Teacher Candidates’ Use of Critical Literacy to Shift Thinking about Texts and Social Justice

It is essential to support teacher candidates in becoming culturally responsive and learning about social justice in the classroom as schools across the country become more culturally and linguistically diverse. In this qualitative study, the author looked at children’s literature as a way to support teacher candidates’ learning about critical literacy and social justice. Teacher candidates constructed an annotated bibliography of children’s texts centered around a topic of their choice. Findings suggest teachers increased their understanding and use of a critical literacy lens on the literature they selected and developed a deeper understanding of the potential connections between children’s texts and social justice

“It’s just too sad!”: Teacher candidates’ emotional resistance to picture books

The use of critical literacy with children’s books that focus on social issues and disrupt the status quo can be a powerful way to create spaces for conversations with students about social justice and empowerment. Teacher candidates in a semester long children’s literature course were asked to respond to a range of children’s texts that dealt with many social issues and disrupted the commonplace. Despite an explicit emphasis on critical literacy and social justice, the candidates were very resistant to using many of the texts in their own future classrooms. They had strong emotional reactions that prevented them from consideration of how the texts could foster opportunities for students to uncover power relations in texts or to discuss ways that texts either maintain or disrupt the status quo. Data from three picture books that were cited the most frequently are shared in this paper, as well as a discussion on the implications for teacher educators who work with teacher candidates in the area of children’s literature

Leave no one behind: rethinking policy and practice at the national level to prevent mental disorders

The global burden of mental disorders is increasing, in line with the shift from communicable to chronic non-communicable diseases. Mental disorders affect the functioning of individuals, resulting not only in enormous emotional suffering and diminished quality of life, but also in stigma and discrimination. This burden extends to the community and society, with far-reaching economic and social consequences. Even under optimal conditions, treatment alone will never be sufficient to reduce the global burden of mental disorders, so a shift in focus from treatment to prevention of mental disorders should be promoted at the central level in the form of legislation, policy formulation and resource allocation. Universal and selective prevention programs should be prioritized nationally, as they aim to change the risk profile of the entire population and specifically target populations at risk for mental disorders, respectively. In this article, we review the key risk factors for mental disorders and the measures that can be taken at the national level to prevent them, taking into due consideration that prevention efforts can vary based on the audience they are addressing, level of intensity they are providing, and the life phase they target. By adopting a human rights perspective and placing the social determinants of health at the center of our narrative, we maintain that improving mental health cannot be achieved by strengthening health services alone. Coordination across government departments is needed to implement multi-level public health interventions across a wide range of settings, programs, and policies. Focusing on children's mental health and addressing poverty, gender inequality and social discrimination should be absolute priorities for national mental health policies and plans

Advanced pricing and rationing policies for large scale multimodal networks

The applying of simplified schemes, such as cordon pricing, as second-best solution to the toll network design problem is investigated here in the context of multiclass traffic assignment on multimodal networks. To this end a suitable equilibrium model has been developed, together with an efficient algorithm capable of simulating large scale networks in quite reasonable computer time. This model implements the theoretical framework proposed in a previous work on the toll optimization problem, where the validity of marginal cost pricing for the context at hand is stated. Application of the model to the real case of Rome shows us, not only that on multimodal networks a relevant share (up to 20%) of the maximum improvements in terms of social welfare achievable with marginal cost pricing can in fact be obtained through cordon pricing, but also that in practical terms rationing is a valid alternative to pricing, thus getting around some of the relevant questions (theoretical, technical, social) the latter raises. As a result we propose a practical method to analyze advanced pricing and rationing policies differentiated for user categories, which enables us to compare alternative operative solutions with an upper bound on social welfare based on a solid theoretical background. (c) 2005 Elsevier Ltd. All rights reserved

Interrupting Teachers\u27 Assumptions and Beliefs About English Learners Using Culturally Relevant Literature and Poetry Circles

Although classrooms across the United States continue to become more diverse, teachers are often underprepared to support the learning of immigrant students and students labeled as English learners (ELs). In the current investigation, we turn toward literature discussion using bilingual poetry with teachers to learn how participants recognize their assumptions and beliefs related to language and culture. In this phenomenological study framed with sociocultural and transactional theories, we present data related to teachers’ discussions of one bilingual poetry picture book. We share findings related to teachers’ understandings about their own assumptions, as well as personal connections to challenge those assumptions. We contend that teachers’ individual transactions and connections with literature led to interruptions in their assumptions and beliefs about students