Introduces an analytic model for how archaeologists can work toward social justice

Introduces an analytic model for how archaeologists can work toward social justice

School districts are experiencing increasing economic, racial, ethnic, linguistic, gender and sexuality, cultural diversity across the United States and globally. With increasing diversity and persistent social inequities widening (National Center for Educational Statistics, 2019; U.S. Census Data, 2018), educational leaders face immense challenges and must actively work to build an equitable, healthy school climate. Educational leaders are critical for ensuring positive student outcomes and success, but often report feeling inadequately prepared for current challenges (Coalition for Teacher Equality, 2016; Jordan, 2012; Miller, 2013; Mitani, 2018; Papa, 2007). Unfortunately, growing challenges are contributing to high school administrator turnover rates and shortages (Gates et al., 2006; Jacob et al., 2015; Mordechay & Orfield, 2017) as well as perpetuating social inequities among preK-12 students instead of dismantling them (Beckett, 2018; Fuller, 2012; Manna, 2015; Rangel, 2018; Shankar-Brown, 2015). A research study by the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) reveals that public schools with higher percentages of low-income students and students of color are more likely to experience administrative and teacher turnover, which compounds equity issues affecting already vulnerable students (Levin and Bradley, 2019). This book provides educational leaders with a deeper understanding of equity-focused and inclusive leadership practices, while offering intersectional views on social inequalities and stark reminders of the work still ahead. Connecting theory to practice, this book offers needed encouragement and inspiration to both in-service and practicing educational leaders. Rooted in social justice and weaving together diverse voices, this edited volume systematically examines equity-focused PreK-12 and higher education leadership practices. Shankar-Brown (Ed.) calls on educational leaders to collectively rise and mindfully work together to bend the arc toward justice.

The definition of “public archaeology” has expanded in recent years to include archaeologists’ collaborations with and within communities and activities in support of education, civic renewal, peacebuilding, and social justice. Barbara Little and Paul Shackel, long-term leaders in the growth of a civically-engaged, relevant archaeology, outline a future trajectory for the field in this concise, thoughtful volume. Drawing from the archaeological study of race and labor, among other examples, the authors explore this crucial opportunity and responsibility, then point the way for the discipline to contribute to the contemporary public good.

In The Virus Touch Bishnupriya Ghosh argues that media are central to understanding emergent relations between viruses, humans, and nonhuman life. Writing in the shadow of the HIV/AIDS and COVID-19 global pandemics, Ghosh theorizes “epidemic media” to show how epidemics are mediated in images, numbers, and movements through the processes of reading test results and tracking infection and mortality rates. Scientific, artistic, and activist epidemic media that make multispecies relations sensible and manageable eschew anthropocentric survival strategies and instead recast global public health crises as biological, social, and ecological catastrophes, pushing us toward a multispecies politics of health. Ghosh trains her analytic gaze on these mediations as expressed in the collection and analysis of blood samples as a form of viral media; the geospatialization of data that track viral hosts like wild primates; and the use of multisensory images to trace fluctuations in viral mutations. Studying how epidemic media inscribe, store, and transmit multispecies relations attunes us to the anthropogenic drivers of pathogenicity like deforestation or illegal wildlife trading and the vulnerabilities accruing from diseases that arise from socioeconomic inequities and biopolitical neglect.

The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions that should result in more equitable and humane learning opportunities for students of all ages.

Impulse Archaeology honours this important period in Canadian art and cultural history, recalling the early influence of like-minded publications from New York and the import of French theorists and European artists and writers into North America.