of imagination, an array of theoretical approaches, imagination’s use in psychologist’s thinking and a number of new research areas. Its aim is to offer a re‐enchantment of the concept of imagination and the discipline of psychology more generally. Publication Date: 2016 CONTENTS: Introduction. PART I: NIELS BOHR LECTURE. From Fantasy to Imagination: A Cultural History ISBNs: and Moral for Psychology, Carlos Cornejo. PART II: CONCEPTUAL AND HISTORICAL ANALYSES. Use your Paperback: 9781681237091 Imagination: The History of a Higher Mental Function, Luca Tateo. Reviving the Logic of Aesthetics: Poetry and Hardcover: 9781681237107 Music in Cultural Psychology, Sven Hroar Klempe and Olga V. Lehmann Oliveros. Kant and Goethe? The E‐Book: 9781681237114 Imaginative Link Between Sensuality and Concepts, Bo Christensen and Steen Brock. The Sinnlichkeit of Paperback: $45.99 Panoramic Experience, Jaan Valsiner. PART III: THEORETICAL APPROACHES AND DEVELOPMENTS. Ruins Hardcover: $85.99 and Memorials: Imagining the Past through Material Forms, Zack Beckstead. Fantasy and Imagination: From Psychoanalysis to Cultural Psychology, Tania Zittoun. Hope as fantasy: An Existential Phenomenology of Trim Size: 6.125 X 9.25 Hoping in Light of Parental Illness, Ditte Alexandra Winther‐Lindqvist. From Fantasy and Imagination to Page Count: 348 Creativity: Towards a ‘Psychology with Soul’ and ‘Psychology with Others’, Vlad Glaveanu. PART IV: THE SCIENTIFIC IMAGINATION IN PSYCHOLOGY. The Dynamics of ‘Necessity’ Shaping our Imaginative Lives: a Subject: Imagination, Fantasy, Cultural Pre‐Conceptual Account of Discriminative Word Usage, John Shotter. Amerindian Psychology: The Cultural Psychology Basis for General Knowledge Construction, Danilo Silva Guimarães. Gaps in Human Knowledge: Highlighting the

Whole Beyond our Conceptual Reach, Lucas Mazur. Nature Leaves no Gaps: From Scientifically Dissected BIC Code: JML Phenomena Back to the Whole, Meike Watzlawik. PART V: NEW RESEARCH HORIZONS. “We are Not Free,

BISAC Codes: Admit it… But We Cling onto Tomorrow”: Imagination as a Tool for Coping in Disempowering Situations, Sarah PSY040000 H. Awad. Feeling Myself with Nature: Reflections on Picking Flowers in Japan and Denmark, Rebekka Mai PSY031000 Eckerdal. Russian Revival of the St. George Myth and its Imagery: A Study Based on Reconstructive Picture PSY008000 Interpretation and Psychoanalysis, Stefan Hampl and Dominik Mihalits. PART VI: CONCLUDING RESPONSE. Conclusion: The Re‐Enchantment of Psychology, Carlos Cornejo.

More titles in this series can be found at: http://www.infoagepub.com/series/Niels‐Bohr‐Professorship‐Lectures‐in‐Cultural‐Psychology

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

Leadership: Learning, Teaching, and Practice

Edited By: Autumn Tooms Cyprès, St. John’s University, New York City

A volume in Leaders, Schools, and Change Series Editor: Autumn Tooms Cyprès, St. John’s University, New York City

The purpose of this book is to examine the tensions, gaps, and intersections between the practices of leadership in educational systems, school leadership preparation programs, and the often different worlds of academia and k12 schools. Voices from both academia and k12 schools are used to illustrate the tensions that cluster around capacity, politics, and the everyday practice of inspiring, engaging, and preparing school leaders.

CONTENTS: SECTION I: LEARNING. The Long Shadow of Mike Mikusa, Autumn Tooms Cyprès. K–12 Administrator to New Faculty: Negotiating All Over Again, Thomas H. Beatty. Newbie Again: Transitioning to the Professoriate From a Life in K–12, Elizabeth Chase. Hecate’s Question: Seeing Multiple Dimensions to Navigate Responsibility, Set Goals, and Build Success in a Career, Noelle Witherspoon Arnold and Autumn Tooms Cyprès. SECTION II: TEACHING. Preparing Educational Leaders as Consumers of Policies and Practices or Thinkers Influencing Educational Reform and Freedom? Elizabeth Murakami and Frank Hernandez. The Potential Role of Research Methods Courses in Bridging Research to Practice, Lisa M. Abrams and Tameshia V. Grimes. Group Decision Making in Higher Education: Identifying the Tensions Between Tenured/Tenure‐Track Faculty and Non‐Tenure‐Track Faculty, Brenda Cowlbeck. SECTION III: PRACTICE. The Heart Beats Strong, But the Fist Was Slow to Form: Lessons Learned From My Principal Preparation Program, Charles Smialek. A Precarious Intersection of Democracy in the United States: The Public School Administrator’s Dilemma in Working with the School Boards That Employ Them but Who Lack Critical Thinking Skills, John Tharp. Idealism, Realism, and Blue Jays in the Gas Chamber of Educational Leadership, Barbara Driver. About the Authors.

Publication Date: 2016 Advance Praise for Leadership: Learning, Teaching, and Practice ISBNs: Paperback: 9781681237121 This is a book about experience. This is a book that draws from the knowledge—both personal and professional‐‐ that Hardcover: 9781681237138 professors and practitioners shared on their journeys through academia and the day‐to‐day of K‐12 administration. The book is framed around the trinity of teaching, learning, and practice. It is a book that “examines the tensions, gaps, and E‐Book: 9781681237145 intersections between the practices of leadership within educational systems and school leadership preparation Paperback: $45.99 programs.” The reader will be challenged to consider one’s own approach to leadership in education by examining each author’s perspective on leading for learning in America’s schools. Hardcover: $85.99 Professor James E. Berry Executive Director Trim Size: 6.125 X 9.25 National Council of Professors of Educational Administration

Page Count: 154

Subject: Professorate, School Leadership, This book provides a great balance of scholarly work focused on leadership and shaped by the actual experiences of practicing administrators. It is absolutely outstanding literature for leaders. The book provides concepts and experiences Leadership Preparation Programs that will help veteran administrators and will serve as a great resource for instructors in leadership development programs. It strikes at the heart of teaching and learning and will ultimately have a positive influence on children. BIC Code: JNK Lyle E. Evans, Ed.D BISAC Codes: Assistant Superintendent for Human Resources and Administrative Services Chesterfield County Public Schools EDU032000 Commonwealth of Virginia EDU034000 EDU046000 The challenges faced by school leaders today are daunting. In Leadership: Learning, Teaching and Practice, experts from across the nation bridge the gap between theory and practice. This book explores those tensions, calling us to examine our ideal view of school leadership and compare it to the reality of the current school systems in which we work. It furthers this discourse by examining the role leadership preparation programs play in preparing school administrators with the knowledge and skills necessary to be effective while retaining their humanity. An easy read that will transform how leaders think about leadership! Jessica Kemler, Principal Babylon Elementary School Long Island, New York

More titles in this series can be found at: http://www.infoagepub.com/series/Leaders‐Schools‐and‐Change

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

The Luso‐Anarchist Reader: The Origins of Anarchism in Portugal and Brazil

Edited by: Plínio de Góes Jr , University of Massachusetts, Lowell

A volume in Critical Constructions: Studies On Education and Society Series Editors: Curry Stephenson Malott, West Chester University of Pennsylvania; Marc Pruyn, Monash University; Brad J. Porfilio, California State University, East Bay; and Derek R. Ford, DePauw University

No book has ever presented a selection of writings of anarchists from the Portuguese‐speaking world to an English‐speaking audience. In The Luso‐Anarchist Reader, writings by feminist radicals such as Maria Lacerda de Moura and anarchist communists such as Neno Vasco are made available in English for the first time. Researchers and activists interested in achieving a more comprehensive understanding of people's movements could certainly stand to benefit from exposure to these texts.

Groups such as the Anarchist Federation of are organizing in both urban and rural Brazil, sometimes working as part of a larger umbrella organization known as Brazilian Anarchist Coordination or CAB coordinating the efforts of various anarchist associations. Anarchists participated in the massive 2013 protests in Brazil, protests that brought together millions of people to speak out against corruption and for a variety of social causes. Anarchists are active in anti‐austerity protests in Portugal against the European troika. Given the visibility of anarchism in the Portuguese‐speaking world, Brazil in particular, the need to understand the roots of this anarchist tradition is especially salient.

Anarchism in the Portuguese‐speaking world during the early twentieth century brought Publication Date: 2017 together immigrants, people of African and indigenous descent, and feminists to forge a solidarity‐based alliance for change. The young anarchist activists questioning the status ISBNs: quo today stand on ground seeded by the hard work of their predecessors. Paperback: 9781681237183 Hardcover: 9781681237190 E‐Book: 9781681237206 CONTENTS: Dedication. Introduction to the Reader. Introductory Essay: Renovação: The Paperback: $45.99 Origins of Luso‐Anarchism, Plínio de Góes, Jr. PART I: FERTILE SOIL FOR THE Hardcover: $85.99 LIBERTARIAN LEFT: LIMA BARRETO. Words From an Anarchist “Snob” (1913), Lima Barreto. Manuel Capineiro (1915), Lima Barreto. The Sower (1921), Avelino Fóscolo. Trim Size: 6.125 X 9.25 Alms (1905), Avelino Fóscolo. in Portugal (1931), Manuel Joaquim de Sousa. Page Count: 180 PART II: THE THEORETICAL STRUCTURE OF LUSO‐ANARCHISM. The Anarchist Conception of Syndicalism (1923), Neno Vasco. Povero Vecchio! (1902), Neno Vasco. The Subject: Anarchism, Political Science, Parasites (1935), Neno Vasco. Love Each Other . . . and Don’t Breed (1932): Intelligence Latino Studies has a Gender, Maria Lacerda de Moura. Sons of the Poor (1905), Ângelo Jorge. God BIC Code: JPFB (1905), Ângelo Jorge. The Factory (1909), Ângelo Jorge. Liberty and Life (1905), Ângelo BISAC Codes: Jorge. Sexual Love (1909), Ângelo Jorge. The Inevitability of (1905), Ângelo POL029000 Jorge. The Authoritarian Formula (1909), Ângelo Jorge. PART III: THE REPRESSION OF HIS024000 LUSO‐ANARCHISM. Four Years of Exile (1931), Mário Castelhano. Letter from Varella SOC020000 (1927), José Maria Fernandes Varella. Letter from Varella (1927), José Maria Fernandes Varella. Concluding Remarks: A Living Tradition.

More titles in this series can be found at: http://www.infoagepub.com/series/critical‐constructions

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

Silent Partners in Multicultural Education

Edited By: Tuija Itkonen, University of Helsinki, Finland and Fred Dervin, University of Helsinki, Finland

A volume in Research in Multicultural Education and International Perspectives Series Editor: Fred Dervin, University of Helsinki, Finland

This volume aims to stimulate interest in the under‐researched role of silent partners (SPs) in multicultural education. Silent partners include formal and informal places‐spaces in schools (e.g. architecture, classroom facilities, libraries, corridors, playgrounds, canteens), objects (e.g. teaching aids, furniture, wall decorations and overall interior design), interactive technologies (use of devices and applications) but also often taken‐for‐granted and not immediately visible patterns of thought, ideologies and assumptions.

People involved in education all engage and work with a number of SPs that contribute to the delivery of curricula, but also to social life and well‐being in and out of schools. The way places‐spaces, objects and technologies influence the school community’s experiences of learning, well‐being and social justice is rarely observed and problematised in education – hence the adjective ‘silent’ in the term ‘silent partners’.

This book not only fills a significant empirical gap, but it can also inject public debate over future working environments in schools for multicultural education. It will be relevant to both researchers interested in developing their knowledge on these issues from a different perspective but also educators in search of inspiration for multicultural education.

Foreword, Silvia Sasot. Introduction, Fred Dervin and Tuija Itkonen. SECTION I: THEORETICAL AND METHODOLOGICAL UNDERPINNINGS. Reading the World as Texts: Intertextuality in Theory and Practice for (Art) Education, Martina Paatela‐Nieminen and Tuija Itkonen. Analyzing Curricula Documents: A Model for Understanding and Cultivating School Subjects, and One’s Subjectivity, Liisa Hakala and Tiina Kujala. SECTION II: UNCOVERING THE ROLES OF SILENT PARTNERS. Constructing Norms and Silences on Power Issues Related to Diversities Displayed in School Spaces: Analysis of Schools in Finland and the United States, Anna‐Leena Riitaoja, Etta Kralovec, Heidi Layne, Haiqin Liu, Rick Orozco, and Heini Paavola. Poblano High School: Signifying the Possibilities of Silent Partners, Richard A. Orozco. “That Makes Us Very Unique:” A Closer Look to the Institutional Habitus of Two International Schools in Finland and France, Saija Benjamin and Amin Alemanji. The Quest for the International Campus: Where the Silent Reality Meets the Loud Fantasy? Anu Härkönen, Mika Launikari, and Fred Dervin. SECTION III: PUSHING THE POSSIBILITIES OFFERED BY SILENT PARTNERS. GET OUT! Developing Pedagogical Practice for Extended Learning Spaces in Intercultural Education, Hanna Posti‐Ahokas, Hille Janhonen‐Abruquah, and Rita Johnson Longfor. Beyond a “Starless Midnight of Racism?” A Review and Critique of Antiracism Apps, Aminkeng A. Alemanji and Fred Dervin. About the Authors.

Praise for Silent Partners in Multicultural Education:

“How to organize your classroom’s configuration in such a manner that all pupils feel welcome and comfortable? While most of those invested in multicultural education focus on the optimization of various linguistic aspects, Itkonen, Dervin and their colleagues give Publication Date: 2017 voice to the non‐verbal aspects of education. In this book they elaborate how formal and informal places‐spaces in schools can ISBNs: unintentionally reflect ideologies and cultural assumptions. They illustrate this perspective with telling examples that come from what is widely perceived as one of the best educational systems in the world. This book is an important, innovative contribution to the question of Paperback: 9781681237213 inclusion of all pupils in our school systems. It provides an eye‐opening perspective to researchers in the field, teachers, principals and Hardcover: 9781681237220 stakeholders willing to work for social justice in their schools”. E‐Book: 9781681237237 Emmanuelle Le Pichon Vorstman Paperback: $45.99 Researcher and Assistant Professor, Languages, Literature and Communication Department Hardcover: $85.99 Utrecht Institute of Linguistics

Trim Size: 6.125 X 9.25 “Congratulations are in order for this ground breaking and significant book. As the editors and authors convey convincingly and often poignantly, multicultural education is an increasingly politicised phenomenon that needs all the friends and allies that it can garner. The book's coverage of silent partners in education ‐ objects and technologies operating in specific places and spaces ‐ is therefore timely. Yet, Page Count: 214 as the book also highlights, these silent partners can exert negative power as well as positive influence on educational outcomes. The book presents a compelling account of the fundamental ambivalence framing these partners and formal educational provision more broadly. Subject: Multi‐cultural Education, Language Rendering these silent educational partners visible and open to scrutiny is a significant scholarly achievement by the Education for Diversities Research Group in the Department of Teacher Education at the University of Helsinki, Finland, building on their well‐deserved Education, Diversity reputation for exploring the implicit and tacit and yet impactful dimensions of intercultural education and understanding. The book is appropriately diverse and inclusive in its concerns, with attention being directed at education in Finland, France, and the United States. Likewise the coverage traverses international and national schools, higher education, teacher education and productive methodologies for BIC Code: JNFR researching silent partners. This innovative and thought‐provoking volume is highly recommended for its originality in helping us to see education for diversities in a new and powerful light.” BISAC Codes: Patrick Alan Danaher Professor in Educational Research in the School of Linguistics, Adult and Specialist Education EDU020000 Associate Dean (Research and Research Training) in the Faculty of Business, Education, Law and Arts EDU038000 Toowoomba campus of the University of Southern Queensland, Australia; EDU029040 Adjunct Professor in the School of Education and the Arts Central Queensland University, Australia.

“Silent partners do not only reflect the ways we conceive of education but they also influence our practices as educators. Being silent, they are often taken for granted. The strength of this book lies in its critical questioning of the notion of silent partners. The chapters enlighten about the untold and the effects they have in an educational environment. The readers, especially in the fields of education and social justice, will definitely acquire a more sensitive perception of how silent partners affect our approaches to multicultural education.” Dr. Regis Machart Senior Lecturer Universiti Putra Malaysia Adjunct Professor University of Helsinki, Finland

This title can be found at: http://www.infoagepub.com/series/Research‐in‐Multicultural‐Education‐and‐International‐Perspectives

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

Creating and Negotiating Collaborative Spaces for Socially‐Just Anti‐Bullying Interventions for K‐12 Schools

Editors: Azadeh F. Osanloo, New Mexico State University, Cindy Reed, Northern Kentucky University and Jonathan P. Schwartz, University of Houston

A volume in New Directions in Educational Leadership: Innovations in Research, Teaching, and Learning Series Editors: Noelle Witherspoon‐Arnold and Emily Crawford

Across the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual well‐being and development of youth. Creating and Negotiating Collaborative Spaces for Socially‐Just Anti‐ Bullying Interventions for K‐12 Schools is a theoretically and empirically grounded edited volume that describes practical ways to address bullying at both systemic and individual levels. Central to the scope of the book is a diversity‐focused approach to assessing and conceptualizing discrimination and bullying among marginalized youth, such as LGBTQ, mixed race, gifted and talented, and special needs populations.

Interspersed with concrete, real‐life examples, each chapter in the volume expands on the multiple dimensions of bullying as well as research‐backed anti‐bullying interventions. The book advances previous literature by addressing contemporary issues in bullying. Special topics include teacher‐to‐student bullying, cyberbullying, restorative justice practices, and assessment of attitudes toward addressing bullying.

Publication Date: 2017 CONTENTS: Preface: Building Anti‐Bullying and Socially Just School Spaces: Educational Context, Dynamics, and Research Considerations, Melinda Lemke. SECTION I: NEW VISIONS FOR ADDRESSING ISBNs: BULLYING IN SCHOOLS. What Is Bullying? Using Social Norming and Ecological Theories to Better Paperback: 9781681237244 Understand the Pandemic, Azadeh F. Osanloo and Jonathan P. Schwartz. Holistic Systemic Approaches to Hardcover: 9781681237251 Promoting Anti‐Bullying, Christa Boske. Training School‐Based Practitioners to Prevent and Address E‐Book: 9781681237268 Bullying, Discrimination, and Harassment in Schools: A Preservice Model, Gretchen Brion‐Meisels and Bernice R. Garnett. Facilitating Cognitive and Social‐Emotional Growth: Empathy and Prosocial Behavior, Paperback: $45.99 Alison Black. Assessing Attitudes Towards Addressing Bullying: A Diversity Centered Approach, Hardcover: $85.99 Jonathan P. Schwartz and Azadeh F. Osanloo. Bullying As a Function of Parenting and Attachment Styles, Trim Size: 6.125 X 9.25 Nessa Villalobos. SECTION II: BULLYING, THE SPECTRUM OF DIFFERENCE, AND OTHERNESS. Early Adolescent Bullying, Human Differences, and the Gifted and Talented, William Thomas Allen, Jr. Creating Page Count: 444 Spaces for Critical Conversations about Bullying through Focused Studies, Peggy S. Rice. The Effects of Bullying Among Adolescents With Special Needs, Irasema Ramirez. Challenging LGBTQ Bullying Subject: Bullying, Diversity, Practitioner Through a Teacher Discussion Group, Stephanie Anne Shelton. Ethnic Minority Youth and Bullying, Sally Based Strategies M. Hage, Ronald Ma, and Yunjin Lee. Mixed‐Race Student Awareness in K–12: Bullying and Discrimination Among Mixed‐Race Student Populations, René O. Guillaume and Charlotte Williams. BIC Code: JNHB SECTION III: TEACHERS, SCHOOLS, AND THE (NEW) PROBLEMS OF BULLYING. Teachers As Activists: Using a Black, Feminist Pedagogy to Prevent Classroom Bullying, Shemariah J. Arki. BISAC Codes: Problematizing Teacher Authority to Uncover and Address the Reality of Teacher Bullies, Tanji Reed EDU026000 Marshall. How Schools Unintentionally Support Bullying and What Can Be Done to Stop It, Ann EDU034010 Kaczkowski Kimpton and Paul Kimpton. Cyberbullying: A New Twist on a Familiar Problem, María D. SOC047000 Avalos, Janet A. Carter, and Justus C. Onyenegecha. SECTION IV: INNOVATIVE INTERVENTIONS AND APPROACHES. The Promise of Restorative Practices as Interventions for Bullying in K–12 Schools, Christopher “C.W.” Johnson and Vicki Oberstar. Positive Behavior Interventions and Supports: A Promising Approach to Reducing Bullying in Schools, Seth A. King, Krystal Kennedy, and Helen Dainty. From Book Group to Bullying Prevention: The Story of the Social Justice Reading Group, Kate Muir Welsh and Kate Kniss. Using Children’s Multicultural Picture Books to Combat Bullying, Kathy Brashears and Queen Ogbomo. Restoring Relationships: How Restorative Justice Can Be a Multitiered Antibullying Intervention, Olivia Marcucci. Closing Thoughts, Cynthia Reed. About the Contributors.

More titles in this series can be found at: http://www.infoagepub.com/series/New‐Directions‐in‐Educational‐Leadership

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

Restorative Practice Meets Social Justice: Un‐Silencing the Voices of “At‐Promise” Student Populations

Editors: Anthony H. Normore, California State University Dominguez Hills and Antonia Issa Lahera, California State University Dominguez Hills

A volume in Educational Leadership for Social Justice Series Editors: Jeffrey S. Brooks, Monash University, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney Sherman Newcomb, Virginia Commonwealth University and George Theoharis, Syracuse University

Restorative Practice Meets Social Justice: Un‐silencing the Voices of “At‐Promise” Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long‐established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of restorative practices in educational leadership and will help strengthen already vibrant lines of inquiry on social justice. The authors posit that a broader conceptualization of social and restorative justice adds to extant discourse about students who not only experience various types of daily oppression in US schools but also regularly live on the fringes of society. Chapters are written by a combination of researchers and practicing school leaders who believe in the power of healing and restoring relationships within school communities as opposed to traditional punitive structures. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and the communities in which they serve. Publication Date: 2017

ISBNs: CONTENTS: Series Editor’s Preface. Foreword, John Bailie. Introduction. Social Justice and Paperback: 9781681237275 Restorative Processes in Urban Schools: Historical Context, Anthony H. Normore. Growing Social Hardcover: 9781681237282 Justice Leadership Through System Hacks: The Formula for Operationalizing Change, Antonia Issa E‐Book: 9781681237299 Lahera and Pamela Robinson. The “At Promise” Model Minority Student: Providing Equity, Paperback: $45.99 Restorative Practices, and Access to Mental Health Supports, H. Orletta Nguyen and Anthony Hardcover: $85.99 Normore. Mindful Schools: How Does a Restorative Academic Space Create a Responsive Program Culture for 16–24 Year Olds? Roberto Rodriguez‐Saavedra, Kimberly B. Hughes, and Sara A. M. Silva. Trim Size: 6.125 X 9.25 Using Communicative Intelligence to Situate Language in the Context of Restorative Practices to Create New Associations, Kendall Zoller. Restorative Practices and English Language Learners: Page Count: 234 Language Development in Relational Contexts, Maggie Terry. Connection to Community to Content, Subject: Restorative Practices, Abdul Issa. Using Restorative Principles to Redesign a Middle School for the Common Good, Karen Leadership, Social Justice, Schools Junker and Harriet MacLean. Cultivating Restorative Communities: A K–12 Systems Approach to Restorative Practices, Jeffrey Garrett and Tanya Franklin. Creating a Restorative Community: The BIC Code: JNL View from the Principal’s Chair, Jose Luis Navarro and Jeanne Sesky. NARRATIVES: LEADERS’ VOICES IN THE FIELD. Critical Hope and Equity: The Conditions of Restorative Practices in an BISAC Codes: Urban High School, Chris Carr, Omar Reyes, and Jeanne Sesky. Using a Response to Intervention EDU034000 Pipeline to Respond to Chronic Underachievers, Ed Castillo and Jeanne Sesky. Restorative Practices EDU032000 in a Culturally Dislocated Urban High School: The Impact of Community Circles, Trebor R. Jacquez EDU029000 and Jeanne Sesky. “From Boys to Gentlemen”: A Program for Restoring Positive Self‐Image in Middle School Boys of Color, Amen Rahh and Jeanne Sesky. About the Contributors.

More titles in this series can be found at: http://www.infoagepub.com/series/Educational‐Leadership‐for‐Social‐Justice

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com New Book Information

Science and Service Learning

Edited By: Jane L. Newman, University of Alabama

A volume in Research in Science Education Series Editors: Dennis W. Sunal, University of Alabama, Cynthia Szymanski Sunal, University of Alabama, and Emmett Wright, Kansas State University

The goal of Volume VII of Research in Science Education is to examine the relationship between science inquiry and service‐ learning. Its primary intent is to bridge the gaps between research and practice. The volume is meant to be useful to science and service‐learning researchers and practitioners such as teachers and administrators because it provides information about strategies to integrate service‐learning into the science curriculum and instruction.

The main themes relate to such topics as:

 Student science academic engagement and academic achievement.  Teacher instructional strategies in science and service‐learning.  Science curricula adaptation or development.  Civic responsibility of students and community partners.  Resiliency of students at‐risk.  Effect of standards based service‐learning and science on student outcomes such as academic engagement, civic engagement, and resiliency to adversity.

Specific case studies and strategies focus on how to:

 Make learning more engaging. Encourage collaboration among students, teachers, and community partners. Publication Date: 2016  Improve academic competence. ISBNs:  Create social/civic responsibility. Paperback: 9781681237367 Hardcover: 9781681237374  Stimulate resiliency in students at‐risk. E‐Book: 9781681237381  Improve student interest in STEM subjects and majors. Develop STEM career interests. Paperback: $45.99  Hardcover: $85.99  Improve the quality of science and service‐learning instruction through addressing standards.

Trim Size: 6.125 X 9.25 Students can learn in teacher‐centered classrooms, however, a learner‐centered class that focuses on science inquiry, and service‐learning is more authentic and engaging to learners. This type of learning may not be the only way to Page Count: 254 teach, however, many educators believe that it is the best way for students to learn (Jordan, 2005).

Subject: Science, Service Learning, Community Engagement CONTENTS: Impact of Science and Service Learning on Middle School Students’ Resilience, Jane L. Newman and Junfei Lu. A Case Study of Speech Students and a Natural History Museum, Sally Blomstrom and Barbara Hayford. Green BIC Code: YQN Works in Service Learning and STEM Workforce Development for Urban Youth, Alexis Petri and Kate Corwin. Service Learning Experience Effects on High School Students’ Learning of Science Practices, Angela Chapman and Allan

Feldman. Nurturing Multiple Curiosities: Priorities From a National Survey, Jennifer Forman. Connections and BISAC Codes: Contributions Through Research Service Learning, Terry M. Tomasek, Lacey D. Huffington, Catherine E. Matthews, and EDU029030 Heidi B. Carlone. Soils in the City, Christie Klimas, James Montgomery, Howard Rosing, Marji Hess, Xochyl Perez, and EDU015000 Christian DeKnock. Academic Service Learning: Community College Prenursing and Elementary Teacher Education SCI075000 Programs, Anita Cuttita Ferdenzi, Vazgen Shekoyan, and Sharon Ellerton. Learning and Emotion: The Power of Service Learning in STEM Fields, Maureen P. Hall and Aminda J. O’Hare. About the Contributors.

More titles in this series can be found at: http://www.infoagepub.com/series/Research‐in‐Science‐Education

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704‐752‐9125 Fax: 704‐752‐9113 www.infoagepub.com