Offering unique theoretical perspectives, autobiographical insights and narrative accounts from elementary and secondary educators, this monograph illustrates the need for teachers to engage critically with counter-stories as they teach to issues including colonization, war, and genocide. Juxtaposing Pinar’s concept of ethical self-encounters with theories of subjective reconstruction, multidirectional memory, and autobiographical narration, this rich volume considers teachers’ ethical responsibility to interrogate the curriculum via self-reflection and self-formation. Using cases from workshops and classrooms conducted over five years, Strong-Wilson traces teachers’ and students’ movement from "implicated subjects" to "concerned subjects." In doing so, she challenges the neoliberal dynamics which erode teacher agency. By working at the intersections of pedagogy, literary theory and memory studies, this book introduces timely arguments on subjectivity and ethical responsibility to the field of education in the Global North. It will prove to be an essential resource for post-graduate researchers, scholars and academics working with curriculum theory and pedagogical theory in contemporary education.

Jean-Luc Marion is a leading figure in French phenomenology as well as one of the proponents of the so-called 'theological turn' in European philosophy. In this text, a stellar group of philosophers and theologians examine Marion's work, especially his later work, from a variety of perspectives.

Building on the successful outcomes of a five-year initiative undertaken in New York City, Alma Carten, Alan Siskind, and Mary Pender Greene bring together a national roster of leading practitioners, scholars, and advocates who draw upon extensive practice experiences and original research. Together, they offer a range of strategies with a high potential for creating the critical mass for change that is essential to transforming the nation's health and human services systems. Strategies for Deconstructing Racism in the Health and Human Services closes the gap in the literature examining the role of interpersonal bias, structural racism, and institutional racism that diminish service access and serve as the root cause for the persistence of disparate racial and ethnic outcomes observed in the nation's health and human services systems. The one-of-a-kind text is especially relevant today as population trends are dramatically changing the nation's demographic and cultural landscape, while funds for the health and human services diminish and demands for culturally relevant evidence-based interventions increase. The book is an invaluable resource for service providers and educational institutions that play a central role in the education and preparation of the health and human service workforce.

With a focus on fostering democratic, equitable education for young people, Ginsberg and Glenn’s engaging text showcases a wide variety of innovative, critical classroom approaches that extend beyond traditional literary theories commonly used in K-12 and higher education classrooms and provides opportunities to explore young adult (YA) texts in new and essential ways. The chapters pair YA texts with critical practices and perspectives for culturally affirming and sustaining teaching and include resources, suggested titles, and classroom strategies. Following a consistent structure, each chapter provides foundational background on a key critical approach, applies the approach to a focal YA text, and connects the approach to classroom strategies designed to encourage students to think deeply and critically about texts, themselves, and the world. Offering a wealth of innovative pedagogical tools, this comprehensive volume offers opportunities for students and their teachers to explore key and emerging topics, including culture, (dis)ability, ethnicity, gender, immigration, race, sexual orientation, and social class.

Counter-narratives only make sense in relation to something else, that which they are countering. The very name identifies it as a positional category, in tension with another category. But what is dominant and what is resistant are not, of course, static questions, but rather are forever shifting placements. The discussion of counter-narratives is ultimately a consideration of multiple layers of positioning. The fluidity of these relational categories is what lies at the center of the chapters and commentaries collected in this book. The book comprises six target chapters by leading scholars in the field. Twenty-two commentators discuss these chapters from a number of diverse vantage points, followed by responses from the six original authors. A final chapter by the editor of the book series concludes the book.

The Jewish Struggle in the 21st Century: Conflict, Positionality, and Multiculturalism is about the needs of the Jewish community in the United States, and it addresses the lack of representation in the diversity and multicultural education classroom at the university level.

Counter-Narratives and Organization brings the concept of "counter-narrative" into an organizational context, illuminating these complex elements of communication as intrinsic yet largely unexplored aspect of organizational storytelling. Departing from dialogical, emergent and processual perspectives on "organization," the individual chapters focus on the character of counter-narratives, along with their performative aspects, by addressing questions such as: how do some narratives gain dominance over others? how do narratives intersect, relate and reinforce each other how are organizational members and external stakeholders engaged in the telling and re-telling of the organization? The empirical case studies provide much needed insights on the function of counter-narratives for individuals, professionals and organizations in navigating, challenging, negotiating and replacing established dominant narratives about "who we are," "what we believe," "what we do" as a collective. The book has an interdisciplinary scope, drawing together ideas from both storytelling in organization studies, the communicative constitution of organization (CCO) from organizational communication, and traditional narratology from humanities. Counter-Narratives and Organization reflects an ambition to spark readers’ imagination, recognition, and discussion of organization and counter-narratives, offering a route to bring this important concept to the center of our understandings of organization.