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Invisible Children in the Society and Its Schools


reviewed by Ceola Ross Baber — March 27, 2007

coverTitle: Invisible Children in the Society and Its Schools
Author(s): Sue Books (Ed.)
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805859373 , Pages: 320, Year: 2006
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In this era of a pervasive moral and ethical malaise in the deep structure of our society as well as paradoxical policies and practices in our schools, those who are committed to equity and excellence in education for all children cannot help but feel intense rage and muted hope. Invisible Children in the Society and Its Schools simultaneously fuels our rage and heightens our hope. The stories of young sheroes and heroes who are assaulted on a daily basis but still come back to give schools another chance enrage our sense of social justice and ethic of care for the “least of these.” Their stories also give us hope in terms of reaffirming our commitment to social justice through a deeper understanding of using diversity to build community. As David Purpel points out in the Foreword, “this book offers some important teachings—namely, that any education directed at human liberation must... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: March 27, 2007
http://www.tcrecord.org ID Number: 13951, Date Accessed: 12/17/2017 12:44:18 PM

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About the Author
  • Ceola Ross Baber
    University of North Carolina at Greensboro
    E-mail Author
    Ceola Ross Baber, Ph.D. is professor of curriculum and instruction at the University of North Carolina at Greensboro. She currently serves as a reviewer for several journals, professional meetings, and textbook publishers. Her major research interests are in the broad areas of equity education, secondary education, and social studies education. Within these areas, she focuses on issues of social justice and culturally relevant pedagogy, in particular the relationship between cultural identity and school success for ethnic minority students. Her recent publications include “Building trust through culturally reciprocal home-school-community collaboration from the perspective of African American parents” (with Ereka Williams); "’Do you believe I can Fly?’ Understanding the connection between racial/ethnic identity development and academic achievement” (with J.E. Cooper); and “From liberal teacher to liberated teacher educator: A reflection on my journey through the profession.” She is currently working on several projects related to equity education including validation of an instrument to measure culturally relevant pedagogy and a study of the White identity orientation of preservice teachers.
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