Drawing on the theories of author and conservationist Wendell Berry for the field of EcoJustice Education, this book articulates a pedagogy of responsibility as a three-pronged approach grounded in the recognition that our planet balances an essential and fragile interdependence between all living creatures. Examining the deep cultural roots of social and ecological problems perpetuated by schools and institutions, Martusewicz identifies practices, relationships, beliefs, and traditions that contribute to healthier communities. She calls for imaginative re-thinking of education as an ethical process based in a vision of healthy, just, and sustainable communities. Using a critical analytical process, Martusewicz reveals how values of exploitation, mastery, and dispossession of land and people have taken hold in our educational system and communities, and employs Berry’s philosophy and wisdom to interrogate and develop a "pedagogy of responsibility" as an antidote to such harmful ideologies, structures, and patterns. Berry’s critical work and the author’s relatable storytelling challenge taken-for-granted perspectives and open new ways of thinking about teaching for democratic and sustainable communities.

Teaching Gender aims to examine the implications of teaching and learning in a neoliberal context from a feminist perspective.

Jacques Derrida famously stated in Specters of Marx that a justice worthy of the name must call us to render justice not only to the living but also to the dead. In The Politics and Pedagogy of Mourning, Timothy Secret argues that offering a persuasive account of such a duty requires establishing a discussion among the 20th century's three key thinkers on death – Heidegger, Levinas and Freud. Despite arguing that none of these three figures' discourses offers us a complete account of our duty to the dead and that it remains impossible to unify them into a single, consistent and correct approach, Secret nevertheless offers an account of how Derrida managed to produce an always singular articulation of these discourses in each of the acts of eulogy he offered for his philosophical contemporaries. This is one of the first monographs to pay particular attention to the key role any contemporary account of the ethics of eulogy must grant to the revolutionary theoretical work on the materiality of crypts and phantoms offered by the psychoanalysts Nicolas Abraham and Maria Torok. Their work is shown to supplement major limitations in traditional philosophical accounts of the ethical relation. The account of eulogy as a privileged space where different discourses act on each other under the pressure of responding responsibly to an always singular loss proves itself essential reading not only for those interested in understanding Derrida's overtly political works, but also offers an account of a performative training in negotiating aporias that arise in political society – the result of which is a pedagogy in the art of civility whose relevance today is more timely than ever.

Changing your mind to change the world is the general principle proposed to educate for responsibility. Using an interdisciplinary scientific approach, this book dissects the functioning of the ego, that is to say the belief in a self, an illusion that causes disharmony. After an original modeling of the notion of responsibility, the author deduces that it is incumbent on all of us to become aware of the relationship between our own minds and the world. Thus, gaining consistency and awareness, everyone would have the potential to free themselves from the illusion of the ego and contribute to a more harmonious world. This book therefore proposes psychospiritual skills, favored in particular by different forms of reflexivity and by meditation (and mindfulness), which can serve as a basis for a curriculum to educate for responsibility. This academic connection between meditation and ethics is a major innovative contribution.

Better Learning Through Structured Teaching describes how teachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice (situations where the teacher has most of the responsibility) to collaborative learning and, finally, to independent tasks. You'll find out how to use the four components of this approach to help meet critical challenges, including differentiating instruction and making effective use of class time: 1. Focus Lessons: Establishing the lesson’s purpose and then modeling your own thinking for students.2. Guided Instruction: Working with small groups of students who have similar results on performance assessments. 3. Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project. 4. Independent Tasks: Requiring students to use their previous knowledge to create new and authentic products. The authors explore each component using student dialogues and examples from a variety of disciplines and grade levels. They provide tips and tools for successfully implementing this instructional approach in your own classroom, including checklists for classroom setup and routines, critical questions, real-world lesson plans, and more. No matter what grade level you teach, Better Learning Through Structured Teaching is your essential guide to helping students develop and expand their capacity for authentic and long-lasting learning.

The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, “Pedagogy of vulnerability: Definitions, assumptions, and application,” he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings. Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world? A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that “holds space.”

The current academic milieu displays a deep ambivalence about the teaching of Western culture and traditional subject matter. This ambivalence, the product of a unique historical convergence of theory and diversity, opens up new opportunities for what Pamela Caughie calls "passing":recognizing and accounting for the subject positions involved in representing both the material being taught and oneself as a teacher. Caughie's discussion of passing illuminates a recent phenomenon in academic writing and popular culture that revolves around identities and the ways in which they are deployed, both in the arts and in lived experience. Through a wide variety of texts--novels, memoirs, film, drama, theory, museum exhibits, legal cases--she demonstrates the dynamics of passing, presenting it not as the assumption of a fraudulent identity but as the recognition that the assumption of any identity, including for the purposes of teaching, is a form of passing. Astutely addressing the relevance of passing for pedagogy, Caughie presents the possibility of a dynamic ethics responsive to the often polarizing difficulties inherent in today's culture. Challenging and thought-provoking, Passing and Pedagogy offers insight and inspiration for teachers and scholars as they seek to be responsible and effective in a complex, rapidly changing intellectual and cultural environment.