"Students of color are often left underserved and unrepresented in school curricula. This book focuses on African American students and the usefulness and importance of corrective education in reversing curricular fallacies. Additionally, it uncovers and explains the role that education can play in creating a more holistic learning experience for minority students. The Afrocentric school in this proposed book is high-performing, and outperforms the state. The book identifies what teachers and student recognize as supportive features of the school's approach, including: (a) a unique learning environment, (b) support systems, (c) spiritual affirmations, (d) evidences of Black education, (e) a reframing of Afrocentricity, and (f) education that promotes positive and transformative Black identity. In response to reviewers, the authors will expand their frame of reference to draw on evidence from other schools but will look deeply at one school and possible applications of its model in other settings"--

Lecture titles: "The Pedagogical Law and its Expression in Karma and Reincarnation"; "The Image Character and Language of the Physical Body"; "'The Metamorphosis of Growth Forces into Intellectual Forces and the Rhythmic Nature of Astral Activity"; "The Ego Organization as the Great Integrator." In the first lecture, Dr. Michaela Gl�ckler focuses on the "pedagogical law" suggested by Rudolf Steiner in his lecture course published as Education for Special Needs. She illumines the comprehensiveness of tht law, the insight it offers into the working of the fourfold human nature, and the karmic effects of our fourfold activity from one life to another. She then takes us on a path that starts with the physical body, pointing to some of the wonders of embryological development, and then brings to our consciousness further growth rhythms of the brain and other organs. She demonstrates the difference between human and animal and shows how, in animals, wisdom and intelligence have formed the physical body and express themselves through instinct. She opens new doors of understanding for teachers that can lead to a clearer understanding of the significance that the release of intelligence from the body plays in human development.

What would a school look like if it was designed with mental health in mind? Too many public schools look and feel like prisons, designed out of fear of vandalism and truancy. But we know that nurturing environments are better for learning. Access to nature, big classroom windows, and open campuses consistently reduce stress, anxiety, disorderly conduct, and crime, and improve academic performance. Backed by decades of research, Schools That Heal showcases clear and compelling ways--from furniture to classroom improvements to whole campus renovations--to make supportive learning environments for our children and teenagers. With invaluable advice for school administrators, public health experts, teachers, and parents Schools That Heal is a call to action and a practical resource to create nurturing and inspiring schools for all children.

Hope and Healing in Urban Education proposes a new movement of healing justice to repair the damage done by the erosion of hope resulting from structural violence in urban communities. Drawing on ethnographic case studies from around the country, this book chronicles how teacher activists employ healing strategies in stressed schools and community organizations, and work to reverse negative impacts on academic achievement and civic engagement, supporting their students to become powerful civic actors. The book argues that healing a community is a form of political action, and emphasizes the need to place healing and hope at the center of our educational and political strategies. At once a bold, revealing, and nuanced look at troubled urban communities as well as the teacher activists and community members working to reverse the damage done by generations of oppression, Hope and Healing in Urban Education examines how social change can be enacted from within to restore a sense of hope to besieged communities and counteract the effects of poverty, violence, and hopelessness.

"An animal behaviorist recounts the story of how in order to help a troubled dog she was compelled to revisit painful memories about her own past in order to gain understanding into the impact of trauma on the brain, "--NoveList.

Providing school-based mental health providers with the necessary tools to help intervene on behalf of students struggling to overcome trauma, this volume features engaging case studies and an overview of evidence-based interventions.

A fully revised & updated handbook for teachers and administrators on creating just and equitable learning environments for students; building and maintaining healthy relationships; healing harm and transforming conflict. Much more than a response to harm, restorative justice nurtures relational, interconnected school cultures. The wisdom embedded within its principles and practices is being welcomed at a time when exclusionary discipline and zero tolerance policies are recognized as perpetuating student apathy, disproportionality, and the school-to-prison pipeline. Relying on the wisdom of early proponents of restorative justice, the daily experiences of educators, and the authors’ extensive experience as classroom teachers and researchers, this Little Book guides the growth of restorative justice in education (RJE) into the future. Incorporating activities, stories, and examples throughout the book, three major interconnected and equally important aspects of restorative justice in education are explained and applied: creating just and equitable learning environments; building and maintaining healthy relationships; healing harm and transforming conflict. Chapters include: The Way We Do Things A Brief History of Restorative Justice in Education Beliefs and Values in Restorative Justice in Education Creating just and Equitable Learning Environments Nurturing Healthy relationships Repairing Harm and Transforming Conflict A Tale of Two Schools: Thoughts and Sustainability The Little Book of Restorative Justice in Education is a reference that practitioners can turn to repeatedly for clarity and consistency as they implement restorative justice in educational settings.

With the clarity of a physicist and the compassion of a gifted healer with fifteen years of professional experience observing 5,000 clients and students, Barbara Ann Brennan presents the first in-depth study of the human energy field for people who seek happiness, health and their full potential. Our physical bodies exist within a larger "body," a human energy field or aura, which is the vehicle through which we create our experience of reality, including health and illness. It is through this energy field that we have the power to heal ourselves. This energy body -- only recently verified by scientists, but long known to healers and mystics -- is the starting point of all illness. Here, our most powerful and profound human interactions take place, the precursor and healer of all physiological and emotional disturbances. Hands of Light is your guide to a new wholeness. It offers: • A new paradigm for the human, in health, relationship, and disease • An understanding of how the human energy field looks, functions, is disturbed, healed, and interacts with friends and lovers. • Training in the ability to see and interpret auras • Medically verified case studies of healing people from all walks of life with a variety of illnesses. • Guidelines for healing the self and others. • The author's personal and intriguing life adventure which gives us a model for growth, courage and possibilities for expanded consciousness

Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.