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Posted: Thursday, August 31, 2017 10:38 PM

Seasoned Non-fiction Ghost Writer Wanted for "The Colonized Child" Book Project Looking for witty, progressive-minded writer to turn renowned academic thesis into a nonfiction bestseller. The Colonized Child unveils groundbreaking studies on the "colonization" of children, taming them to fit into the dominant culture at the cost of their intrinsic natural resources - imagination, curiosity, playfulness and emotional openness. The need for the rehumanization of the educational system, with love at its center, is of dire importance. Submission Information Looking for a dynamic, seasoned nonfiction ghost-writer whose can convey a level of intimacy in their storytelling while integrating the academic roots seamlessly. Please submit list of previous titles. Final candidates will be invited to submit a page speaking to their take on the material and possibly a sample opening or passage. More About "The Colonized Child" Our educational system's colonial mindset imposes the dominant culture's value system, beliefs, and customs onto the less powerful "indigenous" population (children) so that they can be converted to the prevailing mode of thinking and behaving. Children's intrinsic resources (play, imaginative freedom, curiosity, play, emotional openness) are valued insofar as those qualities can be developed to serve the dominant culture. A study conducted by the thesis' author asked whether public education is experienced as oppressive, creating students who are colonized. Through a frame of liberation psychology and a depth psychological perspective, the study examines whether children are systematically "civilized" by the dominant adult population. Is the indigenous child--the child born with unique intelligence, knowledge, and desire to learn--systematically stifled within the existing educational paradigm? Findings revealed that several practices at the middle school level enhanced learning, personal empowerment, self-esteem, and happiness, and were termed 'Liberatory.' Most significant was 'whole-child value,' where non-academic strengths, intrinsic worth, and creativity were valued. Mutual, positive, connected relationship between teacher and student was primary, enhanced by trips outside of school with faculty, emphasizing character and life lessons. Acceptance permeated the peer environment. Practices at the public high school, referred to as 'Oppressive,' contributed to alienation, separation, fear, boredom, and disincentive to learning. Focus on right answers on tests encouraged memorization/forgetting, paradoxically described as 'academic' by students, and creativity was not valued. Students cited teacher overwhelm as the main reason for the absence of connected relationship between educators and students. Judgment permeated the peer environment. Participants were ten females between 18 and 20 years old who attended a private middle school that practiced humanistic, whole-child learning, and a public high school in Santa Barbara, California. A Likert survey asked 25 identical questions regarding experience of both schools, followed by in-depth interview highlighting the difference between the subject's experiences of both schools. Using hermeneutic data evaluation, findings fell into four strong themes at two poles of experience and practice: 'Liberatory' and 'Oppressive.' There was one significant exception to the clear pattern in findings: a teacher within the 'Oppressive' system used 'Liberatory' practices effectively. Simple changes like respect, care, listening, and personal connection could increase learning and happiness in school. More about The Author, Dr. Stacy Pulice, Ph.D. Stacy Pulice, Ph.D., is a renowned academic and founder of The Art of Rehumanization. Her work centers around love, healing and emotional safety in the classroom. Stacy has an unquenchable thirst to integrate the many facets of human existence - authoring think pieces on queering the straight communityto launching a public school teaching garden that fosters connection to the soil. She has a deep belief in the power of love to be disruptive, and seeks to use it in all aspects of life to improve the human experience. For over twenty years, Stacy has served on numerous boards in varying capacities that have been committed to fostering emotional intelligence in education. recblid vtp3y3vmvntqydgjbdirvx2ea4u072


• Location: Tampa

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