Protecting the Promise is the first book in the Culturally Sustaining Pedagogies Series edited by Django Paris. It features a collection of short stories told in collaboration with five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children. The author defines “resurgence” as the ongoing actions that recenter Indigenous realities and knowledges, while simultaneously denouncing and healing from the damaging effects of settler colonial systems. By illuminating the potential of such educational resurgence, the book counters deficit paradigms too often placed on Indigenous communities. It also demonstrates the need to include Indigenous Knowledges within the curriculum for both in-school and out-of-school settings. These engaging narratives reframe Indigenous parents as critical and compassionate educators, cultural brokers, and storytellers who are central partners in the education of their children. Book Features: A window into how and why Indigenous resurgence through (and sometimes in resistance to) education can happen.A narrative style of writing that builds accessible stories that are both relatable and connected to larger social issues.An interdisciplinary approach that has implications for pre- and in-service teachers and school administrators, as well as for the communities from which these stories originated.A teacher-friendly Afterword that offers lesson ideas for the classroom and companion questions to the short stories.

“This tale is a sturdy one that is made even more emphatic by Davies’s terse writing style. The text is heightened in every way by Carlin’s outstanding mixed-media artwork.” — Booklist (starred review) On a mean street in a mean, broken city, a young girl tries to snatch an old woman’s bag. But the frail old woman says the thief can’t have it without giving something in return: the promise. It is the beginning of a journey that will change the girl’s life — and a chance to change the world, for good.

This the story of how a young man turned $25 into more than 200 schools around the world and the guiding steps anyone can take to lead a successful and significant life. The author began working summers at hedge funds when he was just sixteen years old, sprinting down the path to a successful Wall Street career. But while traveling he met a young boy begging on the streets of India, who after being asked what he wanted most in the world, simply answered, "A pencil." This small request led to a staggering series of events that took the author backpacking through dozens of countries before eventually leaving one of the world's most prestigious jobs at Bain & Company to found Pencils of Promise, the organization he started with just $25 that has since built more than 200 schools around the world. This book chronicles the author's journey to find his calling, as each chapter explains one clear step that every person can take to turn your biggest ambitions into reality, even if you start with as little as $25. His story takes readers behind the scenes with business moguls and village chiefs, world-famous celebrities and hometown heroes. It is filled with compelling stories and shareable insights. All proceeds from this book support Pencils of Promise.

This book examines the iconic presence of second chances in everyday life. David Newman explores its various iterations in popular culture, commercial marketplaces, religion, intimate relationships, education, criminal justice, and human bodies. He analyzes how this concept—as a cultural aspiration, driver of policy, and lived personal experience—has become part and parcel of our individual sense of self and our collective national identity. While the rhetoric of redemption is familiar and ubiquitous, Newman uncovers the costs and constraints of second chances, paying particular attention to the factors that affect judgments of deservedness. Informed by an array of data sources including personal interviews, mission statements of nonprofit recovery agencies, images in popular culture, stories from the news, plot summaries of novels, and scriptural texts, Newman frames the second chance experience as the quintessential cultural paradox: a concept that simultaneously represents the pinnacle of our shared hopes for renewal and our deepest suspicions about the intransigence of human nature.

Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.

In 2005, the international community made a landmark commitment to prevent mass atrocities by unanimously adopting the UN’s “Responsibility to Protect” (R2P) principle. As often as not, however, R2P has failed to translate into decisive action. Why does this gap persist between the world’s normative pledges to R2P and its ability to make it a daily lived reality? In this new book, leading global authorities on humanitarian protection Alex Bellamy and Edward Luck offer a probing and in-depth response to this fundamental question, calling for a more comprehensive approach to the practice of R2P – one that moves beyond states and the UN to include the full range of actors that play a role in protecting vulnerable populations. Drawing on cases from the Middle East to sub-Saharan Africa and Southeast Asia, they examine the forces and conditions that produce atrocity crimes and the challenge of responding to them quickly and effectively. Ultimately, they advocate both for emergency policies to temporarily stop carnage and for policies leading to sustainable change within societies and governments. Only by introducing these additional elements to the R2P toolkit will the failures associated with humanitarian crises like Syria and Libya become a thing of the past.

Adolescent Literacy discusses issues such as including English language learners, struggling readers, technology in the classroom, multimodal literacy, compelling writing instruction, teaching in a "flat world," engagement, and young adult literature. In addition Adolescent Literacy's assessment rubrics for teachers, administrators, and staff developers make it a resource for schoolwide and districtwide professional development, while its accompanying study guide is designed for small-group discussions. --From publisher's description.