International Models of Changemaker Education

Viviana Alexandrowicz; Paul M. Rogers

doi:10.5771/9781475861488

Summary

International Models of Changemaker Education: Programs, Methods, and Design offers educators (pre-service and in-service teachers, principals, vice principals and school staff, teacher educators, and educational leaders in K-12 education) around the world, a practical guide to understanding and implementing the programmatic structures and institutional cultures that help young people discover and activate their power as changemakers. The text is perfect for educators who have the vision of inclusion and empowerment and are looking for field tested how-to’s from the front lines of school/teacher/student interactions.

The book presents a compelling set of field-tested, experience-based international educational models that cover the curriculum, mindset, cultures, and systems that have proven successful in supporting young people in their growth as catalysts for change. The models include the meeting of basic needs through innovative collaboration, addressing changemaking in teacher education, teacher shortages in high poverty communities, as well as models of peace education, environmental education, and models focused on social emotional learning and intelligence.

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Bibliographic data

Copyright year: 2022
ISBN-Print: 978-1-4758-6146-4
ISBN-Online: 978-1-4758-6148-8
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 268
Product type: Edited Book

1. Contents No access
2. Foreword No access
3. Acknowledgments No access
4. Introduction No access
1. 1. Effects of Poverty No access
  2. Considering the Whole Child: A Systems Perspective No access
  3. Schools as Sites for Nurturing the Whole Child in Context No access
2. 1. Growth of the Model No access
  2. Empirical Evaluation No access
  3. 1. Harold’s Story No access
    2. Micah’s Story No access
3. 1. Resources, Collaborations, and Contexts No access
  2. Time Frames No access
  3. Empowerment through Optimized Student Support No access
4. Recommendations No access
5. References No access
1. Target Population No access
2. Beginnings of UWC No access
3. Guiding Principles and Philosophies No access
4. How Does the Model Work? No access
5. The Importance of Time No access
6. Resources Required for Implementation No access
7. Evidence of Impact No access
8. The Role of Collaboration and Partnership No access
9. The Contexts in Which the Model Works Best No access
10. Challenges and Risks No access
11. Lessons Learned No access
12. Final Recommendations No access
13. References No access
1. A Case Study of the Native American Community Academy in Albuquerque, New Mexico No access
2. Social Construction of Problems No access
3. Compounding Disadvantages No access
4. Holistic Development No access
5. Method No access
6. 1. Native American Community Academy No access
  2. Grassroots Innovation No access
  3. Institution-Building: Convening, Reframing, Cocreating, Reinforcing, and Institutionalizing No access
7. 1. Cognitive-Discursive No access
8. 1. Values and Practices No access
  2. 1. Relationships No access
    2. Rituals No access
9. 1. Social-Emotional Literacy (SEL) No access
  2. Wellness No access
  3. Restorative Justice No access
  4. Culturally Relevant Pedagogy and Curriculum No access
  5. Belonging and Agency No access
  6. Enabling Environment No access
10. 1. Systems and Ecosystem No access
  2. Institutionalize: A Whole-School Approach No access
11. 1. A Dynamic and Participatory Angle No access
12. 1. Implications for Research and Practice No access
13. References No access
14. No access
1. 1. 1. Implementation No access
    2. Summary No access
    3. Critical Components No access
    4. Key Lessons Learned No access
  2. 1. Implementation No access
    2. The Birth of the “EQ Retreat” No access
    3. Implementation No access
    4. Critical Components No access
    5. Lessons Learned No access
2. 1. Impact on a Community No access
3. 1. An Integrated Model No access
4. 1. Check in No access
  2. Communication Charter No access
  3. Circle and Council No access
  4. Deliberate, Diverse, and Frequent Regroupings at Tables No access
  5. Emotional Literacy No access
  6. 1. Six-Second Pause13 No access
    2. Six Ways to Peel a Banana14 No access
5. 1. Detailed Timeline of Implementation of EI at ACS No access
6. Detailed Timeline of Implementation of EI at THS No access
7. 1. Emotional Intelligence and Social and Emotional Learning No access
  2. Restorative Circles and Processes No access
  3. On Teaching No access
8. Notes No access
9. References No access
1. Our Vision to Form Changemaker Teachers No access
2. At UDD’s School of Education, We Commit To? No access
3. The Fifth Internship as a Means to Form Changemakers No access
4. The Data and How We Analyzed It No access
5. Our Results: Key Successes and Areas to Grow No access
6. Challenges No access
7. Lessons Learned No access
8. References No access
1. When a Young Person Has Never Known Peace No access
2. Why a Peace Education Approach—Medellín, Colombia No access
3. The Model’s Aim—Developing the Twenty-First-Century Skills Nurtures Hope No access
4. How It Works—Peace Education Using a Systemic Approach No access
5. 1. Art and Play as Pedagogical Tools No access
  2. Train-the-Trainer No access
  3. Transforming the Trainer No access
6. Level 2: PAZalobien Leaders of Change—Local Change, Big Results No access
7. Level 3: National Network of Young Peacebuilders—Ecosystems for Change No access
8. What Principles Guide Our Work No access
9. The Impact—PAZalobien as a Sustainable Peace Education Model No access
10. Where Can the Model Be Implemented? No access
11. Collaborations No access
12. Challenges No access
13. Recommendations and Lessons Learned No access
14. Conclusion No access
15. References No access
1. Passion Projects No access
2. History and Context No access
3. The First Step: Defining Passion Projects No access
4. The Last Step: Making Passions Visible No access
5. Exposure and Topic Selection No access
6. Empathy No access
7. Leadership No access
8. 1. Teacher/School-Student No access
  2. Teacher/School-Families No access
  3. School Community No access
  4. Student-Student No access
  5. Teacher-Teacher-All School Community No access
9. Problem Solving No access
10. 1. 1. Project Topic No access
    2. Reminders/Notes No access
  2. Project Night No access
  3. Environment No access
11. 1. 1. Schoolwork at School Example No access
    2. The Storm before the Calm No access
    3. Topic Challenges No access
    4. Shortcuts No access
    5. Rubrics and Grades No access
    6. Impact No access
    7. Starting Small No access
12. References No access
1. Curriculum No access
2. Teaching Methodologies No access
3. Evaluation No access
4. Organization No access
5. Leadership No access
6. Personalization No access
1. Why We Exist No access
2. Our Target Group No access
3. 1. A Belief in Altruism, Cooperation, and Relatedness No access
  2. Learning Is Both for the Individual and for Their Communities No access
  3. With Not For No access
  4. Everyone Can Be an Educational Changemaker No access
4. 1. 1. Curriculum and Curriculum Development No access
  2. 1. Technology-Assisted Approach No access
5. Evidence That Our Model Works No access
6. 1. Impact Story #1: Mofti No access
  2. Impact Story #2: Sara No access
  3. Impact Story #3: Mousa No access
  4. Impact Story #4: Zamzam No access
7. Timeframes, Collaborations, and Resource Needed No access
8. Our Challenges and Lessons Learned No access
9. Recommendations for Other Educators Who Want to Adopt or Adapt This Model No access
10. References No access
1. 1. 1. Autonomous Work No access
    2. Project Work No access
2. Level 1: What We Already Know about a Topic and What We Still Don’t Know and Are Willing to Find Out No access
3. Level 2: Planning—Researching—Developing a Product—Presenting No access
4. 1. 1. Community Management No access
    2. Youngsters’ Congress No access
5. Results No access
6. Conclusions No access
7. References No access
1. Program Overview No access
2. Design for Change’s Target Population No access
3. Guiding Principles and Philosophies No access
4. How Does The Model Work? No access
5. The Importance of Collaboration in the FIDS Model No access
6. 1. Phase 1: Sample Survey No access
7. Resources Required for Implementation No access
8. Program Content No access
9. Evidence of Impact No access
10. The Role of Collaboration and Partnership No access
11. The Contexts in Which the Model Works Best No access
12. Challenges and Risks No access
13. Final Recommendations No access
14. References No access
1. An Ecosystemic Paradigm No access
2. Origin of Ecosystemic Pedagogy No access
3. 1. Curricular Web No access
  2. Group Organization: Microsystems in Action No access
  3. Learning Scenarios No access
  4. Projects, Research, and Transdisciplinary Teaching Material No access
  5. Evaluation No access
  6. Professional Development No access
4. Research and Evidence No access
5. Dissemination and Overcoming Challenges No access
6. References No access
1. Valencia’s Story: Students at the Center No access
2. The Laredo Legacy Project No access
3. Building Diversity, Equity, and Inclusion into the Model No access
4. Building Educator Diversity No access
5. 1. TAFE Growth No access
  2. Working with Parents in the Colonias No access
  3. First-Ever National Board Cohort in Laredo No access
  4. The LLP as a Model of Changemaker Education No access
6. Conclusion No access
7. References No access
1. 1. Changemaking and Changemaker Educators in K-12 Educational Contexts No access
2. 1. Step 1: Engaging Faculty in Introspection and Initial Ideas No access
  2. Step 2: Expanding the Knowledge about Changemaking No access
  3. Step 3: Sharing Resources No access
  4. Step 4: Connecting Theory and Practice No access
  5. Step 5: Aligning to Teacher Performance Expectations (TPEs) and Integrating into Coursework No access
  6. Step 6: Developing a Changemaker School Partnership No access
  7. 1. Results on Candidates’ Growth No access
    2. What Candidates Said about Successes and Challenges for K-12 Implementation No access
    3. Teacher Candidates’ Preparation to Be Changemaker Teachers No access
    4. Success Path for Changemaking in Teacher Education No access
    5. Challenges and Recommendations: Success Paths for Integrating the Changemaking Process No access
    6. General Recommendations and Implications for Teacher Education No access
3. References No access
Afterword: Schooling and the Development of Changemakers No access Pages 247 - 256
1. Chapter 1 No access
2. Chapter 2 No access
3. Chapter 3 No access
4. Chapter 4 No access
5. Chapter 5 No access
6. Chapter 6 No access
7. Chapter 7 No access
8. Chapter 8 No access
9. Chapter 9 No access
10. Chapter 10 No access
11. Chapter 11 No access
12. Chapter 12 No access
13. Chapter 13 No access
14. Chapter 14 No access
About the Editors No access Pages 267 - 268