This book approaches English instruction through the lens of “fi gured worlds,” which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds. Teachers’ ability not only to engage with students’ experiences and interests in and outside of school but also to build connections between students’ worlds and their teaching is essential for promoting student agency, engagement, and meaningful learning. Beach and Caraballo provide an accessible framework for working with students to use critical discourse, narratives, media, genres, and more to support their identity development through addressing topics that are meaningful for them— their families, social issues, virtual worlds, and more. Through extensive activities and examples of students writing about their participation in these worlds, this text allows educators to recognize how students’ experiences in the classroom aff ect and shape their identities and to connect such an understanding to successful classroom practice. With chapters featuring eff ective instructional activities, this book is necessary reading for ELA methods courses and for all English teachers.

This book approaches English instruction through the lens of figured worlds, which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds. Teachers' ability to not only to engage with students' experiences and interests in and outside of school, but also to build connections between students' worlds and their teaching, is essential for promoting student agency, engagement, and meaningful learning. Beach and Caraballo provide an accessible framework for working with students to use critical discourse, narratives, media, genres and more to support their identity development through addressing topics that are meaningful for students--their families, social issues, virtual worlds, and more. Through extensive activities and examples of students writing about their participation in these worlds, this text allows educators to recognize how students' experiences in the classroom affect and shape their identities, and connect such an understanding to successful classroom practice. With chapters featuring effective instructional activities, this book is necessary reading for ELA methods courses and for all pre-service English teachers.

This practical book provides teachers with step-by-step guidance for developing a class culture that welcomes curiosity and ignites social action. Student-driven inquiry has a lasting impact on learning, yet questions posed from students' own contexts rarely serve to shape their understanding of the outside world. The authors show teachers how to use literature to introduce characters and worlds that exist outside of their students' lived experiences. Through this exposure, students can develop questions that seek to build empathy for others, which ultimately positions young people to be change agents in their communities and in the larger world. This book translates ideas from theorists in critical literacy, student motivation, and culturally responsive pedagogy into practical approaches for the English language arts and social studies classroom (6-12). Each chapter poses questions designed to get teachers thinking about how to use mind-opening texts with students to address social problems. Book Features: Shows teachers how to use literature to help students navigate a shifting world. Equips students with the skills to advocate for themselves and others, including using digital tools in meaningful, effective ways. Asks students to face controversial points-of-view head on and interrogate the world in which they live. Includes examples of discussions that lead to projects and opportunities that allow youth to do work in the community. Demonstrates how to move theory into practice, providing teachers with the rationale for using inquiry as disruption if questioned by stakeholders. Contains a scope and sequence that outlines an entire year devoted to inquiry, as well as how to break it down into individual units and lessons.

This is a visionary, consciousness-raising book that asks us to rethink the purposes and design of study away and study abroad experiences in the context of a broadened set of global threats, including climate disruption, soaring inequality, ecosystem breakdown, the dying off of distinct languages and cultural communities, and the threat of a nuclear catastrophe.As we ask students to truly comprehend this world from the privileged perspective of the global North, Rich Slimbach asks us to consider two fundamental questions: What and how should we learn? And having learned, for what should we use what we know?A panoply of pedagogies and methods of inquiry – from study away/abroad and service-based learning to diversity programming, environmental education, and community-based research – aim to develop students who both understand the challenges faced by global communities and act in ways that advance their social and environmental health. What temperaments, social habits, and intellectual abilities will they need to help heal their corner of creation? And what pedagogical perspectives, principles, and procedures can best support them in this creative challenge? Rich Slimbach argues that transforming student consciousness and life choices requires a global learning curriculum that integrates multi disciplinary inquiry into the structural causes of problems that riddle the common good, along with mechanisms that bid students to cross borders, to pay attention, and to listen to those unlike themselves. At its heart, this book proposes a truly transformative approach to community-engaged global learning.

A complete course in ISC English for classes XI-XII is covering the syllabus prescribed by the council for the Indian School Certificate examinations,New Delhi for the ISC examinations in and after 2013.

Extensive use through examples to illustrate different types of composition 2. Suggested outline of important essays 3. ICSE Question Papers & ISC Question Papers fully solved 4. Answer to all exercises in grammar 5. Letters (Personal & Official) 6. Comprehension & Summary Writing

"Student-driven inquiry has a lasting impact on student learning, yet when students simply ask those questions from within their own contexts, they very rarely pose questions that shape their understanding of the world outside these contexts. While teachers cannot transport students literally to a new context for any extended length of time, we can transport them figuratively through literature that introduces students to characters and worlds that exist outside their lived experiences. Through this exposure, students can develop questions that seek to build empathy for others. Through this empathy, we can position students to be change agents in their communities, in the larger world. While there are many titles that promote inquiry, few equip students with the thinking and skills needed to disrupt the world. Drawing upon theorists in critical literacy, student motivation, and culturally responsive pedagogy, this book translates these ideas into practical approaches to enacting them in the classroom. It provides teachers with step-by-step guides for developing a class culture that welcomes curiosity and ignites social action. In addition, each chapter poses questions designed to get teachers thinking about how to create their own experiences around using inquiry with students to disrupt social problems"--

In this book the notions of real learning and equality are approached as processes of becoming leading to the figuration of new worlds through local curations of learning and practice. Though its main theses are mainly grounded in the context of art practice and education they have a much wider application to other (perhaps all) contexts of learning through the notions of pedagogies against the state and pedagogies of the event. Learning is conceived as a political act rather than, for example, an incremental process of psychological or sociological development.