Name: They're Called the "Throwaways": Children in Special Education Using Artmaking for Social Change (en Inglés)
Price: 169545.00 COP
Availability: InStock
Author: Boske, Christa
ISBN: 9789004383876

portada They're Called the "Throwaways": Children in Special Education Using Artmaking for Social Change (en Inglés)

They're Called the "Throwaways": Children in Special Education Using Artmaking for Social Change (en Inglés)

Formato

Libro Físico

Editorial

Brill

Autor

Boske, Christa

Idioma

Inglés

N° páginas

270

Encuadernación

Tapa Blanda

Dimensiones

23.1 x 15.2 x 1.8 cm

Peso

0.38 kg.

ISBN13

9789004383876

Categorías

Artes: técnicas y principios artísticos
Filosofía y teoría de la educación
Enseñanza a estudiantes con necesidades educativas especiales

They're Called the "Throwaways": Children in Special Education Using Artmaking for Social Change (en Inglés)

Boske, Christa (Autor) · Brill · Tapa Blanda

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Reseña del libro "They're Called the "Throwaways": Children in Special Education Using Artmaking for Social Change (en Inglés)"

School communities identified these children as the "throwaways"-children who often experienced bullying, abuse, foster care, juvenile detention, and special education services. In this book, children with learning differences engage in artmaking as sensemaking to deepen their understanding of what it means to live on the margins in U.S. public K-12 schools. Their artmaking calls upon educators, school leaders, and policymakers to actively engage in addressing the injustices many of the children faced in school. This book is revolutionary. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations. Together, they encourage school community members to examine pedagogical practices, eliminate exclusive policies, and promote social justice-oriented work in schools. Their artmaking inspires new ways of knowing and responding to the lived experiences of children with learning differences. They hope their work encourages school communities to make authentic connections to improve their learning, capacity to love others, and of most importantly, to value oneself. Authors' first-tellings capture the human experience of navigating through oppressive educational systems. Authors urge us to consider what it means to be empathic and to engage in the lives of those we serve. Their truths remind us to that standing still should never be an option.