Ron Scapp | |
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| Born | June 29, 1955 New York City, NY |
| Occupation | American Educator and Author |
Ron Scapp is a noted American educator and author. His work focuses on urban education, educational leadership and policy, and teacher empowerment. He also writes on topics as varied as homelessness, American theater and continental philosophy.
Dr. Ron Scapp is the founding director of the Graduate Program in Urban and Multicultural Education at the College of Mount Saint Vincent in the Bronx, where he is professor of humanities and teacher education. [1] He also is a fellow of the National Education Policy Center at University of Colorado, Boulder, a member of the Education Policy Alliance and a senior associate and founding member of the United Federation of Teacher’s Urban Educators Forum in New York City. He is also a member of the NYC/UFT Teacher Center policy board. Dr. Scapp served as President of the Association For Ethnic Studies (then called the National Association for Ethnic Studies) from 2011-2015 and is Editor of Ethnic Studies Review.
Dr. Scapp has Ph.D. in philosophy from the State University of New York at Stony Brook, where he studied continental philosophy, the history of philosophy and concentrated on race, class and gender issues. He is a founding member of Group Thought, a philosophy collective based in Red Hook, Brooklyn. [2]
Ron Scapp continues to explore and expand the connections to be made among education, politics and culture.
Praising his 2006 publication, Managing to be Different: Educational Leadership as Critical Practice, [4] Henry A. Giroux notes that Ron Scapp
“Offers a view of educational leadership that is as empowering as it is insightful… Scapp develops a theory of leadership that is not only empowering and critical but takes seriously the relationship between leadership and the imperatives of a substantive democracy. Every educator as well as everyone interested in education should read this book.”
In addition, he has collaborated with many other scholars, most notably with writer and critic bell hooks in her 1994 publication Teaching to Transgress: Education as the practice of freedom. [6]
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly, as they reflect different social, political, and cultural contexts.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed.
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
Philosophy for Children, sometimes abbreviated to P4C, is a movement that aims to teach reasoning and argumentative skills to children. There are also related methods sometimes called "Philosophy for Young People" or "Philosophy for Kids". Often the hope is that this will be a key influential move towards a more democratic form of democracy. However, there is also a long tradition within higher education of developing alternative methods for teaching philosophy both in schools and colleges.
The anti-bias curriculum is an activist approach to educational curricula which attempts to challenge prejudices such as racism, sexism, ableism, ageism, weightism, homophobia, classism, colorism, heightism, handism, religious discrimination and other forms of kyriarchy. The approach is favoured by civil rights organisations such as the Anti-Defamation League.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.
Culturally relevant teaching or responsive teaching is a pedagogy grounded in teachers' displaying cultural competence: skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to their cultural context.
Teacher education or teacher training refers to the policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
Anti-oppressive education encompasses multiple approaches to learning that actively challenge forms of oppression.
Education sciences or education theory seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology.
Allan Luke is an educator, researcher, and theorist studying literacy, multiliteracies, applied linguistics, and educational sociology and policy. Luke has written or edited 17 books and more than 250 articles and book chapters. Luke, with Peter Freebody, originated the Four Resources Model of literacy in the 1990s. Part of the New London Group, he was coauthor of the "Pedagogy of Multiliteracies: Designing Social Futures" published in the Harvard Educational Review (1996). He is Emeritus Professor at Queensland University of Technology in Brisbane, Australia and Adjunct Professor at Werklund School of Education, University of Calgary, Canada.
Multicultural education is a set of educational strategies developed to provide students with knowledge about the histories, cultures, and contributions of diverse groups. It draws on insights from multiple fields, including ethnic studies and women studies, and reinterprets content from related academic disciplines. It is a way of teaching that promotes the principles of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, multiple perspectives, and self-reflection. One study found these strategies to be effective in promoting educational achievements among immigrant students.
Krishna Kumar is an Indian intellectual and academician, noted for his writings in the sociology and history of education. His academic oeuvre has drawn on multiple sources, including the school curriculum as a means of social inquiry. His work is also notable for its critical engagement with modernity in a colonized society. His writings explore the patterns of conflict and interaction between forces of the vernacular and the state. As a teacher and bilingual writer, he has developed an aesthetic of pedagogy and knowledge that aspires to mitigate aggression and violence. In addition to his academic work, he writes essays and short stories in Hindi, and has also written for children. He has taught at the Central Institute of Education, University of Delhi, from 1981 to 2016. He was also the Dean and Head of the institution. From 2004 to 2010, he was Director of the National Council of Educational Research and Training (NCERT), an apex organization for curricular reforms in India. He was awarded the Padma Shri by the President of India in 2011.
Deborah P. Britzman is a professor and a practicing psychoanalyst at York University. Britzman's research connects psychoanalysis with contemporary pedagogy, teacher education, social inequality, problems of intolerance and historical crisis.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Social workers use education as a key tool in client and community interactions. These educational exchanges are not always explicit but are the foundation of how social workers learn from their service participants and how social workers can assist with information delivery and skill development.
Niki Davis is an educator and researcher based in Aotearoa New Zealand whose work has focused on equipping teachers to effectively deliver information and communication technologies in a global education context. Her research has explored how teaching, learning and assessment can be inclusive and ethically managed in non-traditional spaces involving E-learning while acknowledging the role of the knowledge of indigenous peoples in assisting to build critically reflective research communities. She worked in universities in the United Kingdom and the United States before becoming a Distinguished Professor at the University of Canterbury in 2008, retiring and becoming Professor Emeritus in 2020. Davis has been involved in a range of initiatives and organisations that promote knowledge of digital technologies in education and is widely published in this field.
Kerry Freedman is Professor of Art and Design Education at Northern Illinois University and Coordinator of Doctoral Programs in the College of Visual and Performing Arts. She is also a past Head of the Art + Design Education Division. Professor Freedman's research focuses on questions concerning the relationship of curriculum to art, culture, and technology. Recently, she has particularly focused on inquiries into student learning through engagement with visual culture. She has provided significant leadership to the field through her various service roles and publications. Freedman's service roles include, but are not limited to: Senior Editor of Studies in Art Education, the research journal of the National Art Education Association, and World Councilor of the International Society for Education through Art, a UNESCO affiliate. She was the co-Chair of the Art Education Research Institute.
Abolitionist teaching, also known as abolitionist pedagogy, is practices and approaches to teaching that focus on restoring humanity for all children in schools. Abolitionist teaching is the practice of pursuing educational freedom for all students, eschewing reform in favor of transformation. This practice is rooted in Black critical theory and focused on joy, direct action and abolition.
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