Boske christa (45 Ergebnisse)

Zustand: New. In English.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Zustand: New.

Zustand: New. In English.

Zustand: New. pp. 218.

Zustand: New. In English.

Zustand: New.

Zustand: New. In English.

Zustand: New. pp. 408 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Zustand: New. 2019. Illustrated. paperback. . . . . . Books ship from the US and Ireland.

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Zustand: New. In English.

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Zustand: New.

Zustand: New. 2013. Illustrated. paperback. . . . . . Books ship from the US and Ireland.

Zustand: New. In English.

Paperback. Zustand: New. &Uumlber den AutorChrista Boske, is an Associate Professor of PreK-12 Educational Administration and works to encourage school leaders to promote humanity in schools, especially for children and families from historically disenfra.

Zustand: New.

Zustand: New. In English.

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Zustand: Brand New. 368 pages. 9.00x6.00x0.75 inches. In Stock.

Zustand: New. 2022. Hardcover. . . . . . Books ship from the US and Ireland.

Zustand: New. pp. 408 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Taschenbuch. Zustand: Neu. Neuware - Youth titled this book Personal Truths because they shared their personal journeys, what they think of themselves, what others think of them, and who they are when their masks are removed. Artists encourage us to recognize personal truths may differ from what society values and cultural conditioning. Intuitively, authors understand what it means to live their truth. They discovered what matters most to them and expressed how they feel when navigating these justice-oriented issues. Putting their truths into words was difficult. Their lives, insights, and experiences were shaped by the way in which they live their lives, their truths. Artists encourage us to utilize their artmaking to make decisions based on love versus fear. They want each of us to live according to what we value and to look within and reflect how lived experiences shape who we become. Youth recognized their source of power came from within and deepened not only their sense of self, but internalizing self-worth begins from within. Through their artmaking, authors honor their intuition, insights, thoughts, and feelings around a myriad of issues ranging from the need for culturally responsive teachers/leaders to police brutality to the need for children to be loved as their authentic selves as well as many more justice-oriented issues they deem significant to their development. Their artmaking provided space to deepen their understanding of how personal truths influence their decision making, values, beliefs, and actions. Their artmaking reinforces their beliefs and personal growth; in other words, these artists concluded the need to live their truths. This powerful and moving artmaking taps into what youth deem significant. To be true to oneself suggests each of us be conscious of our values, beliefs, responses, and motives. As youth deepened their ways of knowing, they discovered how often society influenced their sense of self and how often society seemed insensitive and even contradicted their values and beliefs. For these artists, it was the first time they were provided space to explore how schools, communities, and society influence how they make sense of the world. Artmaking restored and strengthened that personal awareness.…

Zustand: New. In English.

Taschenbuch. Zustand: Neu. Neuware - School communities identified these children as the 'throwaways'-children who often experienced bullying, abuse, foster care, juvenile detention, and special education services. In this book, children with learning differences engage in artmaking as sensemaking to deepen their understanding of what it means to live on the margins in U.S. public K-12 schools. Their artmaking calls upon educators, school leaders, and policymakers to actively engage in addressing the injustices many of the children faced in school. This book is revolutionary. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations. Together, they encourage school community members to examine pedagogical practices, eliminate exclusive policies, and promote social justice-oriented work in schools. Their artmaking inspires new ways of knowing and responding to the lived experiences of children with learning differences. They hope their work encourages school communities to make authentic connections to improve their learning, capacity to love others, and of most importantly, to value oneself. Authors' first-tellings capture the human experience of navigating through oppressive educational systems. Authors urge us to consider what it means to be empathic and to engage in the lives of those we serve. Their truths remind us to that standing still should never be an option.…