Education / Educational sciences / Pedagogy Books
Brill African Social Movement Learning: The Case of the Ada Songor Salt Movement
Book SynopsisHow social movements learn in struggle, produce knowledge, and provoke public paradigm shifts have become an important focus of critical adult education in our contemporary turbulent times. And yet, African social movements, and their learning are largely absent from this literature. This work, therefore, provides a rare and much needed African contribution to this field. African Social Movement Learning: The Case of the Ada Songor Salt Movement speaks to this gap in the literature, laying out an entry-point to an African-centered account of learning in struggle on the continent. However, this entry-point quickly turns to an in-depth sharing of one particular case of African social movement learning. Based on 9 years of research with the Ada Songor salt movement in Ghana, the book provides a detailed account of learning through defending communal access to West Africa’s largest salt yielding lagoon in the face of local, national and global efforts to expropriate this resource. The book shares the knowledge production of the movement, as well as the ways in which the movement has restoried its struggle to meet new challenges. Songs, tapestries, demonstrations, manifestoes, popular education approaches, and book production all feature in these efforts.Table of ContentsForeword Anne Harley List of Illustrations Chapter 1: Introduction Social Movement and Social Movement Learning Studies Social Movement Learning in Ghana – A Gathering of Voices A History of Movements Defending Communal Access Moving with the Ada Movement Structure of the Book Chapter 2: African Social Movements and Learning Social Movement Studies and Subaltern Movements Social Movement Learning and Critical Adult Education 1st Wave: African Liberation Movements From the 2nd Wave of Democratization to the 3rd Wave of Contemporary Ctruggles 2nd Wave: African Democracy Movements 3rd Wave: Protest Movements in Contemporary Times Moving from Africa to Ada Chapter 3: Ada Movement Knowledge Production, Questioning National Development National Development and Neoliberalism as Topographies of Power The Adas, a Salt People from the Start Ada Songor Focus of British Colonial Divide and Rule Tactics in Area Ghana Emerges from the Gold Coast Colony, but the Post Independence State Still Promotes the National over the Local Adas Dispossessed, Fight back through Legal, Political and Physical Means A New Dispossession on the Horizon Means New Tactics Are Needed Resisting the National Development and Neoliberal Narrative Chapter 4: Stories and Restorying as Social Movement Learning Literacy of Struggle Challenging How the Root Causes of Struggle are Framed The Thumbless Hand, the Chameleon, and the Dog Challenging Male Dominance through Rooted Restorying The Struggle of the Songor Salt People Book Project Restorying Struggle as Learning Chapter 5: The Pedagogy of Creative Dissent: Using Creativity to Broaden and Deepen Social Movement Learning Introduction Creative Dissent and Pedagogy Creativity, Learning and Democratizing Knowledge Overlapping Registers of “Spreading” Learning and Creativity Chapter 6: Conclusion African Subaltern Movements Thinking and Acting on Their Future African Subaltern Social Movements Producing Potential Creativity and Non-Violent Activism Where the Movement Is Headed Now, or the Latest Area of Learning Learning in, through and to Struggle Appendix A References Index
£104.00
Brill Collective Capacity Building: Shaping Education and Communication in Knowledge Society
Book SynopsisThe theme of Collective Capacity Building (CCB) is a comprehensive one, resonating with the complexity of the knowledge society. Such complexity requires contributions of a wide range of scientists, for a multidimensional understanding. Thus, philosophers, economists, educationalists, sociologists, political scientists, psychologists, scientists from Romania, Germany, Spain, Serbia, Greece, Cyprus, Latvia and Sweden have come together in Collective Capacity Building: Shaping Education and Communication in Knowledge Society. Their choice to discuss current societal challenges in different fields, in a transdisciplinary and interdisciplinary manner, illustrates how communication, education, interaction, identity, science, professionalization and others are (re)shaped nowadays. As it is increasingly evident that the challenges of a knowledge-based society are more resilient to traditional approaches and the new focus is on how to regulate new skills and capacities, the contributions propose a more stimulating reflection and dialogue on how CCB can foster progress in some of the most intricate educational, social, cultural, geopolitical and economic issues today. In light of this, the contributors have addressed the following questions: How can we define collaboration in communication and educational theory and practice? What are the tools and the rules adopted by CCB in various practical contexts? How can researchers develop their theoretical perspective on CCB after their thorough investigation of current and complex educational issues and societal challenges?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Towards Collective Capacity Building in a Transdisciplinary Perspective Simona Sava Part 1: Interdisciplinary Approaches in Collective Capacity Building 1. Science, Truth, Democracy: A Troubled Marriage? Mircea Dumitru 2. Capacity Building by Enculturation Ekkehard Nuissl 3. Cultural Heritage, Identity and Collective Capacity Building Sorin Vlad Predescu 4. Recovering Parsons through Roma’s Voices for Constructing European Societal Community Teresa Sordé, Olga Serradell, Esther Oliver and Emilia Aiello 5. Distorting the Message of Religious Symbols by Fallacious Reasoning in the Electoral Posters of Political Campaigns Gheorghe Clitan and Oana Barbu-Kleitsch 6. Political Communication on Social Media during February 2017 Protests in Romania Simona Bader 7. Learning Democracy: Beyond the Traditional Didactics Katarina Popovic, Maja Maksimovic and Aleksa Jovanovic 8. Critical Reflection in Contemporary Adult Education: An Essential Element for Personal and Collective Capacity Building George A. Koulaouzides and Theodoros Koutroukis Part 2: Collective Capacity Building in Higher Education 9. Who Are the Knowledge Producers in Higher Education? An Inquiry into the Self-Perceptions of Postdoctoral Researchers in Higher Education in Spanish Universities Georgeta Ion and Marina Tomàs-Folch 10. Nudging Generation Y towards Education for Sustainability Liliana Donath, Monica Boldea and Ana-Maria Popa 11. Capacity Building in Initial Teacher Education (ITE): Collaboration for Collective Capacity Building Irina Maslo and Mikael Cronhjort 12. Building Collective Capacity for Adult Learning in Distance Education Maria N. Gravani 13. Nurturing the Well-Being of University Students for Improved Capacity Building Ioana Darjan, Loredana Al Ghazi, Anca Lustrea, Mihai Predescu and Mariana Crasovan 14. The Normative Value of Health: Epigenetical, Bioethical and Theological Approaches to Health Education Aurora Carmen Barbat Index
£55.17
Brill Collective Capacity Building: Shaping Education
Book SynopsisThe theme of Collective Capacity Building (CCB) is a comprehensive one, resonating with the complexity of the knowledge society. Such complexity requires contributions of a wide range of scientists, for a multidimensional understanding. Thus, philosophers, economists, educationalists, sociologists, political scientists, psychologists, scientists from Romania, Germany, Spain, Serbia, Greece, Cyprus, Latvia and Sweden have come together in Collective Capacity Building: Shaping Education and Communication in Knowledge Society. Their choice to discuss current societal challenges in different fields, in a transdisciplinary and interdisciplinary manner, illustrates how communication, education, interaction, identity, science, professionalization and others are (re)shaped nowadays. As it is increasingly evident that the challenges of a knowledge-based society are more resilient to traditional approaches and the new focus is on how to regulate new skills and capacities, the contributions propose a more stimulating reflection and dialogue on how CCB can foster progress in some of the most intricate educational, social, cultural, geopolitical and economic issues today. In light of this, the contributors have addressed the following questions: How can we define collaboration in communication and educational theory and practice? What are the tools and the rules adopted by CCB in various practical contexts? How can researchers develop their theoretical perspective on CCB after their thorough investigation of current and complex educational issues and societal challenges?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Towards Collective Capacity Building in a Transdisciplinary Perspective Simona Sava Part 1: Interdisciplinary Approaches in Collective Capacity Building 1. Science, Truth, Democracy: A Troubled Marriage? Mircea Dumitru 2. Capacity Building by Enculturation Ekkehard Nuissl 3. Cultural Heritage, Identity and Collective Capacity Building Sorin Vlad Predescu 4. Recovering Parsons through Roma’s Voices for Constructing European Societal Community Teresa Sordé, Olga Serradell, Esther Oliver and Emilia Aiello 5. Distorting the Message of Religious Symbols by Fallacious Reasoning in the Electoral Posters of Political Campaigns Gheorghe Clitan and Oana Barbu-Kleitsch 6. Political Communication on Social Media during February 2017 Protests in Romania Simona Bader 7. Learning Democracy: Beyond the Traditional Didactics Katarina Popovic, Maja Maksimovic and Aleksa Jovanovic 8. Critical Reflection in Contemporary Adult Education: An Essential Element for Personal and Collective Capacity Building George A. Koulaouzides and Theodoros Koutroukis Part 2: Collective Capacity Building in Higher Education 9. Who Are the Knowledge Producers in Higher Education? An Inquiry into the Self-Perceptions of Postdoctoral Researchers in Higher Education in Spanish Universities Georgeta Ion and Marina Tomàs-Folch 10. Nudging Generation Y towards Education for Sustainability Liliana Donath, Monica Boldea and Ana-Maria Popa 11. Capacity Building in Initial Teacher Education (ITE): Collaboration for Collective Capacity Building Irina Maslo and Mikael Cronhjort 12. Building Collective Capacity for Adult Learning in Distance Education Maria N. Gravani 13. Nurturing the Well-Being of University Students for Improved Capacity Building Ioana Darjan, Loredana Al Ghazi, Anca Lustrea, Mihai Predescu and Mariana Crasovan 14. The Normative Value of Health: Epigenetical, Bioethical and Theological Approaches to Health Education Aurora Carmen Barbat Index
£104.00
Brill Playing with Teaching: Considerations for Implementing Gaming Literacies in the Classroom
Book SynopsisThe possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games – both digital and non-digital – can shape unique learning and literacy experiences for young people today, this book’s chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.Table of ContentsForeword Ken Lindblom List of Figures and Tables Notes on Contributors Introduction: Taking Literacies of Play Seriously Antero Garcia, Jennifer S. Dail and Shelbie Witte PART 1: Writing and Text-Based Models of Play Introduction to Part 1: Writing and Text-Based Models of Play Antero Garcia, Shelbie Witte and Jennifer S. Dail 1 Writing through Gaming: A Youth Writing Camp Perspective Emily Howell and Rachel Kaminski Sanders 2 Time to Level Up: Learning through Play in a Writing Classroom Rachel Kaminski Sanders 3 Gaming the System: Engaging Students in the Imaginative Worlds of Young Adult Literature through Role-Playing Games Lindy l. Johnson and Elizabeth Deboeser 4 Imparting Empathy with Gaming Experiences: A Conversation with the Developers of Thorny Games Shelbie Witte and Jill Bindewald (with Oklahoma State University English Education Students) PART 2: Videogames and Critical Literacies in ELA Classrooms Introduction to Part 2: Videogames and Critical Literacies in ELA Classrooms Antero Garcia, Shelbie Witte and Jennifer S. Dail 5 A Critical Examination of Adolescence through Video Games Jon Ostenson 6 Video Game Creation as an Instructional Strategy: A New Way to Apply the Tpack Framework in K-12 Education Kip Glazer 7 Practical Advice for Teaching and Learning with Games: Foster Agency and Ownership with an Intentional Approach to Games Chad Sansing Index
£55.17
Brill The Pedagogy of Consciousness: Pathways to Education Reform for Urban Youth Culture
Book SynopsisIntegrating experience and observations with theoretical ideologies and philosophical dispositions, the author provides a refreshing methodology and vision to the development of curriculum and instruction for administrative leaders, educators and policymakers in an urban education setting. Collectively combing her administrative and instructional experience as an educator, principal and superintendent, she shares with readers a new pedagogical approach that emphasizes principles of collaboration and co-investigation among educators and students to explore universal life lessons and confront systemic oppression that impact urban youth. The Pedagogy of Consciousness is one that emphasizes a humanizing approach to education with balanced partnerships and shared connections among educators and students. The promise of this compelling model is that it collectively revitalizes a broken, disenfranchised system, while demonstrating the capacity to revolutionize urban education and transform lives. The book opens up with a historical analysis of education, beginning with its inception and culminating with its present state of affairs, confronting systemic inequities and modes of standardization that still permeate today. The author provokes administrative leaders and educators to value student diversity and rethink the architecture of the traditional school systems by placing students at the forefront of their education through the co-development of curriculum and learning themes that impact their lives on a daily basis. The Pedagogy of Consciousness provides innovative measures for educators and students alike to recognize the excellence that they were born with. The model, which is based on the dynamic disposition of education as a fluid, organic process, highlights relationship building among educators and students as a core element necessary to create a classroom culture based upon facets of loyalty, trust and mutual respect. To this end, educators and students investigate issues that affect their lives on a daily basis to experience self-growth and liberation that ultimately transcends into a shift in perception, thoughts and action. Embedded in the model is also the use of coping mechanisms and daily affirmations that allow students to recognize the highest form of one’s inner consciousness. The author demonstrates the importance of leading educational reform through teaching students that they are pillars of their own success.Table of ContentsForeword: The Pedagogy of Consciousness to the World Edmund Adjapong Preface List of Figures and Tables Where It All Started… 1 The Colors of Oppression 1 Mind Activation 2 Thoughts for Contemplation 3 Introspective Discourse 2 Irreparable Damage 1 Mind Activation 2 Thoughts for Contemplation 3 Introspective Discourse 3 A Curriculum for Life 1 Mind Activation 2 Thoughts for Contemplation 3 Introspective Discourse 4 Principles of Humanity: Healing through the Pedagogy of Consciousness 1 Mind Activation 2 Thoughts for Contemplation 3 Introspective Discourse 5 Restoration of Hope for the Culture 1 Mind Activation 2 Concluding Thoughts 3 Introspective Discourse Appendix A: Curricular Unit Template Appendix B: Curricular Reflection Checklist Appendix C: Sample Unit Developed by Students & Educators Appendix D: Sample Lesson Plan Design Appendix E: Positive Affirmations for Students & Educators References Index
£111.20
Brill Confucian Academies in East Asia
Book SynopsisThe fifteen studies presented inConfucian Academies in East Asia offer insight into the history and legacy of these unique institutions of knowledge and education. The contributions analyze origins, spread and development of Confucian academies across China, Korea, Vietnam, and Japan from multiple perspectives. This edited volume is one of the first attempts to understand Confucian academies as a complex transnational, intellectual, and cultural phenomena that played an essential role in various areas of East Asian education, philosophy, religious practice, local economy, print industry, and even archery. The broad chronological range of essays allows it to demonstrate the role of Confucian academies as highly adaptable and active agents of cultural and intellectual change since the eighth century until today. An indispensable handbook for studies of Confucian culture and institutions since the eighth century until the present. Contributors are: Chien Iching, Chung Soon-woo, Deng Hongbo, Martin Gehlmann, Vladimír Glomb, Lan Jun, Lee Byoung-Hoon, Eun-Jeung Lee, Thomas H.C. Lee, Margaret Dorothea Mehl, Steven B. Miles, Hoyt Cleveland Tillman, Nguyễn Tuấn-Cường, Linda Walton and Minamizawa Yoshihiko.
£144.80
Brill Doing Authentic Inquiry to Improve Learning and Teaching
Book SynopsisDoing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges. Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzyńska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.
£55.96
Brill Doing Authentic Inquiry to Improve Learning and Teaching
Book SynopsisDoing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges. Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzyńska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.
£141.60
Brill Identity Landscapes: Contemplating Place and the Construction of Self
Book SynopsisBeginning from the notion that self is constructed, contributors in Identity Landscapes: Contemplating Place and the Construction of Self are particularly interested in how relationships with place inform identity development. Locating identity inquiry in methodologies that encourage an explicit examination of self (e.g. autoethnography, self-study, autobiographical inquiry, a/r/tography, and reflexive inquiry), authors situate themselves epistemologically and geographically as they explore where place and identity converge. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to advance thought regarding the myriad ways that place informs identity development.Table of ContentsForeword: Tethering Fragments Jodi Latremouille 1 Contemplating How the Places We Dwell, Dwell in Us Ellyn Lyle 2 Twilight or Obscure David W. Jardine 3 A Sense of Place: Exploring Place and Identity through Virtual Bricolage Self-Study Research Kathleen Pithouse-Morgan and Anastasia P. Samaras 4 France as a Conduit for Teacher Identity Development: Making Croissants Christine L. Cho and Julie K. Corkett 5 Toward a Mi’kmaw Poetics of Place Adrian M. Downey 6 Geographies of Self-In-Relation: Invocations of Heartlands and Hinterlands Anita Sinner 7 Fragments of the Body, Landscape, and Identity: A Dancer/Poet’s Terroir Celeste Snowber 8 Being and Becoming in Place: Embodied Ways of Knowing and Living Science Margaret Macdonald, Cher Hill and Poh Tan 9 In Search of Myself Sepideh Mahani 10 The Colour of Secrets Valerie Triggs 11 The Conversation We Never Had: Shared Autobiography in Relation to Place and Each Other Jennifer Markides and Derek Markides 12 Exploring Identities and Place through the Ecological Imagination Kelly Young 13 I Am Here, They Were There: A Poetic Rumination of Familial History, Place, and the Conception of Self Adam Vincent 14 Positioning Myself in Turtle Island: The Storied Journeying of a First-Generation Korean Immigrant-Settler to Canada Eun-Ji Amy Kim 15 Living In-between: A Narrative Inquiry Self-Study into (Re)locating Place and Self Carmen Schlamb 16 Beyond Ontological Autonomy: Finding One’s Self in Relations Peter Graham, Mindy Carter, Rena Upitis and Kelann Currie-Williams 17 Living and Being in Place: An Indigenous Métissage Vicki Kelly 18 Mindscapes and Landscapes: Rendering (of) Self through a Body of Work Hilary Leighton 19 Teacher Identity and Agency: Learning and Becoming through Place-Conscious Pedagogy Sharon Pelech and Darron Kelly 20 Cree Nisgaa Methodological Framework and Poetic Inquiry: Teaching Through (Re)Storying Keri Cheechoo 21 Teaching Identities: Lessons from Aujuittuq (The Place That Never Thaws) Heather Mcleod and Dale Vanelli 22 Third Space Identity: Dwelling in National, International, and Epistemological Bazaar Momina Khan 23 Hospitality at the Intersection of Place, Time, and Self Lana Parker 24 Weaving Slow and Indigenous Pedagogies: Considering the Axiology of Place and Identity Shannon Leddy and Lorrie Miller 25 Places of the Heart Kimberley Holmes and Carl Leggo
£52.80
Brill Identity Landscapes: Contemplating Place and the Construction of Self
Book SynopsisBeginning from the notion that self is constructed, contributors in Identity Landscapes: Contemplating Place and the Construction of Self are particularly interested in how relationships with place inform identity development. Locating identity inquiry in methodologies that encourage an explicit examination of self (e.g. autoethnography, self-study, autobiographical inquiry, a/r/tography, and reflexive inquiry), authors situate themselves epistemologically and geographically as they explore where place and identity converge. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to advance thought regarding the myriad ways that place informs identity development.Table of ContentsForeword: Tethering Fragments Jodi Latremouille 1 Contemplating How the Places We Dwell, Dwell in Us Ellyn Lyle 2 Twilight or Obscure David W. Jardine 3 A Sense of Place: Exploring Place and Identity through Virtual Bricolage Self-Study Research Kathleen Pithouse-Morgan and Anastasia P. Samaras 4 France as a Conduit for Teacher Identity Development: Making Croissants Christine L. Cho and Julie K. Corkett 5 Toward a Mi’kmaw Poetics of Place Adrian M. Downey 6 Geographies of Self-In-Relation: Invocations of Heartlands and Hinterlands Anita Sinner 7 Fragments of the Body, Landscape, and Identity: A Dancer/Poet’s Terroir Celeste Snowber 8 Being and Becoming in Place: Embodied Ways of Knowing and Living Science Margaret Macdonald, Cher Hill and Poh Tan 9 In Search of Myself Sepideh Mahani 10 The Colour of Secrets Valerie Triggs 11 The Conversation We Never Had: Shared Autobiography in Relation to Place and Each Other Jennifer Markides and Derek Markides 12 Exploring Identities and Place through the Ecological Imagination Kelly Young 13 I Am Here, They Were There: A Poetic Rumination of Familial History, Place, and the Conception of Self Adam Vincent 14 Positioning Myself in Turtle Island: The Storied Journeying of a First-Generation Korean Immigrant-Settler to Canada Eun-Ji Amy Kim 15 Living In-between: A Narrative Inquiry Self-Study into (Re)locating Place and Self Carmen Schlamb 16 Beyond Ontological Autonomy: Finding One’s Self in Relations Peter Graham, Mindy Carter, Rena Upitis and Kelann Currie-Williams 17 Living and Being in Place: An Indigenous Métissage Vicki Kelly 18 Mindscapes and Landscapes: Rendering (of) Self through a Body of Work Hilary Leighton 19 Teacher Identity and Agency: Learning and Becoming through Place-Conscious Pedagogy Sharon Pelech and Darron Kelly 20 Cree Nisgaa Methodological Framework and Poetic Inquiry: Teaching Through (Re)Storying Keri Cheechoo 21 Teaching Identities: Lessons from Aujuittuq (The Place That Never Thaws) Heather Mcleod and Dale Vanelli 22 Third Space Identity: Dwelling in National, International, and Epistemological Bazaar Momina Khan 23 Hospitality at the Intersection of Place, Time, and Self Lana Parker 24 Weaving Slow and Indigenous Pedagogies: Considering the Axiology of Place and Identity Shannon Leddy and Lorrie Miller 25 Places of the Heart Kimberley Holmes and Carl Leggo
£125.60
Brill Psychological Perspectives on Religious Education: An Individual Differences Approach
Book SynopsisIn this monograph Leslie J. Francis reviews and assesses the contributions made by the individual differences tradition of psychology over the past 50 years to research in religious education. In this context religious education is conceived broadly to embrace what takes place in schools, within religious communities, and within households across the age span. Topics include: • the centrality of the attitudinal dimension of religion; • the place of personality in the individual differences tradition; • sex as a core individual difference in religion; • the consequences of individual differences in religious affect; • the role of church schools and the role of the family in religious nurture; • the factors that account for individual differences in attitude toward religious diversity; • the relevance of the individual differences tradition for adult religious education; • the implications of the individual differences tradition for biblical hermeneutics and discipleship learning.
£71.44
Brill Tracking Changes in South African Reading Literacy Achievement: A Developing Context Perspective
Book SynopsisReading has been touted as the most crucial and lacking skill for young South African children. This book delves into the issues and measurement considerations surrounding reading literacy using the Progress in International Reading Literacy Study (PIRLS) data. The contributors to this volume explore the complexities of measuring reading literacy with an international survey, curricula misalignment, and how the PIRLS framework can inform teaching and learning. Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.Table of ContentsForeword Hans Wagemaker Acknowledgements List of Figures and Tables Notes on Contributors 1 The Complexities of International Large-Scale Assessments in a Developing Context Celeste Combrinck and Surette van Staden 2 The PIRLS Assessment Framework: Implications for Teacher Education Nick Taylor 3 Explaining Improved Learning Outcomes in South African Primary Schools Martin Gustafsson and Stephen Taylor 4 Reading Literacy in Multilingual Societies: An Exploration of Relevant Learning Opportunities for Teacher Education and Their Implications for Large-Scale Assessment Tobias Schroedler, Caroline Böning and Surette van Staden 5 When Comprehension Barely Occurs: Examining Low Performance in South Africa to Better Support and Monitor Reading Comprehension Elizabeth Pretorius and Karen Roux 6 Shaping National Use of International Large-Scale Assessment Data: Translating Descriptive Patterns into Meaningful Contextual Scales of Teacher Reading Practice Surette van Staden and Claudia Schreiner 7 Bridging the 20-Year Literacy Divide: African Language Reading Progress in South Africa Nompumelelo L. Mohohlwane, Nangamso Mtsatse and Peter Courtney 8 Looking Back, Looking Forward: The Future of Reading for South African Children Surette van Staden and Celeste Combrinck Index
£118.40
Brill Art – Ethics – Education
Book SynopsisThis book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author’s specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters within the book cover a wide range of ethical questions and educational contexts, broaching subjects as varied as higher education, artificial intelligence, animal ethics, transcultural encounters, collaborative art, the education of senior citizens and experiences of conflict. Art, ethics and education are not conceived in terms of established orders, representations, ideals, criteria or bodies of knowledge and practice, but rather in terms of dynamic, relational processes and their potentialities, that arise within specific locations, cartographies and ecologies of practice. The notions of art, ethics and education are viewed in terms of assemblages that have the capacity to generate new modes of practice that may question established values and advance new overlappings of aesthetic, ethical and political relations. Contributors are: Dennis Atkinson, Hashim Al Azzam, John Baldacchino, Bazon Brock, Carl-Peter Buschkühle, Sahin Celikten, Ana Dimke, Brian Grassom, Leena Hannula, Brian Hughes, jan jagodzinski, Timo Jokela, Mira Kallio-Tavin, Joachim Kettel, Guillermo Marini, Catarina Martins, Joe Sacco, Francisco Schwember, Juuso Tervo, Raphael Vella and Branka Vujanovic.Table of ContentsPreface List of Figures Notes on Contributors 1 Introduction: Creative Ethics in Art and Education Carl-Peter Buschkühle PART 1: Neoliberalism, Education and Creativity Introduction to Part 1: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 2 The Fabrication of the Chameleonic Citizen of the Future through the Rhetoric of Creativity: Governmentality, Competition and Human Capital Catarina S. Martins 3 Ethics in Higher Art Education Mira Kallio-Tavin PART 2: Moral Inquiry and Political Correctness Introduction to Part 2: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 4 Art for Democracy in Crisis Brian Hughes 5 Ethics in Aesthetics? How Much Ethics Can Art Tolerate? Joachim Kettel PART 3: Non-sense, Disobedience and Alterity Introduction to Part 3: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 6 A ‘MOST AMIABLE UNION’: The Ethics of Art’s Practice as a Pedagogical Aesthetics John Baldacchino 7 Meditation on a Glow Stick: Slow Pedagogy and Ontogenetic Ethics Dennis Atkinson 8 The Illumined Mind: Education, Ethics and Art Brian James Grassom PART 4: Abstention and Disappearance Introduction to Part 4: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 9 On the Aesthetics of Abstention Bazon Brock 10 Not in the Name of: Time and Disappearances in Ethics of Art Education Juuso Tervo PART 5: Documenting a Politics of Hatred Introduction to Part 5: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 11 Photography as Cultural Symptomatology within a Post-Yugoslav Condition: The Case of Sarajevo Branka Vujanović 12 The Work Speaks for Itself: An Interview with Joe Sacco Raphael Vella PART 6: Arts-Based Research, Community and the Environment Introduction to Part 6: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 13 Ethics of Arctic Sustainable Art: Indigenous and Non-Indigenous Dialogue Timo Jokela 14 Lifelong Learning in a Non-Formal Cultural Environment Leena Hannula 15 Art-Based Research in Vulnerable Educational Contexts: Lessons from Two Elementary Schools in Santiago de Chile Francisco Schwember and Guillermo Marini PART 7: Contested Geographies Introduction to Part 7: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 16 An Ethics of the Archipelago: Collaborative Translations in Art Education Raphael Vella 17 Sculpture as Transcultural Education Hashim Al-Azzam 18 The Aesthetics of Migration Sahin Celikten PART 8: Animal Ethics, the Anthropocene and Transhumanism Introduction to Part 8: Carl-Peter Buschkühle, Dennis Atkinson and Raphael Vella 19 Art Pedagogy and Animal Ethics Ana Dimke 20 Death after Life: The Ethico-Political Response of Artists towards the Anthropocene jan jagodzinski 21 Dürer as Machine: Transhumanism and Artistic Thinking Carl-Peter Buschkühle PART 9: Conclusions 22 How to Explore Something Nobody Will Notice Raphael Vella 23 Art, Ethics and Education: Speculative Futures Dennis Atkinson
£55.17
Brill Perspectives on Arts Education Research in Canada, Volume 2: Issues and Directions
Book SynopsisArts education research in Canada has increased significantly since the beginning of this century. New forms of arts-based research, such as ethnodrama and a/r/t/ography, have arisen and made significant contributions to the literature. Researchers in departments/schools/faculties of dance, drama, music, visual arts, media studies, cultural studies and education have been successful in acquiring peer-reviewed grants from the Social Sciences and Humanities Research Council to undertake large-scale projects and disseminate the findings internationally. The purpose of this edited collection, entitled Perspectives on Arts Education Research in Canada, Volume 2: Issues and Directions, is to provide an overview of the current research undertaken across the country, thereby providing a valuable resource for students, professors and research associates working in the arts disciplines, media studies, education, and cultural studies. Contributors are: Bernard W. Andrews, Kathy Browning, Ranya Essmat Saad, Maia Giesbrecht, Shelley M. Griffin, Rita Irwin, Glenys McQueen-Fuentes, Laura Nemoy, Lori Lynn Penny, Jennifer Roswell, Michelle Searle, Alison Shields, Anita Sinner, Darlene St. Georges, Peter Vietgen, John L. Vitale, Jennifer Wicks, Kari-Lynn Winters, and Thibault Zimmer.Table of ContentsForeword: Developing Critical Mass in Arts Education Research Pauline Sameshima Preface Acknowledgements List of Figures Notes on Contributors 1 Constructions of Arts Zones: Inclusions of Diverse Learners through Artistry and Literacy Kari-Lynn Winters, Shelley M. Griffin, Peter Vietgen, Glenys McQueen-Fuentes, Debra McLauchlan and Jennifer Rowsell 2 Art making in Arts-Based Educational Research Dissertations Alison Shields and Rita Irwin 3 Facing the Music: Exploring the Fears of Pre-Service Generalists in the Music Classroom John L. Vitale 4 Enhancing Educational Decision-Making: Arts-Informed Inquiry as a Feature of Collaborative Evaluations Michelle Searle 5 Musical Creativity and Music Education Maia Kim Giesbrecht 6 Photographic Art Educator Kathy Browning 7 Where Is the Music in Music Theory Pedagogy? Lori Lynn Penny 8 Becoming Research Stories: Practices of Life Writing in Visual Art Education Anita Sinner, Seonjeong Yi, Darlene St. Georges, Ranya Essmat Saad, Thibault Zimmer and Jennifer Wicks 9 Artists Helping Teachers: Learning to Teach the Arts in Professional Development Bernard W. Andrews 10 Beyond the Art of Listening: Music Research in Medical Education Laura Nimoy
£46.46
Brill Perspectives on Arts Education Research in Canada, Volume 2: Issues and Directions
Book SynopsisArts education research in Canada has increased significantly since the beginning of this century. New forms of arts-based research, such as ethnodrama and a/r/t/ography, have arisen and made significant contributions to the literature. Researchers in departments/schools/faculties of dance, drama, music, visual arts, media studies, cultural studies and education have been successful in acquiring peer-reviewed grants from the Social Sciences and Humanities Research Council to undertake large-scale projects and disseminate the findings internationally. The purpose of this edited collection, entitled Perspectives on Arts Education Research in Canada, Volume 2: Issues and Directions, is to provide an overview of the current research undertaken across the country, thereby providing a valuable resource for students, professors and research associates working in the arts disciplines, media studies, education, and cultural studies. Contributors are: Bernard W. Andrews, Kathy Browning, Ranya Essmat Saad, Maia Giesbrecht, Shelley M. Griffin, Rita Irwin, Glenys McQueen-Fuentes, Laura Nemoy, Lori Lynn Penny, Jennifer Roswell, Michelle Searle, Alison Shields, Anita Sinner, Darlene St. Georges, Peter Vietgen, John L. Vitale, Jennifer Wicks, Kari-Lynn Winters, and Thibault Zimmer.Table of ContentsForeword: Developing Critical Mass in Arts Education Research Pauline Sameshima Preface Acknowledgements List of Figures Notes on Contributors 1 Constructions of Arts Zones: Inclusions of Diverse Learners through Artistry and Literacy Kari-Lynn Winters, Shelley M. Griffin, Peter Vietgen, Glenys McQueen-Fuentes, Debra McLauchlan and Jennifer Rowsell 2 Art making in Arts-Based Educational Research Dissertations Alison Shields and Rita Irwin 3 Facing the Music: Exploring the Fears of Pre-Service Generalists in the Music Classroom John L. Vitale 4 Enhancing Educational Decision-Making: Arts-Informed Inquiry as a Feature of Collaborative Evaluations Michelle Searle 5 Musical Creativity and Music Education Maia Kim Giesbrecht 6 Photographic Art Educator Kathy Browning 7 Where Is the Music in Music Theory Pedagogy? Lori Lynn Penny 8 Becoming Research Stories: Practices of Life Writing in Visual Art Education Anita Sinner, Seonjeong Yi, Darlene St. Georges, Ranya Essmat Saad, Thibault Zimmer and Jennifer Wicks 9 Artists Helping Teachers: Learning to Teach the Arts in Professional Development Bernard W. Andrews 10 Beyond the Art of Listening: Music Research in Medical Education Laura Nimoy
£104.00
Brill Art as an Agent for Social Change
Book SynopsisThe chapters in Art as an Agent for Social Change, presented as snapshots, focus on exploring the power of drama, dance, visual arts, media, music, poetry and film as educative, artistic, imaginative, embodied and relational art forms that are agents of personal and societal change. A range of methods and ontological views are used by the authors in this unique contribution to scholarship, illustrating the comprehensive methodologies and theories that ground arts-based research in Canada, the US, Norway, India, Hong Kong and South Africa. Weaving together a series of chapters (snapshots) under the themes of community building, collaboration and teaching and pedagogy, this book offers examples of how Art as an Agent for Social Change is of particular relevance for many different and often overlapping groups including community artists, K-university instructors, teachers, students, and arts-based educational researchers interested in using the arts to explore social justice in educative ways. This book provokes us to think critically and creatively about what really matters!Trade Review“Art as Agent for Social Change deftly explores the connections between art and social change through a rich telling of the journeys of knowledge work of artists, researchers, educators and activists. The cover artwork lingers as a ‘framework’ for future journeys of knowledge production highlighting the necessity of introspection, but also interaction, interdependence, inter-connectedness, and intersection required for wholesome scholarship for social change in complex and uncertain times. The editors have brought together a powerful text that opens up possibilities for innovation in connecting art, research, teaching and community activism, enabling the authentic and respectful interbeing of individuals and communities, vitalising the work they do. The interdisciplinary text makes a timeous and important contribution to the field of arts-based research.” – Naydene de Lange, Professor Emeritus, Nelson Mandela University, Port Elizabeth, South Africa “A superb collection of provocative, educative, and imaginative artful narratives that celebrates arts and their significance in bringing about personal, social, and ecological transformations. Given the inclusive, holistic, contemplative, and collaborative nature of the contributions, this volume emphasizes interconnection, hope, well-being, and empowerment and contributes to a burgeoning global movement for social justice and change. An important read for all educators!” – Ashwani Kumar, President, Arts Researchers and Teachers Society, Canada “In a time of dire need for social change, this book offers a captivating collection of ‘snapshots’ that showcase the transformational power of arts in education. It allows us to witness inclusive research practices, recognize multiple global perspectives, challenge pre-conceived perceptions, and appreciate arts-based methodological approaches with the goal of re-imagining education.” – Sara Hashem, PhD, Arts Educator, McGill UniversityTable of ContentsForeword Judith Marcuse Acknowledgments List of Figures and Tables Notes on Contributors 1 In Focus: Snapshots of Social Change through the Arts Mindy R. Carter, Claudia Mitchell and Hala Mreiwed PART 1: Community Building 2 “Imagining Things Being Otherwise”: Rethinking Community and the Art Museum Experience Sage Kincaid and Callan Steinmann 3 Voices from the Heart: Using Community and Art to Foster Social Change in Pre-Service Teachers Sheryl Smith-Gilman 4 Art Hive: A Relational Framework for Social Change Leah Lewis, Heather McLeod and Xuemei Li 5 The Murder Next Door: Developing Healing Responses and Building Community Following Trauma Using Research-Based Theatre Rosemary C. Reilly 6 Lost in Transition: Brecht’s Theatre as a Social Change Agent for Youth Empowerment in the Time of the Twentieth Anniversary of the Hong Kong Handover Lo Wai Luk and Ho Ka Lee Carrie 7 Making Stone Soup: Arts-Based Organisational Interventions and Participants’ Communication, Teamwork, and Sense of Wellbeing Mariam Ugarte and Warren Linds 8 Visions of Hope in Education: Fostering Student Teachers’ Identities of Becoming Agents of Change through a Photo Competition and Exhibition Avivit M. Cherrington 9 Empty Jars: Using Memoration to Confront the Settler Colonial Project through Arts-Based Research Deanna Del Vecchio PART 2: Collaborations 10 Walking with Wonder: Attunement to the Senses and Relationality in Photographic Inquiry Amélie Lemieux and Boyd White 11 Expression and Action for Change: A Contemporary Arts Center and School Collaboration Deborah Randolph and Karen Morris 12 Moving beyond Celebration toward Action: Affordances and Tensions in Screening and Audiencing Cellphilms and Participatory Verbatim Films Casey Burkholder and Matt Rogers 13 Cameraless Film-Making in the Education Classroom: A Professor-Student Artistic Collaboration Lisa A. Mitchell and Kerri Kennedy 14 Choreography as Poetic, Pedagogical, and Political Action in Contemporary Times Tone Pernille Østern 15 Teaching the Mind-body: Integrating Knowledges through Circus Arts Madeline Hoak, Alisan Funk and Dan Berkley 16 Contemplative Arts-Based Practices in Education Giang Hoang Le Nguyen, Trinh Ngoc Phuong Bui and Jodi Latremouille 17 The Generative Act of Critical Pedagogy: Animating Children’s Books and Games as Research Practice Sue Uhlig, Amy Migliore and Jacqueline Reid-Walsh PART 3: Teaching & Pedagogy 18 Our Words Flowing into Wide Futures: Making a Difference through Poetic Professional Learning Kathleen Pithouse-Morgan 19 Eight Weeks, Eight Verses: Using Arts-Based Inquiry to Explore Educator Subjectivity and Reflexivity during a Time of Social Change Marguerite Müller and Frans Kruger 20 Dear Artemisia: Art as Transformation in Sexual Violence Prevention Victoria Dickman-Burnett 21 Fiction for Social Change: Addressing Gender in and through Popular Films Esther Armaignac 22 Unconscious Acts: An Auto-Ethnographic Investigation into Euro-Centric White Normative Consciousness in Theatre Training Programs in Canada Makram R. Ayache 23 A Pedagogy of Presence: Attending to Context, Process, Being, and Belonging Rébecca Bourgault 24 Conceptualising a Black Feminist Arts Pedagogy: Looking Back to Look Forward Amber C. Coleman 25 Working Toward Sustainable Creative Social Justice Practices: Advancing Equity and Justice in the Academy Amanda Claudia Wager and Kristen P. Goessling
£35.39
Brill Art as an Agent for Social Change
Book SynopsisThe chapters in Art as an Agent for Social Change, presented as snapshots, focus on exploring the power of drama, dance, visual arts, media, music, poetry and film as educative, artistic, imaginative, embodied and relational art forms that are agents of personal and societal change. A range of methods and ontological views are used by the authors in this unique contribution to scholarship, illustrating the comprehensive methodologies and theories that ground arts-based research in Canada, the US, Norway, India, Hong Kong and South Africa. Weaving together a series of chapters (snapshots) under the themes of community building, collaboration and teaching and pedagogy, this book offers examples of how Art as an Agent for Social Change is of particular relevance for many different and often overlapping groups including community artists, K-university instructors, teachers, students, and arts-based educational researchers interested in using the arts to explore social justice in educative ways. This book provokes us to think critically and creatively about what really matters!Trade Review“Art as Agent for Social Change deftly explores the connections between art and social change through a rich telling of the journeys of knowledge work of artists, researchers, educators and activists. The cover artwork lingers as a ‘framework’ for future journeys of knowledge production highlighting the necessity of introspection, but also interaction, interdependence, inter-connectedness, and intersection required for wholesome scholarship for social change in complex and uncertain times. The editors have brought together a powerful text that opens up possibilities for innovation in connecting art, research, teaching and community activism, enabling the authentic and respectful interbeing of individuals and communities, vitalising the work they do. The interdisciplinary text makes a timeous and important contribution to the field of arts-based research.” – Naydene de Lange, Professor Emeritus, Nelson Mandela University, Port Elizabeth, South Africa “A superb collection of provocative, educative, and imaginative artful narratives that celebrates arts and their significance in bringing about personal, social, and ecological transformations. Given the inclusive, holistic, contemplative, and collaborative nature of the contributions, this volume emphasizes interconnection, hope, well-being, and empowerment and contributes to a burgeoning global movement for social justice and change. An important read for all educators!” – Ashwani Kumar, President, Arts Researchers and Teachers Society, Canada “In a time of dire need for social change, this book offers a captivating collection of ‘snapshots’ that showcase the transformational power of arts in education. It allows us to witness inclusive research practices, recognize multiple global perspectives, challenge pre-conceived perceptions, and appreciate arts-based methodological approaches with the goal of re-imagining education.” – Sara Hashem, PhD, Arts Educator, McGill UniversityTable of ContentsForeword Judith Marcuse Acknowledgments List of Figures and Tables Notes on Contributors 1 In Focus: Snapshots of Social Change through the Arts Mindy R. Carter, Claudia Mitchell and Hala Mreiwed PART 1: Community Building 2 “Imagining Things Being Otherwise”: Rethinking Community and the Art Museum Experience Sage Kincaid and Callan Steinmann 3 Voices from the Heart: Using Community and Art to Foster Social Change in Pre-Service Teachers Sheryl Smith-Gilman 4 Art Hive: A Relational Framework for Social Change Leah Lewis, Heather McLeod and Xuemei Li 5 The Murder Next Door: Developing Healing Responses and Building Community Following Trauma Using Research-Based Theatre Rosemary C. Reilly 6 Lost in Transition: Brecht’s Theatre as a Social Change Agent for Youth Empowerment in the Time of the Twentieth Anniversary of the Hong Kong Handover Lo Wai Luk and Ho Ka Lee Carrie 7 Making Stone Soup: Arts-Based Organisational Interventions and Participants’ Communication, Teamwork, and Sense of Wellbeing Mariam Ugarte and Warren Linds 8 Visions of Hope in Education: Fostering Student Teachers’ Identities of Becoming Agents of Change through a Photo Competition and Exhibition Avivit M. Cherrington 9 Empty Jars: Using Memoration to Confront the Settler Colonial Project through Arts-Based Research Deanna Del Vecchio PART 2: Collaborations 10 Walking with Wonder: Attunement to the Senses and Relationality in Photographic Inquiry Amélie Lemieux and Boyd White 11 Expression and Action for Change: A Contemporary Arts Center and School Collaboration Deborah Randolph and Karen Morris 12 Moving beyond Celebration toward Action: Affordances and Tensions in Screening and Audiencing Cellphilms and Participatory Verbatim Films Casey Burkholder and Matt Rogers 13 Cameraless Film-Making in the Education Classroom: A Professor-Student Artistic Collaboration Lisa A. Mitchell and Kerri Kennedy 14 Choreography as Poetic, Pedagogical, and Political Action in Contemporary Times Tone Pernille Østern 15 Teaching the Mind-body: Integrating Knowledges through Circus Arts Madeline Hoak, Alisan Funk and Dan Berkley 16 Contemplative Arts-Based Practices in Education Giang Hoang Le Nguyen, Trinh Ngoc Phuong Bui and Jodi Latremouille 17 The Generative Act of Critical Pedagogy: Animating Children’s Books and Games as Research Practice Sue Uhlig, Amy Migliore and Jacqueline Reid-Walsh PART 3: Teaching & Pedagogy 18 Our Words Flowing into Wide Futures: Making a Difference through Poetic Professional Learning Kathleen Pithouse-Morgan 19 Eight Weeks, Eight Verses: Using Arts-Based Inquiry to Explore Educator Subjectivity and Reflexivity during a Time of Social Change Marguerite Müller and Frans Kruger 20 Dear Artemisia: Art as Transformation in Sexual Violence Prevention Victoria Dickman-Burnett 21 Fiction for Social Change: Addressing Gender in and through Popular Films Esther Armaignac 22 Unconscious Acts: An Auto-Ethnographic Investigation into Euro-Centric White Normative Consciousness in Theatre Training Programs in Canada Makram R. Ayache 23 A Pedagogy of Presence: Attending to Context, Process, Being, and Belonging Rébecca Bourgault 24 Conceptualising a Black Feminist Arts Pedagogy: Looking Back to Look Forward Amber C. Coleman 25 Working Toward Sustainable Creative Social Justice Practices: Advancing Equity and Justice in the Academy Amanda Claudia Wager and Kristen P. Goessling
£104.80
Brill STEM in Science Education and S in STEM: From Pedagogy to Learning
Book SynopsisThis book presents an international perspective of the influence of cultural issues on STEM reform. Effective STEM education is of considerable importance internationally because there is increase pressure by governments to produce technically skilled people from the compulsory education sectors; people capable of participating actively in the so-called’ knowledge economy’ or knowledge society. An important and distinguishing feature of the book is that it draws upon the empirical experiences and research of the local experts from an extremely diverse cohort across the world. Contributors are: Nayif Awad, David Barlex, Alexandra Bazdar, Saouma BouJaoude, Heba EL-Deghaidy, Marwa Eltanahy, Sibel Erduran, Sufian Forawi, Clare Gartland, Lilia Halim, Ying-Shao Hsu, Zanaton Haji Iksan, Deena Khalil, Meredith Kier, Nasser Mansour, Mohamad Sattar Rasul, Seema Rivera, Dalene Swanson, Paige Teamey, Tuan Mastura Tuan Soh, Russell Tytler, Noël Williams and Yi-Fen Yeh.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: STEM in Science Education and S in STEM Heba EL-Deghaidy and Nasser Mansour PART 1: Current Practices and Challenges in STEM Education in Different Educational Settings and Cultures 1 STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan Ying-Shao Hsu, Sibel Erduran and Yi-Fen Yeh 2 STEM Graduate Teaching Assistants (GTAs) and the Development of STEM Pedagogy Seema Rivera 3 The Pivots of a Research-Practice Partnership When Centering Learning in Culturally Responsive Engineering Tasks Meredith W. Kier, Noël G. Williams, Alexandra C. Bazdar, Deena Khalil and Paige Teamey 4 Promotion of STEM Education in Schools through Partnerships Nasser Mansour and Heba EL-Deghaidy PART 2: STEM Educational Reforms and Innovations That Are Being Implemented from an International Perspective 5 Science and Design & Technology: An Exploration of Their Relationship in the Secondary School Curriculum David Barlex 6 Pedagogical Content Knowledge of Young Scientists in Promoting STEM Learning in an Informal Context Lilia Halim, Zanaton H. Iksan, Mohamad Sattar Rasul and Tuan Mastura Tuan Soh 7 Integrating the Learning of Science, Technology, Engineering, and Mathematics through a Sound, Waves and Communication Systems Course: Exploring Cognitive and Affective Aspects Nayif Awad 8 The Diffusion of Entrepreneurial Practices at Schools through STEM Education Marwa Eltanahy, Sufian Forawi and Nasser Mansour PART 3: Sociocultural Issues That Have an Impact on Shaping and Reshaping Stem Education 9 Stem Education in the Arab Countries: Rationale, Significance, and Future Prospects Saouma BouJaoude 10 Unpacking the Purposes and Potential of Interdisciplinary STEM Russell Tytler and Dalene Swanson 11 UK and USA University Outreach Practices: The Need to Develop STEM Learning Pedagogies for Student Ambassador Activity Clare Gartland 12 Localising STE2AM Education: A Transdisciplinary Response to Local and Global Challenges Heba EL-Deghaidy Index
£48.83
Brill STEM in Science Education and S in STEM: From Pedagogy to Learning
Book SynopsisThis book presents an international perspective of the influence of cultural issues on STEM reform. Effective STEM education is of considerable importance internationally because there is increase pressure by governments to produce technically skilled people from the compulsory education sectors; people capable of participating actively in the so-called’ knowledge economy’ or knowledge society. An important and distinguishing feature of the book is that it draws upon the empirical experiences and research of the local experts from an extremely diverse cohort across the world. Contributors are: Nayif Awad, David Barlex, Alexandra Bazdar, Saouma BouJaoude, Heba EL-Deghaidy, Marwa Eltanahy, Sibel Erduran, Sufian Forawi, Clare Gartland, Lilia Halim, Ying-Shao Hsu, Zanaton Haji Iksan, Deena Khalil, Meredith Kier, Nasser Mansour, Mohamad Sattar Rasul, Seema Rivera, Dalene Swanson, Paige Teamey, Tuan Mastura Tuan Soh, Russell Tytler, Noël Williams and Yi-Fen Yeh.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: STEM in Science Education and S in STEM Heba EL-Deghaidy and Nasser Mansour PART 1: Current Practices and Challenges in STEM Education in Different Educational Settings and Cultures 1 STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan Ying-Shao Hsu, Sibel Erduran and Yi-Fen Yeh 2 STEM Graduate Teaching Assistants (GTAs) and the Development of STEM Pedagogy Seema Rivera 3 The Pivots of a Research-Practice Partnership When Centering Learning in Culturally Responsive Engineering Tasks Meredith W. Kier, Noël G. Williams, Alexandra C. Bazdar, Deena Khalil and Paige Teamey 4 Promotion of STEM Education in Schools through Partnerships Nasser Mansour and Heba EL-Deghaidy PART 2: STEM Educational Reforms and Innovations That Are Being Implemented from an International Perspective 5 Science and Design & Technology: An Exploration of Their Relationship in the Secondary School Curriculum David Barlex 6 Pedagogical Content Knowledge of Young Scientists in Promoting STEM Learning in an Informal Context Lilia Halim, Zanaton H. Iksan, Mohamad Sattar Rasul and Tuan Mastura Tuan Soh 7 Integrating the Learning of Science, Technology, Engineering, and Mathematics through a Sound, Waves and Communication Systems Course: Exploring Cognitive and Affective Aspects Nayif Awad 8 The Diffusion of Entrepreneurial Practices at Schools through STEM Education Marwa Eltanahy, Sufian Forawi and Nasser Mansour PART 3: Sociocultural Issues That Have an Impact on Shaping and Reshaping Stem Education 9 Stem Education in the Arab Countries: Rationale, Significance, and Future Prospects Saouma BouJaoude 10 Unpacking the Purposes and Potential of Interdisciplinary STEM Russell Tytler and Dalene Swanson 11 UK and USA University Outreach Practices: The Need to Develop STEM Learning Pedagogies for Student Ambassador Activity Clare Gartland 12 Localising STE2AM Education: A Transdisciplinary Response to Local and Global Challenges Heba EL-Deghaidy Index
£116.80
Brill Higher Education in the UK and the US: Converging University Models in a Global Academic World?
Book SynopsisHigher Education in the UK and the US: Converging University Models in a Global Academic World? edited by Sarah Pickard addresses the key similarities and differences in higher education between the two countries over the last thirty years, in order to ascertain whether there exists a specific ‘Anglo-Saxon model’. This interdisciplinary book is divided into three thematic parts dealing with current fundamental issues in higher education within neoliberal Great Britain and the United States: economics and marketisation of higher education; access and admittance to universities; and the student experience of higher education. The contributors are all higher education specialists in diverse academic fields – sociology, political sciences, public policy studies, educational studies and history – from either side of the Atlantic. Contributors are: Bahram Bekhradnia, James Côté, Marie-Agnès Détourbe, John Halsey, Magali Julian, Kenneth O’Brien, Cristiana Olcese, Anna Mountford-Zimdars, Sarah Pickard, Chris Rust, Clare Saunders, Christine Soulas, and Steven Ward. *Higher Education in the UK and the US: Converging University Models in a Global Academic World? is now available in paperback for individual customers.Table of ContentsAcknowledgements Charts, Figures, Tables and Illustrations Note on Contributors Introduction PART I - THE ECONOMICS AND MARKETISATION OF HIGHER EDUCATION 1. Creating the Enterprising Student: The Moral Projects of Neoliberalism and Higher Education Reform in the UK and the US STEVEN WARD 2. Education Markets in English and American Universities JOHN HALSEY and KENNETH O’BRIEN 3. Higher Education in the United Kingdom under Tony Blair: An American Inspired Economic Issue MAGALI JULIAN 4. The English Experiment in Market-based Higher Education: Ideology and Reality Disconnected BAHRAM BEKHRADNIA PART II - ACCESS AND ADMISSION TO HIGHER EDUCATION 5. Are Admissions Models for Undergraduate Study Converging among Highly Selective Universities in the England and the US? ANNA MOUNTFORD-ZIMDARS 6. Widening Participation in English Universities: Accessing Social Justice? SARAH PICKARD 7. Access and the Rise of Accountability in the Governance of Public Universities in the US CHRISTINE SOULAS PART III - THE STUDENT EXPERIENCE OF HIGHER EDUCATION 8. The Quality of the Student’s Learning Experience: A Strategic Dimension of British and American Higher Education Systems in the Early 21st Century MARIE-AGNÈS DÉTOURBE 9. The Decline in Study Time in British and American Universities: Unravelling the Paradox in Two Knowledge Economies JAMES CÔTÉ 10. The Student Experience in the UK and US: Two Converging Pictures of Decline? CHRIS RUST 11. British Students in the Winter Protests: Still a New Social Movement? CRISTIANA OLCESE AND CLARE SAUNDERS Index
£52.00
Brill An Illustrated Guide to Managing Institutions of Higher Education: For New Leaders and New Institutions
Book SynopsisInstitutional leadership in higher education today requires the management of academic, financial and human resources to deliver teaching, research, external engagement, IT, student support, quality assurance, and estate management activities at levels ranging from local to global. This requires the development and deployment of subject expertise, diplomacy as well as a whole range of practical and technical skills. It can be difficult to balance the strategic needs of the institution with its practical, day-to-day management. Drawing on more than 60 years of higher education experience around the world, the authors set out the fundamental elements of all higher education institutions and place them in a practical framework to enable leaders to understand their institutions more clearly, and develop appropriate responses to the unique issues that arise in each. Accessible, insightful, comprehensive and universally applicable, An Illustrated Guide to Managing Institutions of Higher Education draws on numerous real-world examples and offers practical exercises to enable institutional leaders to understand how their institutions actually work, to develop appropriate responses to the issues that confront them and to manage their institutions more effectively.Table of ContentsAcknowledgements List of Figures and Tables About the Authors 1 Our Approach to Institutional Management in Higher Education 1 Institutional Structure: The MARS Model 2 Getting to Know Your Institution 1 The Role of the Institutional Leader 2 Charters, Statutes and Institutional Management Levels 3 Environmental Scanning 4 Defijining Your Institution 3 Academic Activities 1 Academic Freedom 2 Teaching and Learning 3 Research 4 Designing Your Research Activities 5 Monitoring Your Research Activities 6 Supporting Your Research Activities 7 External Engagement 8 Designing Your External Engagement Activities 9 Developing External Engagement Activities 10 Monitoring Your External Engagement Activities 11 Supporting Your External Engagement Activities 12 Internationalisation 13 Reflections 4 Support Activities 1 Student Support Services 2 Learning Resources 3 Promotional Activities 4 Quality Assurance and Enhancement 5 Internal and External Quality Assurance 6 Infrastructure: The Institutional Quality Assurance Offfijice 7 Reflections 5 Resource Management 1 Finance 2 Human Resources 3 Job Descriptions 4 Appraisal Systems 5 Promoting Your Stafff 6 Leadership Development and Succession Planning 7 Institutional Estate Management 8 Reflections 6 Developing and Drafting your Strategic Plan 1 The Structure of Strategic Plans 2 How Should the SWOT Be Structured? 3 SWOT Questions 4 Distributing the SWOT 5 SWOT Analysis and Allocating Issues into the Strategic Plan 7 The Challenge of Implementation: Using Management Tools Effectively 1 Renewing Structures 2 Institutional Meeting Calendars 3 Managing Risk, Business Continuity Plans and Responding to a Crisis 4 Process Mapping 5 Meetings, Meetings, Fruitful Meetings 6 Reflections 8 Thinking Back, Moving Forward Glossary Further Reading Index
£51.20
Brill An Illustrated Guide to Managing Institutions of Higher Education: For New Leaders and New Institutions
Book SynopsisInstitutional leadership in higher education today requires the management of academic, financial and human resources to deliver teaching, research, external engagement, IT, student support, quality assurance, and estate management activities at levels ranging from local to global. This requires the development and deployment of subject expertise, diplomacy as well as a whole range of practical and technical skills. It can be difficult to balance the strategic needs of the institution with its practical, day-to-day management. Drawing on more than 60 years of higher education experience around the world, the authors set out the fundamental elements of all higher education institutions and place them in a practical framework to enable leaders to understand their institutions more clearly, and develop appropriate responses to the unique issues that arise in each. Accessible, insightful, comprehensive and universally applicable, An Illustrated Guide to Managing Institutions of Higher Education draws on numerous real-world examples and offers practical exercises to enable institutional leaders to understand how their institutions actually work, to develop appropriate responses to the issues that confront them and to manage their institutions more effectively.Table of ContentsAcknowledgements List of Figures and Tables About the Authors 1 Our Approach to Institutional Management in Higher Education 1 Institutional Structure: The MARS Model 2 Getting to Know Your Institution 1 The Role of the Institutional Leader 2 Charters, Statutes and Institutional Management Levels 3 Environmental Scanning 4 Defijining Your Institution 3 Academic Activities 1 Academic Freedom 2 Teaching and Learning 3 Research 4 Designing Your Research Activities 5 Monitoring Your Research Activities 6 Supporting Your Research Activities 7 External Engagement 8 Designing Your External Engagement Activities 9 Developing External Engagement Activities 10 Monitoring Your External Engagement Activities 11 Supporting Your External Engagement Activities 12 Internationalisation 13 Reflections 4 Support Activities 1 Student Support Services 2 Learning Resources 3 Promotional Activities 4 Quality Assurance and Enhancement 5 Internal and External Quality Assurance 6 Infrastructure: The Institutional Quality Assurance Offfijice 7 Reflections 5 Resource Management 1 Finance 2 Human Resources 3 Job Descriptions 4 Appraisal Systems 5 Promoting Your Stafff 6 Leadership Development and Succession Planning 7 Institutional Estate Management 8 Reflections 6 Developing and Drafting your Strategic Plan 1 The Structure of Strategic Plans 2 How Should the SWOT Be Structured? 3 SWOT Questions 4 Distributing the SWOT 5 SWOT Analysis and Allocating Issues into the Strategic Plan 7 The Challenge of Implementation: Using Management Tools Effectively 1 Renewing Structures 2 Institutional Meeting Calendars 3 Managing Risk, Business Continuity Plans and Responding to a Crisis 4 Process Mapping 5 Meetings, Meetings, Fruitful Meetings 6 Reflections 8 Thinking Back, Moving Forward Glossary Further Reading Index
£100.80
Brill Education for Democracy 2.0: Changing Frames of Media Literacy
Book SynopsisWinner of the 2022 AESA Critics' Choice Book Award Winner of the 2022 Society of Professors of Education Outstanding Book Award This diverse and global collection of scholars, educators, and activists presents a panorama of perspectives on media education and democracy in a digital age. Drawing upon projects in both the formal and non-formal education spheres, the authors contribute towards conceptualizing, developing, cultivating, building and elaborating a more respectful, robust and critically-engaged democracy. Given the challenges our world faces, it may seem that small projects, programs and initiatives offer just a salve to broader social and political dynamics but these are the types of contestatory spaces, openings and initiatives that enable participatory democracy. This book provides a space for experimentation and dialogue, and a platform for projects and initiatives that challenge or supplement the learning offered by traditional forms of education. The Foreword is written by Divina Frau-Meigs (Sorbonne Nouvelle, Paris) and the Postscript by Roberto Apirici and David García Marín (UNED, Madrid). Contributors are: Roberto Aparici, Adelina Calvo Salvador, Paul R. Carr, Colin Chasi, Sandra L. Cuervo Sanchez, Laura D’Olimpio, Milena Droumeva, Elia Fernández-Diaz, Ellen Field, Michael Forsman, Divina Frau-Meigs, Aquilina Fueyo Gutiérrez, David García-Marín, Tania Goitandia Moore, José Gutiérrez-Pérez, Ignacio Haya Salmón, Bruno Salvador Hernández Levi, Michael Hoechsmann, Jennifer Jenson, Maria Korpijaakko, Sirkku Kotilainen, Emil Marmol, María Dolores Olvera-Lobo, Tania Ouariachi, Mari Pienimäki, Anna Renfors, Ylva Rodney-Gumede, Carlos Rodríguez-Hoyos, Mar Rodríguez-Romero, Tafadzwa Rugoho, Juha Suoranta, Gina Thésée, Robyn M. Tierney, Robert C. Williams and María Luisa Zorrilla Abascal.Trade Review“This book offers bold, hopeful, and very timely accounts of grassroots critical media literacy practices in the service of building a participatory democracy worthy of the name in a postmodern world.” – Colin Lankshear, author of New Literacies: Everyday Practices and Social Learning “A diversity of local projects from around the world, critically presented by authors who explore the convergence of formal, non-formal and informal education spheres with ubiquitous and lifelong education. Media education is represented here as inevitably linked to social justice, environmental education and other burning issues of our time.” – Alfonso Gutiérrez Martín, University of Valladolid (Segovia)Table of ContentsForeword: Lasting Lessons Learned from the “Fake News” Crisis MIL as the 1st Curriculum Divina Frau-Meigs Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The Struggle over Meaning in a World in Crisis Michael Hoechsmann, Gina Thésée and Paul R. Carr PART 1: Engaging the Community 1 Ubuntu: Innovation and Decolonization in Media and Communication Studies Colin Chasi and Ylva Rodny-Gumede 2 Participatory Democratic Production: In the Conception and Organization of a Makerspace Robyn M. Tierney 3 Video Production and Global Civic Education: The School as Sandbox for Democracy 2.0 María Rodríguez-Romero 4 Media Education for the Inclusion of At-Risk Youth: Shades of Democracy 2.0 from Finland Mari Pienimäki and Sirkku Kotilainen 5 Disability Representation in Digital Media in Zimbabwe Tafadzwa Rugoho 6 Merging Media and Information Literacy and Human Rights Education: A Powerful Amalgam for Today’s Radical Democracy Sandra L. Cuervo Sanchez and Tania Goitandia Moore PART 2: Framing Media Literacy 7 The Critical Mindset in Times of Distrust: Critical Thinking and Critical Consciousness and the Biopolitics of the Emerging Media Citizen Michael Forsman 8 Buying in to Participatory Culture?: Critical Media Literacy and Social Media Carlos Rodríguez-Hoyos, Elia Fernández-Diaz, Ignacio Haya Salmón and Adelina Calvo Salvador 9 Gaming Education: Learning about Climate Change through Digital Game-Based Teaching Tania Ouariachi, María Dolores Olvera-Lobo and José Gutiérrez-Pérez 10 Not without Us: A Feminist Pedagogy for Media Education 2.0 Aquilina Fueyo 11 Is It All Just Emojis and LOL: Or Can Social Media Foster Environmental Learning and Activism? Ellen Field 12 The Social Media Landscape: Self-Simulation and Social Consequences Maria Leena Korpijaakko PART 3: Transforming the Classroom 13 Critical Pedagogy for the Media Generation: Youth Media Use and Computational Literacy through Game-Making Milena Droumeva and Jennifer Jenson 14 Post-Truth Explorers: Information Literacy vs. Fake News María Luisa Zorrilla Abascal and Bruno Salvador Hernández Levi 15 Nine Key Insights: For a Robust and Holistic Critical News Media Literacy Emil Marmol 16 Building Digital Bridges to Our Public Sphere: Blogging, Media Literacy 2.0, and 21st Century Pedagogy Robert C. Williams 17 Learning Democracy by Doing Wikiversity Anna Renfors and Juha Suoranta 18 Multiliteracies and the Critical Thinker: Philosophical Engagement with New Media in the Classroom Laura D’Olimpio Postscript: Bubbles and Baubles: Seeking Democracy 2.0 in a Post-Factual World Roberto Aparici and David García-Marín Index
£65.44
Brill Education for Democracy 2.0: Changing Frames of Media Literacy
Book SynopsisWinner of the 2022 AESA Critics' Choice Book Award Winner of the 2022 Society of Professors of Education Outstanding Book Award This diverse and global collection of scholars, educators, and activists presents a panorama of perspectives on media education and democracy in a digital age. Drawing upon projects in both the formal and non-formal education spheres, the authors contribute towards conceptualizing, developing, cultivating, building and elaborating a more respectful, robust and critically-engaged democracy. Given the challenges our world faces, it may seem that small projects, programs and initiatives offer just a salve to broader social and political dynamics but these are the types of contestatory spaces, openings and initiatives that enable participatory democracy. This book provides a space for experimentation and dialogue, and a platform for projects and initiatives that challenge or supplement the learning offered by traditional forms of education. The Foreword is written by Divina Frau-Meigs (Sorbonne Nouvelle, Paris) and the Postscript by Roberto Apirici and David García Marín (UNED, Madrid). Contributors are: Roberto Aparici, Adelina Calvo Salvador, Paul R. Carr, Colin Chasi, Sandra L. Cuervo Sanchez, Laura D’Olimpio, Milena Droumeva, Elia Fernández-Diaz, Ellen Field, Michael Forsman, Divina Frau-Meigs, Aquilina Fueyo Gutiérrez, David García-Marín, Tania Goitandia Moore, José Gutiérrez-Pérez, Ignacio Haya Salmón, Bruno Salvador Hernández Levi, Michael Hoechsmann, Jennifer Jenson, Maria Korpijaakko, Sirkku Kotilainen, Emil Marmol, María Dolores Olvera-Lobo, Tania Ouariachi, Mari Pienimäki, Anna Renfors, Ylva Rodney-Gumede, Carlos Rodríguez-Hoyos, Mar Rodríguez-Romero, Tafadzwa Rugoho, Juha Suoranta, Gina Thésée, Robyn M. Tierney, Robert C. Williams and María Luisa Zorrilla Abascal.Trade Review“This book offers bold, hopeful, and very timely accounts of grassroots critical media literacy practices in the service of building a participatory democracy worthy of the name in a postmodern world.” – Colin Lankshear, author of New Literacies: Everyday Practices and Social Learning “A diversity of local projects from around the world, critically presented by authors who explore the convergence of formal, non-formal and informal education spheres with ubiquitous and lifelong education. Media education is represented here as inevitably linked to social justice, environmental education and other burning issues of our time.” – Alfonso Gutiérrez Martín, University of Valladolid (Segovia)Table of ContentsForeword: Lasting Lessons Learned from the “Fake News” Crisis MIL as the 1st Curriculum Divina Frau-Meigs Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The Struggle over Meaning in a World in Crisis Michael Hoechsmann, Gina Thésée and Paul R. Carr PART 1: Engaging the Community 1 Ubuntu: Innovation and Decolonization in Media and Communication Studies Colin Chasi and Ylva Rodny-Gumede 2 Participatory Democratic Production: In the Conception and Organization of a Makerspace Robyn M. Tierney 3 Video Production and Global Civic Education: The School as Sandbox for Democracy 2.0 María Rodríguez-Romero 4 Media Education for the Inclusion of At-Risk Youth: Shades of Democracy 2.0 from Finland Mari Pienimäki and Sirkku Kotilainen 5 Disability Representation in Digital Media in Zimbabwe Tafadzwa Rugoho 6 Merging Media and Information Literacy and Human Rights Education: A Powerful Amalgam for Today’s Radical Democracy Sandra L. Cuervo Sanchez and Tania Goitandia Moore PART 2: Framing Media Literacy 7 The Critical Mindset in Times of Distrust: Critical Thinking and Critical Consciousness and the Biopolitics of the Emerging Media Citizen Michael Forsman 8 Buying in to Participatory Culture?: Critical Media Literacy and Social Media Carlos Rodríguez-Hoyos, Elia Fernández-Diaz, Ignacio Haya Salmón and Adelina Calvo Salvador 9 Gaming Education: Learning about Climate Change through Digital Game-Based Teaching Tania Ouariachi, María Dolores Olvera-Lobo and José Gutiérrez-Pérez 10 Not without Us: A Feminist Pedagogy for Media Education 2.0 Aquilina Fueyo 11 Is It All Just Emojis and LOL: Or Can Social Media Foster Environmental Learning and Activism? Ellen Field 12 The Social Media Landscape: Self-Simulation and Social Consequences Maria Leena Korpijaakko PART 3: Transforming the Classroom 13 Critical Pedagogy for the Media Generation: Youth Media Use and Computational Literacy through Game-Making Milena Droumeva and Jennifer Jenson 14 Post-Truth Explorers: Information Literacy vs. Fake News María Luisa Zorrilla Abascal and Bruno Salvador Hernández Levi 15 Nine Key Insights: For a Robust and Holistic Critical News Media Literacy Emil Marmol 16 Building Digital Bridges to Our Public Sphere: Blogging, Media Literacy 2.0, and 21st Century Pedagogy Robert C. Williams 17 Learning Democracy by Doing Wikiversity Anna Renfors and Juha Suoranta 18 Multiliteracies and the Critical Thinker: Philosophical Engagement with New Media in the Classroom Laura D’Olimpio Postscript: Bubbles and Baubles: Seeking Democracy 2.0 in a Post-Factual World Roberto Aparici and David García-Marín Index
£131.20
Brill Language Issues in Comparative Education II: Policy and Practice in Multilingual Education Based on Non-Dominant Languages
Book SynopsisThis second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field and calls attention to innovations described throughout. The chapters examine language-in-education policy change, describe implementational activities, and present strategic frameworks for research and advocacy.Trade Review“This book is an important contribution to research on a topic that has been neglected in the academic field of comparative education and sidelined in the EFA/SDG policy discourse. A balanced combination of context-specific and comparative analyses, it opens nuanced perspectives on the issues of multilingual education policy and practice in their wider socio-cultural contexts, complemented with suggestions for needed further research.” – Tuomas Takala, Professor Emeritus of Comparative Education, University of Tampere “First language-based multilingual education is one of the most formidable strategies for inclusion. The lessons in this book will help policy makers in governments improve their own basic education systems to ensure that the learner is in the center of education implementation.” – Dina Ocampo, Professor, College of Education, University of the Philippines “This volume contributes a timely, authoritative argument for the use of non-dominant languages in education as an essential component of achieving the United Nations Sustainable Development Goals for education. The chapters in this volume demonstrate that the keys to linguistic sustainability are language-in-education policies and teaching practices that recognize children’s first languages as valued resources for their communities, their nations, and the world.” – Jessica Ball, Professor, School of Child and Youth Care, University of Victoria “At a time when most of the news is bad–pandemic, unemployment, climate change, 40% of children cannot understand their teachers—it is very cheerful to have an account of serious efforts to correct one of these problems. This collection reports a number of efforts to provide education in the home language of pupils, describing promising cases to provide mother language education. It deserves to be widely read.” – Bernard Spolsky, Professor Emeritus of English, Bar-Ilan UniversityTable of ContentsForeword Jessica Ball Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The State of Research on Multilingual Education in the Context of Educational Development Carol Benson and Kimmo Kosonen PART 1: Language-In-Education Policy Change from above, from below, and from the Side 1 Bringing Non-Dominant Languages into Education Systems: Change from above, from below, from the Side—or a Combination? Kimmo Kosonen and Carol Benson 2 MLE Implementation in Ethiopia and Mozambique: How the Above-Below-Side Framework Shakes out in Two Multilingual Contexts Carol Benson 3 Jumping, Sliding, and Creating Shared Spaces “From the Side”: Reflections on Võro Language Education in Estonia Kara Brown 4 Language-in-Education Policy Reform in the Philippines: Who Influences Policy Change from Above? Diane Dekker PART 2: Non-Dominant Languages in Implementational Spaces Policies and Practices 5 Implementing Kenya’s Language of Instruction Policy among Maa-Speaking Communities of Laikipia North Roderick Hicks and Lucy Maina 6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia Zoe James 7 Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad Eunice Kua 8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia Shannon Hall-Mills, Adrienne Barnes, Dawit MeKonnen, Marion Fesmire and Flavia Ramos-Mattoussi 9 Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice Celia Reddick and Sarah Dryden-Peterson 10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal: Improving Educational Quality for Rajbanshi Speakers and Others Carol Benson (with Members of the Project Support Team) PART 3: Supporting Education in Non-Dominant Languages Research Methods and Strategies 11 Getting the Right Language Information for Education: Insights from a Language Mapping Project in the Democratic Republic of Congo Maik Gibson 12 Language-in-Education Policies: An Analytical Framework Applied to Kenya and Uganda Pierre de Galbert 13 Policy, Advocacy and Programs for Multilingual Education: Kick-Starting Change at Scale Dhir Jhingran Index
£51.20
Brill Language Issues in Comparative Education II: Policy and Practice in Multilingual Education Based on Non-Dominant Languages
Book SynopsisThis second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field and calls attention to innovations described throughout. The chapters examine language-in-education policy change, describe implementational activities, and present strategic frameworks for research and advocacy.Trade Review“This book is an important contribution to research on a topic that has been neglected in the academic field of comparative education and sidelined in the EFA/SDG policy discourse. A balanced combination of context-specific and comparative analyses, it opens nuanced perspectives on the issues of multilingual education policy and practice in their wider socio-cultural contexts, complemented with suggestions for needed further research.” – Tuomas Takala, Professor Emeritus of Comparative Education, University of Tampere “First language-based multilingual education is one of the most formidable strategies for inclusion. The lessons in this book will help policy makers in governments improve their own basic education systems to ensure that the learner is in the center of education implementation.” – Dina Ocampo, Professor, College of Education, University of the Philippines “This volume contributes a timely, authoritative argument for the use of non-dominant languages in education as an essential component of achieving the United Nations Sustainable Development Goals for education. The chapters in this volume demonstrate that the keys to linguistic sustainability are language-in-education policies and teaching practices that recognize children’s first languages as valued resources for their communities, their nations, and the world.” – Jessica Ball, Professor, School of Child and Youth Care, University of Victoria “At a time when most of the news is bad–pandemic, unemployment, climate change, 40% of children cannot understand their teachers—it is very cheerful to have an account of serious efforts to correct one of these problems. This collection reports a number of efforts to provide education in the home language of pupils, describing promising cases to provide mother language education. It deserves to be widely read.” – Bernard Spolsky, Professor Emeritus of English, Bar-Ilan UniversityTable of ContentsForeword Jessica Ball Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The State of Research on Multilingual Education in the Context of Educational Development Carol Benson and Kimmo Kosonen PART 1: Language-In-Education Policy Change from above, from below, and from the Side 1 Bringing Non-Dominant Languages into Education Systems: Change from above, from below, from the Side—or a Combination? Kimmo Kosonen and Carol Benson 2 MLE Implementation in Ethiopia and Mozambique: How the Above-Below-Side Framework Shakes out in Two Multilingual Contexts Carol Benson 3 Jumping, Sliding, and Creating Shared Spaces “From the Side”: Reflections on Võro Language Education in Estonia Kara Brown 4 Language-in-Education Policy Reform in the Philippines: Who Influences Policy Change from Above? Diane Dekker PART 2: Non-Dominant Languages in Implementational Spaces Policies and Practices 5 Implementing Kenya’s Language of Instruction Policy among Maa-Speaking Communities of Laikipia North Roderick Hicks and Lucy Maina 6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia Zoe James 7 Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad Eunice Kua 8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia Shannon Hall-Mills, Adrienne Barnes, Dawit MeKonnen, Marion Fesmire and Flavia Ramos-Mattoussi 9 Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice Celia Reddick and Sarah Dryden-Peterson 10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal: Improving Educational Quality for Rajbanshi Speakers and Others Carol Benson (with Members of the Project Support Team) PART 3: Supporting Education in Non-Dominant Languages Research Methods and Strategies 11 Getting the Right Language Information for Education: Insights from a Language Mapping Project in the Democratic Republic of Congo Maik Gibson 12 Language-in-Education Policies: An Analytical Framework Applied to Kenya and Uganda Pierre de Galbert 13 Policy, Advocacy and Programs for Multilingual Education: Kick-Starting Change at Scale Dhir Jhingran Index
£147.20
Brill Design-Based Concept Learning in Science and Technology Education
Book SynopsisLearning concepts is a real challenge for learners because of the abstract nature of concepts. This holds particularly true for concepts in science and technology education where learning concepts by doing design activities is potentially a powerful way to overcome that learning barrier. Much depends, however, on the role of the teacher. Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work. The chapters contain studies from a variety of topics and concepts in science and technology education. So far, studies on design-based learning have been published in a variety of journals, but never before were the outcomes of those studies brought together in one volume. Now an overview of insights about design-based concept learning is presented with expectations about future directions and trends.Table of ContentsPreface List of Figures and Tables Notes on Contributors PART 1: Introduction 1 Design-Based Concept Learning: An Introduction Ineke Henze and Marc J. de Vries 2 Design-Based Learning in Science and Technology as Integrated STEM Marc J. de Vries PART 2: Science Concepts 3 The Nature of Matter in a Design-Based Chemistry Task: From Macroscopic Properties to the Microscopic Models of Materials Using the Notion of Activity Theory for Curriculum Design Astrid M. W. Bulte, Marijn R. Meijer and Albert Pilot 4 Supporting Conceptual Change in Chemistry through Design-Based Learning: The Heating/Cooling System Unit Xornam S. Apedoe, Michelle R. Ellefson and Christian D. Schunn 5 Design-Based Concept Learning in Physics Education: Electricity Dave van Breukelen 6 Design-Based Learning in Electronics and Mechatronics: Exploring the Application in Schools Yaron Doppelt and Moshe Barak 7 Modeling and Concept Learning in Calculus Jeroen G. Spandaw PART 3: Technology/Engineering Concepts 8 Design-Based Learning in Engineering Education Sonia María Gómez Puente 9 Systems in Everyday Lives: Making the Invisible Visible Maria Svensson 10 Design Based Learning of the Design Brief Concept S. de Haan-Topolscak and L. Smits 11 Design-Based Biotechnological Learning: Distinct Knowledge Forms Supporting Technology and Science Conceptual Understanding John G. Wells 12 Analogies in Biomimicry Laura Stevens, Helen Kopnina, Karel Mulder and Marc J. de Vries PART 4: Methods and Approaches 13 A Mind Set Called Design Thinking Maarten C. A. van der Sanden and Caroline Wehrmann 14 Teachers Noticing Chemical Thinking While Students Plan and Draw Designs Hanna Stammes, Ineke Henze, Erik Barendsen and Marc J. de Vries 15 Teachers’ Reported Practice of Verbal Scaffolding during Design Activities Sathyam Sheoratan, Ineke Henze, Erik Barendsen and Marc J. de Vries PART 5: Conclusion 16 Design-Based Concept Learning: Themes and Possible Futures Ineke Henze and Marc J. de Vries Index
£51.20
Brill Design-Based Concept Learning in Science and Technology Education
Book SynopsisLearning concepts is a real challenge for learners because of the abstract nature of concepts. This holds particularly true for concepts in science and technology education where learning concepts by doing design activities is potentially a powerful way to overcome that learning barrier. Much depends, however, on the role of the teacher. Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work. The chapters contain studies from a variety of topics and concepts in science and technology education. So far, studies on design-based learning have been published in a variety of journals, but never before were the outcomes of those studies brought together in one volume. Now an overview of insights about design-based concept learning is presented with expectations about future directions and trends.Table of ContentsPreface List of Figures and Tables Notes on Contributors PART 1: Introduction 1 Design-Based Concept Learning: An Introduction Ineke Henze and Marc J. de Vries 2 Design-Based Learning in Science and Technology as Integrated STEM Marc J. de Vries PART 2: Science Concepts 3 The Nature of Matter in a Design-Based Chemistry Task: From Macroscopic Properties to the Microscopic Models of Materials Using the Notion of Activity Theory for Curriculum Design Astrid M. W. Bulte, Marijn R. Meijer and Albert Pilot 4 Supporting Conceptual Change in Chemistry through Design-Based Learning: The Heating/Cooling System Unit Xornam S. Apedoe, Michelle R. Ellefson and Christian D. Schunn 5 Design-Based Concept Learning in Physics Education: Electricity Dave van Breukelen 6 Design-Based Learning in Electronics and Mechatronics: Exploring the Application in Schools Yaron Doppelt and Moshe Barak 7 Modeling and Concept Learning in Calculus Jeroen G. Spandaw PART 3: Technology/Engineering Concepts 8 Design-Based Learning in Engineering Education Sonia María Gómez Puente 9 Systems in Everyday Lives: Making the Invisible Visible Maria Svensson 10 Design Based Learning of the Design Brief Concept S. de Haan-Topolscak and L. Smits 11 Design-Based Biotechnological Learning: Distinct Knowledge Forms Supporting Technology and Science Conceptual Understanding John G. Wells 12 Analogies in Biomimicry Laura Stevens, Helen Kopnina, Karel Mulder and Marc J. de Vries PART 4: Methods and Approaches 13 A Mind Set Called Design Thinking Maarten C. A. van der Sanden and Caroline Wehrmann 14 Teachers Noticing Chemical Thinking While Students Plan and Draw Designs Hanna Stammes, Ineke Henze, Erik Barendsen and Marc J. de Vries 15 Teachers’ Reported Practice of Verbal Scaffolding during Design Activities Sathyam Sheoratan, Ineke Henze, Erik Barendsen and Marc J. de Vries PART 5: Conclusion 16 Design-Based Concept Learning: Themes and Possible Futures Ineke Henze and Marc J. de Vries Index
£142.40
Brill Buried Together: A Story of Quarantine and a Question of Conscience
Book SynopsisBuried Together: A Story of Quarantine and a Question of Conscience is a work of historical fiction based on the true story of Silas Mercer Beasley Jr., a Civil War conscientious objector. Silas Jr.’s brothers fought for both sides (Union and Confederacy) and a few questioned Silas’ courage. Following the war, he and his Union veteran brothers faced threats of death from local Southerners. Silas gathered his family and left Georgia in pursuit of his missing brothers and safety. All but Silas fell ill during this exodus due to the pandemic (i.e., smallpox, typhoid fever, measles). They sought refuge in a cabin in Tennessee where they quarantined through these troubling times. During their quarantine, Silas’ mother told the story of the Cherokee Removal and the infamous Kilakeena Elias Boudinot to help her son keep vigil so that he might protect the family from marauders. Surrounded by danger, Silas Jr. was faced with more than one life and death decision and more than one heart-breaking loss. This historical novel speaks to contemporary issues. Based on archival documents and Silas Jr.’s published diary accounts of the Civil War times and beyond, readers learn of conscription, bi-racial families, and voter suppression. With respect to the Cherokee Removal, readers learn about the culture as depicted through the ethnographic work of James Mooney. They further learn of various Generals’ opposition to the Cherokee Removal and political strategies of Jackson and Van Buren. But more than this, readers learn of the life experiences of one family, and of one man; the heartbreak they endured and the resilience they displayed.Trade Review"In this compelling and cleverly constructed novel, author Robin Patric Clair uses her own family’s story and the contested landscape of the eastern Tennessee mountains in the Civil War’s immediate aftermath as a device to illuminate, through flashbacks, the Cherokee saga in nineteenth-century America—especially the processes, agonies of, and resistance to removal westward in the infamous Trail of Tears. I would recommend this tale not only to anyone searching for a gripping work of fiction to read, but also anyone anxious to probe Native American cultures in their complexities and nuances. The fast-paced story, reinforced with informative notes, is so enlightening on Cherokee government, factionalism, medicinal practices, sacred principles, and legends that it is an educational primer of sorts, a trigger to the inquisitive reader. And yet, the ethical issues Clair raises about dissent in wartime, pacifism, killing, racial attitudes, and family and tribal loyalties have universal applications that transcend the particulars of Native and Confederate history that she relates." – Robert E. May, Professor Emeritus, Purdue University, historian and author of Yuletide in Dixie: Slavery, Christmas, and Southern Memory In Robin Clair’s most recent novel, Buried Together, she cleverly reminds us of how individuals aspire to conjure up memories in order to make sense of their lives. By doing so, we learn of a deeply sensitive man’s life history. Her writing has a tone and nature that mimics the quality of orality; when we put down the book, we feel as if we have just listened to a remarkable oral history. That’s a true gift to the reader. As in her past work, Clair finds pithy story lines to link the reader’s thoughts to current social ills. Woven throughout her story we experience an epidemic, religious divides, slavery, discrimination against Native Americans, and failed leadership. In Chapter 16, she introduces the reader to a native prayer aimed at providing individual strength in troubled times. It’s in the spirit of this prayer that Clair tells the story. That makes Buried Together a highly worthy read." – Leonard Cox, Columbia University, Center for Oral History "As a work of historical fiction and as a social justice novel, Buried Together offers truths and insights that have been left unrecorded in official documents. Through rigorous research and imaginative reconstruction, Clair marvelously weaves together her family's history with Cherokee history and culture, as well as American Civil War history. Her novel makes the past come alive on the page, and as I read, I felt as though I were present in the cabin with Silas Jr. and his family in 1865, dealing with one agony after another, held in the grip of riveting storytelling. Intriguingly, the novel reveals how Cherokee removal, the Civil War, and outbreaks of measles, typhoid fever, and smallpox afflicted the Beasley family in the nineteenth century, and in so doing, the novel speaks to our present moment as well—a moment when we are facing a terrible pandemic, at a time when America is deeply divided and when cruel inequities abound. Buried Together is powerful storytelling, combining aspects of literature, history, ethnography, philosophy and ethics, public health, and social justice in a way that makes it a valuable text for classes in literature, history, Native studies, and American Studies." – Nancy J. Peterson, Professor of English at Purdue University, author of Against Amnesia: Contemporary Women Writers and the Crises of Historical Memory "Dr. Robin Clair’s gripping, exquisite prose helps us feel as though we are alongside this family, in time, journeying into their lived experiences and like them, searching for connection inspired during moments of isolation. Clair’s novel positions us all within the complex interconnectedness of religion, culture, social relations, economics, politics, and policies that has shaped our lived experiences over time… before, during, and after the Civil War era in the United States. Clair’s historical novel brings to mind pressing social issues of the past that remain today, such as the forced migration of the silenced, the erased, in the United States and around the world. Clair invites us to consider epistemological, ontological, and existential questions all the while captivating our interest in what is unfolding on the written page. What does it mean to be a 'real member of [a group]'? What does it mean to be? What does it mean to be silenced and how can that happen with or without our knowledge? Through Silas and his family, we are encouraged to interrogate power relations, the overt and the subtle, that permeate society and the so many ways they have done so throughout U.S. history. We cannot help but ask: Who gets to speak in the U.S., and for whom? How do policies and legislation make some people present in society and others absent? Through Silas, we question what it means to be free, and whether freedom is possible for everyone in a democracy. Clair’s message is of relevance to those who study and do peacebuilding for it speaks to the power of narrative and storytelling in peacebuilding scholarship and practice. The three main questions Clair addresses are central to peacebuilders: 'By what right do any of us take a human life? How has ethnic and racial divisiveness wrenched humanity apart? How do everyday actions promote policies of peace, or thwart them?' Through her account of Silas and others, Clair reminds us that we have much to do in the United States of America. That to heal and to emerge as a more just society, we must remember and act. For to do the work of peacebuilding, we must be at peace with ourselves, our choices, and our actions. Through Clair’s account of Silas Beasley, Jr., the conscientious objector, she reminds us that everyday people can and do choose peace despite monumental political, economic, cultural, and social impediments to that choice. In this way, Clair’s historical narrative is timeless." – Stacey Connaughton, Ph.D., Director, The Purdue Policy Research Institute, Director, The Purdue Peace Project, Professor, Brian Lamb School of Communication, Purdue University, Associate Editor, Journal of Communication, and co-editor of two books: Transforming Conflict and Building Peace (2020) and Locally Lead Peace Building (2019).Table of ContentsAcknowledgments Academic Introduction Part 1: The War That Follows Chapter 1: Sister Sun and Brother Moon: Recalling the Night of December 17, 1865 Chapter 2: Refugees at The Mercy of Marauders: The Morning of December 18, 1865 Chapter 3: A Sickness Takes Hold: Afternoon of December 18, 1865 Chapter 4: Remembering the Different Directions of 1861: Late Afternoon of December 18, 1865 Chapter 5: Brave Women: The Night of December 18, 1865 Chapter 6: Meeting Julia’s Convictions: December 18, 1865 Chapter 7: A Rifle, a Locket, and Combs: December 18, 1865 Chapter 8: My Father Sits Sentry: December 19, 1865 Chapter 9: Kilakeena: The Night of December 19, 1865 Chapter 10: Blazes: The Night of December 19, 1865 Chapter 11: I Am Free: Night to Early Morning of December 19, 1865 Chapter 12: A Promise to Keep: December 20, 1865 Chapter 13: Sparks in a Nation: The Night of December 20, 1865 Chapter 14: Tension Stokes the Flame: Later the Night of December 20, 1865 Chapter 15: Negotiations: Late during the Night of December 20, 1865 Chapter 16: The Bear Man Story: The Night of December 20, 1865 Chapter 17: My Cousin Betrayed Me: Late Night of December 20, 1865 and on into the Morning Chapter 18: My Darkest Hour: The Morning of December 21, 1865 Part 2: Snowbirds Chapter 19: Great Buzzard and the Beloved Woman: A Long, Long Time Ago … Willie’s Grave—December 22, 1865 Chapter 20: The Turbulent Times: Remembering May, 1836 Chapter 21: Behind the Prison Wall: Remembering August 1836 Chapter 22: Even White Men Can See: Remembering August 1836 Chapter 23: Uphill, Uphill: Recalling the Summer of 1838 … While Still Sitting at the Foot of Willie’s Grave Chapter 24: Upstream, Upstream: Recalling the Summer of 1838 Chapter 25: Beloved Woman, War Woman: Recalling the Events of the Summer of 1838 Chapter 26: The Bravest Confederate I Ever Knew: December 22, 1865 Chapter 27: Only Tsali Knows the Answer: Recalling the Late Summer of 1838 Chapter 28: Tsali’s Answer: Recalling the Events of the Autumn of 1838 Chapter 29: Thunder and Lightning: Recalling the Winter-Spring of 1839 Chapter 30: The Trail of Tears: Resurrecting the Trail of Tears 1839 Chapter 31: Tsiskwa’gwa: Reliving the end 1839 Chapter 32: Bloody Cove: Recalling a Desperate Day and Night in the Spring of 1839 Chapter 33: She Belongs to the Mountains: Remembering the Events of 1839 Chapter 34: Blood Law: Remembering Mid-Summer 1839 Chapter 35: The Seventh Generation: Remembering Coming Out of the Caves in 1839 Chapter 36: A Beloved Woman Is Born: December 22, 1865 Part 3: The Final Battle Chapter 37: Seven Boys: The Night of December 22, 1865 Chapter 38: Pine Trees: Midnight Hour of December 22, 1865 Chapter 39: A Screaming Decision: Night Turns to the Morning of December 23, 1865 Chapter 40: A Reality More Dreadful Than Dreams: December 23, 1865 Chapter 41: Grieving in Time: December 24, 1865 Chapter 42: The Last Battle: December 24, 1865 Chapter 43: Remembering Nate Butler: December 24, 1865 Chapter 44: Malachi: December 25, 1865 Chapter 45: Why? January 3, 1866 Chapter 46: We Do Move On: January 4, 1866 Chapter 47: A Few Final Thoughts: From an Old Man, 1908 Chapter 48: Epilogue: March 2020–March 2021 Discussion Questions A Final Note References About the Author
£25.89
Brill Buried Together: A Story of Quarantine and a Question of Conscience
Book SynopsisBuried Together: A Story of Quarantine and a Question of Conscience is a work of historical fiction based on the true story of Silas Mercer Beasley Jr., a Civil War conscientious objector. Silas Jr.’s brothers fought for both sides (Union and Confederacy) and a few questioned Silas’ courage. Following the war, he and his Union veteran brothers faced threats of death from local Southerners. Silas gathered his family and left Georgia in pursuit of his missing brothers and safety. All but Silas fell ill during this exodus due to the pandemic (i.e., smallpox, typhoid fever, measles). They sought refuge in a cabin in Tennessee where they quarantined through these troubling times. During their quarantine, Silas’ mother told the story of the Cherokee Removal and the infamous Kilakeena Elias Boudinot to help her son keep vigil so that he might protect the family from marauders. Surrounded by danger, Silas Jr. was faced with more than one life and death decision and more than one heart-breaking loss. This historical novel speaks to contemporary issues. Based on archival documents and Silas Jr.’s published diary accounts of the Civil War times and beyond, readers learn of conscription, bi-racial families, and voter suppression. With respect to the Cherokee Removal, readers learn about the culture as depicted through the ethnographic work of James Mooney. They further learn of various Generals’ opposition to the Cherokee Removal and political strategies of Jackson and Van Buren. But more than this, readers learn of the life experiences of one family, and of one man; the heartbreak they endured and the resilience they displayed.Trade Review"In this compelling and cleverly constructed novel, author Robin Patric Clair uses her own family’s story and the contested landscape of the eastern Tennessee mountains in the Civil War’s immediate aftermath as a device to illuminate, through flashbacks, the Cherokee saga in nineteenth-century America—especially the processes, agonies of, and resistance to removal westward in the infamous Trail of Tears. I would recommend this tale not only to anyone searching for a gripping work of fiction to read, but also anyone anxious to probe Native American cultures in their complexities and nuances. The fast-paced story, reinforced with informative notes, is so enlightening on Cherokee government, factionalism, medicinal practices, sacred principles, and legends that it is an educational primer of sorts, a trigger to the inquisitive reader. And yet, the ethical issues Clair raises about dissent in wartime, pacifism, killing, racial attitudes, and family and tribal loyalties have universal applications that transcend the particulars of Native and Confederate history that she relates." – Robert E. May, Professor Emeritus, Purdue University, historian and author of Yuletide in Dixie: Slavery, Christmas, and Southern Memory In Robin Clair’s most recent novel, Buried Together, she cleverly reminds us of how individuals aspire to conjure up memories in order to make sense of their lives. By doing so, we learn of a deeply sensitive man’s life history. Her writing has a tone and nature that mimics the quality of orality; when we put down the book, we feel as if we have just listened to a remarkable oral history. That’s a true gift to the reader. As in her past work, Clair finds pithy story lines to link the reader’s thoughts to current social ills. Woven throughout her story we experience an epidemic, religious divides, slavery, discrimination against Native Americans, and failed leadership. In Chapter 16, she introduces the reader to a native prayer aimed at providing individual strength in troubled times. It’s in the spirit of this prayer that Clair tells the story. That makes Buried Together a highly worthy read." – Leonard Cox, Columbia University, Center for Oral History "As a work of historical fiction and as a social justice novel, Buried Together offers truths and insights that have been left unrecorded in official documents. Through rigorous research and imaginative reconstruction, Clair marvelously weaves together her family's history with Cherokee history and culture, as well as American Civil War history. Her novel makes the past come alive on the page, and as I read, I felt as though I were present in the cabin with Silas Jr. and his family in 1865, dealing with one agony after another, held in the grip of riveting storytelling. Intriguingly, the novel reveals how Cherokee removal, the Civil War, and outbreaks of measles, typhoid fever, and smallpox afflicted the Beasley family in the nineteenth century, and in so doing, the novel speaks to our present moment as well—a moment when we are facing a terrible pandemic, at a time when America is deeply divided and when cruel inequities abound. Buried Together is powerful storytelling, combining aspects of literature, history, ethnography, philosophy and ethics, public health, and social justice in a way that makes it a valuable text for classes in literature, history, Native studies, and American Studies." – Nancy J. Peterson, Professor of English at Purdue University, author of Against Amnesia: Contemporary Women Writers and the Crises of Historical Memory "Dr. Robin Clair’s gripping, exquisite prose helps us feel as though we are alongside this family, in time, journeying into their lived experiences and like them, searching for connection inspired during moments of isolation. Clair’s novel positions us all within the complex interconnectedness of religion, culture, social relations, economics, politics, and policies that has shaped our lived experiences over time… before, during, and after the Civil War era in the United States. Clair’s historical novel brings to mind pressing social issues of the past that remain today, such as the forced migration of the silenced, the erased, in the United States and around the world. Clair invites us to consider epistemological, ontological, and existential questions all the while captivating our interest in what is unfolding on the written page. What does it mean to be a 'real member of [a group]'? What does it mean to be? What does it mean to be silenced and how can that happen with or without our knowledge? Through Silas and his family, we are encouraged to interrogate power relations, the overt and the subtle, that permeate society and the so many ways they have done so throughout U.S. history. We cannot help but ask: Who gets to speak in the U.S., and for whom? How do policies and legislation make some people present in society and others absent? Through Silas, we question what it means to be free, and whether freedom is possible for everyone in a democracy. Clair’s message is of relevance to those who study and do peacebuilding for it speaks to the power of narrative and storytelling in peacebuilding scholarship and practice. The three main questions Clair addresses are central to peacebuilders: 'By what right do any of us take a human life? How has ethnic and racial divisiveness wrenched humanity apart? How do everyday actions promote policies of peace, or thwart them?' Through her account of Silas and others, Clair reminds us that we have much to do in the United States of America. That to heal and to emerge as a more just society, we must remember and act. For to do the work of peacebuilding, we must be at peace with ourselves, our choices, and our actions. Through Clair’s account of Silas Beasley, Jr., the conscientious objector, she reminds us that everyday people can and do choose peace despite monumental political, economic, cultural, and social impediments to that choice. In this way, Clair’s historical narrative is timeless." – Stacey Connaughton, Ph.D., Director, The Purdue Policy Research Institute, Director, The Purdue Peace Project, Professor, Brian Lamb School of Communication, Purdue University, Associate Editor, Journal of Communication, and co-editor of two books: Transforming Conflict and Building Peace (2020) and Locally Lead Peace Building (2019).Table of ContentsAcknowledgments Academic Introduction Part 1: The War That Follows Chapter 1: Sister Sun and Brother Moon: Recalling the Night of December 17, 1865 Chapter 2: Refugees at The Mercy of Marauders: The Morning of December 18, 1865 Chapter 3: A Sickness Takes Hold: Afternoon of December 18, 1865 Chapter 4: Remembering the Different Directions of 1861: Late Afternoon of December 18, 1865 Chapter 5: Brave Women: The Night of December 18, 1865 Chapter 6: Meeting Julia’s Convictions: December 18, 1865 Chapter 7: A Rifle, a Locket, and Combs: December 18, 1865 Chapter 8: My Father Sits Sentry: December 19, 1865 Chapter 9: Kilakeena: The Night of December 19, 1865 Chapter 10: Blazes: The Night of December 19, 1865 Chapter 11: I Am Free: Night to Early Morning of December 19, 1865 Chapter 12: A Promise to Keep: December 20, 1865 Chapter 13: Sparks in a Nation: The Night of December 20, 1865 Chapter 14: Tension Stokes the Flame: Later the Night of December 20, 1865 Chapter 15: Negotiations: Late during the Night of December 20, 1865 Chapter 16: The Bear Man Story: The Night of December 20, 1865 Chapter 17: My Cousin Betrayed Me: Late Night of December 20, 1865 and on into the Morning Chapter 18: My Darkest Hour: The Morning of December 21, 1865 Part 2: Snowbirds Chapter 19: Great Buzzard and the Beloved Woman: A Long, Long Time Ago … Willie’s Grave—December 22, 1865 Chapter 20: The Turbulent Times: Remembering May, 1836 Chapter 21: Behind the Prison Wall: Remembering August 1836 Chapter 22: Even White Men Can See: Remembering August 1836 Chapter 23: Uphill, Uphill: Recalling the Summer of 1838 … While Still Sitting at the Foot of Willie’s Grave Chapter 24: Upstream, Upstream: Recalling the Summer of 1838 Chapter 25: Beloved Woman, War Woman: Recalling the Events of the Summer of 1838 Chapter 26: The Bravest Confederate I Ever Knew: December 22, 1865 Chapter 27: Only Tsali Knows the Answer: Recalling the Late Summer of 1838 Chapter 28: Tsali’s Answer: Recalling the Events of the Autumn of 1838 Chapter 29: Thunder and Lightning: Recalling the Winter-Spring of 1839 Chapter 30: The Trail of Tears: Resurrecting the Trail of Tears 1839 Chapter 31: Tsiskwa’gwa: Reliving the end 1839 Chapter 32: Bloody Cove: Recalling a Desperate Day and Night in the Spring of 1839 Chapter 33: She Belongs to the Mountains: Remembering the Events of 1839 Chapter 34: Blood Law: Remembering Mid-Summer 1839 Chapter 35: The Seventh Generation: Remembering Coming Out of the Caves in 1839 Chapter 36: A Beloved Woman Is Born: December 22, 1865 Part 3: The Final Battle Chapter 37: Seven Boys: The Night of December 22, 1865 Chapter 38: Pine Trees: Midnight Hour of December 22, 1865 Chapter 39: A Screaming Decision: Night Turns to the Morning of December 23, 1865 Chapter 40: A Reality More Dreadful Than Dreams: December 23, 1865 Chapter 41: Grieving in Time: December 24, 1865 Chapter 42: The Last Battle: December 24, 1865 Chapter 43: Remembering Nate Butler: December 24, 1865 Chapter 44: Malachi: December 25, 1865 Chapter 45: Why? January 3, 1866 Chapter 46: We Do Move On: January 4, 1866 Chapter 47: A Few Final Thoughts: From an Old Man, 1908 Chapter 48: Epilogue: March 2020–March 2021 Discussion Questions A Final Note References About the Author
£101.60
Brill The Logic of China's New School Reforms: Selected
Book SynopsisThis is a collection of essays on China's new curriculum reforms in basic education, covering various aspects of the reforms ranging from education theory to classroom actitivity transofrmation, from teacher training to teaching quality evaluation. Prof. Zhong presents rich experiences in the reforms in the last decade as collisions between old ideas and new ones, marking the end of the Kairov Era pedagogy. This book discusses profound changes in China's basic education, propelled by both top-down designs and bottom-up innovations from grass-root teachers.Table of ContentsPreface: Seeking Logic for School Reforms in the New Era 1 The Transformation of Value in the New Curriculum Reform 1 Holistic Student Development 1.1 The Whole Person Fragmented by Contemporary Education 1.2 The Meaning of the Whole Person 2 Back to Students’ Life World 2.1 The Loss of Meaning of Life World 2.2 Back-to-Life Curriculum 3 Knowledge Construction for Individual Understanding 3.1 The Absence of Personal Knowledge 3.2 Knowledge Construction with Personal Meaning 4 Creating School Culture with Characteristics 4.1 The Ignorance of Characteristic School Culture 4.2 Reconstruction of School Culture 2 Conceptual Reconstructions and Curriculum Innovation in China 1 Reconstructing the Concept of Knowledge and Curriculum Innovation 2 Reconstruction of the Concept of Learning and Curriculum Innovation 3 Reconstruction of Classroom Culture and Curriculum Innovation 3 The KAP Theory 1 Definition and Significance of KAP 1.1 Defining KAP 1.2 Significance of Defining KAP 2 Knowledge Philosophy of KAP 2.1 KAP Manifests the Appeal for Human Science 2.2 KAP Is Based on the New Philosophy of Knowledge 3 KAP Manifests the Law of Mental Development 4 Framework and Task of “KAP Chain” Teaching Design 4.1 Teaching Goals as Hypotheses 4.2 Framework of the “KAP Chain” Teaching Design 4.3 Core Tasks in Advancing “KAP Chain” Teaching Design 4 On Integrated Practice Activity Course (IPAC): Contents, Characteristics, Values and Potential Misconceptions 1 Defining IPAC: A Model for Curriculum Development 1.1 IPAC and the Traditional Subject-Separation System are Motivated by Two Different Theories of Curriculum Development 1.2 Two Models of Curriculum Development Based on Two Different Views of Learning 2 Value of IPAC: Integration of Wisdom and Integration of Knowledge 2.1 As a Brand New Model in Curriculum Development, IPAC Is Geared to a Contemporary Model of Knowledge Production 2.2 IPAC: “Not Just a Formal Structural Change in Curriculum Development, but a Profound Substantial Innovation of Curriculum Values” 2.3 Systematic Research on the Modern Knowledge Production Model Provides the Theoretical Basis for the Simultaneous Development of the Separation and Integration of Subjects 3 Implementation of IPAC: Strengths and Misconceptions 5 Dialogues and Texts: The Transformation of Teaching Norms 1 Teaching: Activities of Communication and Cooperation 2 Dialogues and Texts: Conceptual Reconstruction of Teaching and Teaching Materials 3 Transformation of the Teaching Paradigm 6 Towards a Humanistic Curriculum Evaluation 1 Curriculum Evaluation: Redefining the Concepts 1.1 Defining Curriculum Evaluation 1.2 Focus of Curriculum Evaluation and Its Innovation 2 Humanistic Curriculum Evaluation: Blueprint of the Reform 2.1 Transformation from Cumulative Learning to Constructive Learning 2.2 Transformation from Evaluation for Score Purpose into Evaluation for Learner Purpose 3 Transformation of Curriculum Evaluation from Utilitarian Consideration into Humanistic Consideration 4 Humanistic Curriculum Evaluation: A Qualitative Description 5 Humanistic Curriculum Evaluation: A Cultural Renovation 5.1 Transformation from Credential Society into Learning Society 5.2 Transformation from Unilateral Lopsided Development into Holistic Development 5.3 Transformation from Black-Box Evaluation into Evaluating Evaluation 7 Innovation in the Teachers’ Education System in China 1 Historical Development of Teacher Education 2 Curriculum Standards of Teacher Education: Key to System Innovation 2.1 Diagnosis of the Current Situation of Teacher Education in China 2.2 Discussion on the Framework and Core Contents of Curriculum Standards of Teacher Education 2.3 Curriculum Reform of Basic Education Calls for a Professional Image of Teachers 3 Re-Conceptualization: The Precondition of System Innovation of Teacher Education 3.1 Learning Profession and Professional Learning 3.2 Reconceptualization and System Innovation 8 Teaching Practices: Analytical Modes and Philosophies—Comments on the Assumption of Teaching Particularism 1 Development of Teaching Practice Mode: From Behaviorism to Constructivism 1.1 Behaviorist Mode of Teaching Practice: Making Class No Difference to Amphitheater 1.2 Teaching Practice Mode of Social Constructivism: Classroom for Social Interaction 2 Teacher’s Practice Thinking in Social Constructivism: Significance, Features and Research Issues 2.1 Significance of Promoting Teacher’s Practice Thinking 2.2 Features of Teacher’s Practice Thinking 2.3 Cultivation of Teacher’s Practice Thinking 9 New Challenges in Teachers’ Training 1 Opportunities and Predicaments of Teacher-Training 1.1 Opportunities: Ideological Motivation and Knowledge Resources from New Curriculum Reform 1.2 Predicament: Struggle between Exam-Oriented Education and Quality-Oriented Education 2 Prevention of the Regeneration Chain of Exam-Oriented Education 3 Seeking Self-Discipline and Innovative Teacher-Training 3.1 Methodology of Teacher-Training from the Perspective of Teachers’ Knowledge 3.2 Teachers Training Supported by Government Policy, Theoretical Basis and Practical Experience 10 The Development of Future Educators 1 Educator Development and TEC Innovation 2 Laying Foundations for China’s TEC Innovation 2.1 Study of Children 2.2 Study on Teachers 2.3 Study on Teaching Materials 11 Critical Comments on Kairov’s Pedagogy 1 Part I 1.1 Ideological Basis of Soviet School Construction and Aberration of “Deschooling” 1.2 School Policies in 1931 and Vicissitudes of Kairov’s Pedagogy 2 Part II 2.1 Criticism of Pedagogy “Overlooking Children” and Significance of “Argument about Development” 2.2 The Confrontation between Zankov’s New Teaching System and Kairov’s Teaching Principles 2.3 Divergence between “Development-education Theory” of Cultural-historical School and Kairov’s Pedagogy 12 A Review of the Paedological Research of the Vygotskian School 1 Vygotsky’s Development-Education Theory 1.1 Methodological Basis and the Developmental Culture-History Theory 1.2 Two Hypotheses of Vygotsky’s Developmental Theory 1.3 Education-based Theory of Children’s Development 1.4 Internally Unified Development Process of Life Concept and Scientific Concept 1.5 Inner Language Theory and Personality Theory 2 Development of Paedological Research of Vygotskian School 2.1 Theoretical Hypothesis of Development-Mastery Theory 2.2 Theoretical Hypothesis of Self-Development Theory 2.3 Rivalry between Development-Mastery Theory and Self-Development Theory 3 Modern Significance of Paedological Research of Vygotskian School
£206.40
Brill Working-Class Rhetorics: Contemporary Memoirs and Analyses
Book SynopsisAs the recent pandemic illustrated, many folks are only one or two paychecks away from bankruptcy. The economic disparities made starkly clear in the wake of shutdowns have brought home the need for thinking critically about class in ways that many U.S. citizens have traditionally resisted. This collection of memoirs and cultural analyses by established and newer scholars from a variety of disciplines seeks to reintroduce class in sophisticated, yet accessible, ways so that students may increase their critical literacy and consider the power of rhetoric to fight for equitable distribution of income and class power. Contributors are: : Sarah Attfield, Jennifer Beech, Phil Bratta, Ryan Cooper Carl, Christina V. Cedillo, José M. Cortez, William DeGenaro, David Engen, Kelli R. Gill, Abby Graves, Matthew Wayne Guy, Katherine Highfill, Nancy Mack, Heather Palmer, Irvin Peckham, Valerie Murrenus Pilmaier, Philip L. Simpson, William Thelin and Edward J. Whitelock.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Defining and Defying Common (Mis)Understandings of the Working Class Jennifer Beech and Matthew Wayne Guy PART 1: Memoirs and Personal Essays 1 Social Class and Sociolects Irvin Peckham 2 Becoming “Gente Educada”: Navigating Academia as a Working-Class, Multiply-Marginalized Student Christina V. Cedillo 3 Rhetoric: From a Community Yet to Arrive José Manuel Cortez 4 Five Miles and a World Away: A Memoir Edward J. Whitelock 5 Feeling Like an Imposter at College Nancy Mack 6 (Un)Belonging in Liminality: Garage Stories Phil Bratta 7 Book Smart AND Street Smart Valerie Murrenus Pilmaier 8 “Remember the Spartans” William Thelin 9 Honest Work Katherine Highfill PART 2: Critical Essays 10 Bodies in the World of Labor: Class, Affect, and Rhetoric in IWW’s “What is What in the World of Labor?” Poster Phil Bratta 11 Mind on Heaven: Working-Class Rhetorics in Serpent-Handling Rituals of Southern Appalachia Heather Palmer 12 White Bread as a Working-Class Symbol Kelli R. Gill 13 “Put Some Flowers in the Graveyard”: The Gloomy Fate of the Working Class in George A. Romero’s Land of the Dead Philip L. Simpson 14 Working Class on the Small Screen Sarah Attfield 15 #ActorsWithDayJobs: Geoffrey Owens, Job Shaming, and the Ideology of Work William DeGenaro 16 (Literal) Self-Exposure: Celebrity “Activism” during Covid-19 Abby Graves 17 Returning to Van Buren Street: A Photographic Essay David Engen Index
£53.58
Brill Authentic Assessment and Evaluation Approaches and Practices in a Digital Era: A Kaleidoscope of Perspectives
Book SynopsisIn this book, 37 international academics illustrate how authentic assessment is an effective measure of intellectual achievement as it requires the demonstration of deep understanding and complex problem solving through the performance of exemplary tasks. By exploring the concept of authentic assessment in both tertiary and school education, the authors in these chapters argue that authentic assessment is not only the measurement of significant intellectual accomplishments but also an important pedagogical structure. Authentic assessment is a concept more closely defined as an umbrella term that seeks to immerse learners in environments where they can gain highly practical and lifelong learning skills. Authentic assessment has been on the educational agenda for a number of years and keeps being a powerful tool for assessing students’ 21st century competencies in the context of global educational reforms. Contributors are: Pınar Akyıldız, Fatma Nur Aktaş, Chrysoula Arcoudis, Tasos Barkatsas, Michael Belcher, Antonios Bouras, Athina Chalkiadaki, Jere Confrey, Rebecca Cooper, Yüksel Dede, Paul Denny, Zara Ersozlu, Ivan Fortunato, Linda Hobbs, Marj Horne, Fragkiskos Kalavasis, Katerina Kasimatis, Belinda Kennedy, Gillian Kidman, Huk Yuen Law, Susan Ledger, Kathy Littlewood, Jiabo Liu, Michelle Ludecke, Tricia McLaughlin, Juanjo Mena, Andreas Moutsios-Rentzos, Greg Oates, Anastasia Papadopoulou, Fabiano Pereira dos Santos, Angela Rogers, Gráinne Ryan, Rebecca Seah, Meetal Shah, Hazel Tan, Naomi Wilks-Smith, Dallas Wingrove, Qiaoping Zhang and Xiaolei Zhang.Trade Review"De bundel beschrijft interessante ontwikkelingen in een interessante tijd. Vooral de bijdrage van Cooper en Ludecke laat zien wat de onbedoelde en positieve effecten van de covid-19-crisis zijn voor de studentstages". ENG: "The collection describes interesting developments at an interesting time. Especially, the chapter by Cooper and Ludecke shows what have been the unintended and positive effects of the COVID-19 crisis for students’ traineeships". Veronica Bruijns, in Thema.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors PART 1: Authentic Assessment and Evaluation Approaches and Practices in Tertiary Education 1 Can a Standards-Based Assessment of Teaching Be Authentic? Rebecca Cooper and Michelle Ludecke 2 Authentic Assessment in STEM Education: An Integrative Review of Research Hazel Tan and Gillian Kidman 3 Virtual Simulation in ITE: Technology Driven Authentic Assessment and Moderation of Practice Zara Ersozlu, Susan Ledger and Linda Hobbs 4 Authentic Assessment to Promote Active Online Learning and Critical Reflection Greg Oates and Paul Denny 5 A Holistic Review of Authentic Assessment in Mathematics Education Qiaoping Zhang, Xiaolei Zhang and Jiabo Liu 6 A Model for Developing Preservice Mathematics Teachers’ Mathematical Language Skills in the Context of Authentic Assessment Fatma Nur Aktaş, Pınar Akyıldız and Yüksel Dede 7 Embedding Authentic Assessment in a Capstone Research Course in a Teacher Education Degree Tricia McLaughlin, Kathy Littlewood, Belinda Kennedy and Tasos Barkatsas 8 Making It Happen: A Self-Study of Authentic Assessment for Learning in a Final Year Capstone Course Gráinne Ryan and Dallas Wingrove PART 2: Authentic Assessment Approaches and Practices in Primary and Secondary Education 9 Using Learning Trajectory-Based Ratio Curriculum and Diagnostic Assessments for Promoting Learner-Centred Instruction Jere Confrey, Meetal Shah and Michael Belcher 10 Removing the Teacher ‘Blind Spot’: Developing a Comprehensive Online Place Value Assessment Tool for Year 3–6 Teachers Angela Rogers 11 How Much Do They Know about 3D Objects: Using Authentic Assessment to Inform Teaching Practice Rebecca Seah and Marj Horne 12 Humanising Mathematics Education through Authentic Assessment: The Story of Sarah Huk Yuen Law 13 Translanguaging Pedagogies for Multilingual Learner Assessment Naomi Wilks-Smith PART 3: Educational Evaluation Approaches and Practices 14 Teacher Performance Evaluation Approach from a Brazilian Perspective: A Literature Review Fabiano Pereira dos Santos, Ivan Fortunato and Juanjo Mena 15 A Systemic Approach to Authentic Evaluation in Education: The Case of Mathematics Teaching Effectiveness in Tertiary Engineering Education Katerina Kasimatis, Andreas Moutsios-Rentzos and Fragkiskos Kalavasis 16 Parents’ Views on the Authentic Evaluation of Students in the Experimental Schools of Greece Antonios Bouras and Anastasia Papadopoulou 17 Authentic Evaluation and Authentic Leadership in Education: Two Converging Concepts in the Case of School Principals Chrysoula Arcoudis, Anastasia Papadopoulou and Athina Chalkiadaki Index
£51.20
Brill Authentic Assessment and Evaluation Approaches
Book SynopsisIn this book, 37 international academics illustrate how authentic assessment is an effective measure of intellectual achievement as it requires the demonstration of deep understanding and complex problem solving through the performance of exemplary tasks. By exploring the concept of authentic assessment in both tertiary and school education, the authors in these chapters argue that authentic assessment is not only the measurement of significant intellectual accomplishments but also an important pedagogical structure. Authentic assessment is a concept more closely defined as an umbrella term that seeks to immerse learners in environments where they can gain highly practical and lifelong learning skills. Authentic assessment has been on the educational agenda for a number of years and keeps being a powerful tool for assessing students’ 21st century competencies in the context of global educational reforms. Contributors are: Pınar Akyıldız, Fatma Nur Aktaş, Chrysoula Arcoudis, Tasos Barkatsas, Michael Belcher, Antonios Bouras, Athina Chalkiadaki, Jere Confrey, Rebecca Cooper, Yüksel Dede, Paul Denny, Zara Ersozlu, Ivan Fortunato, Linda Hobbs, Marj Horne, Fragkiskos Kalavasis, Katerina Kasimatis, Belinda Kennedy, Gillian Kidman, Huk Yuen Law, Susan Ledger, Kathy Littlewood, Jiabo Liu, Michelle Ludecke, Tricia McLaughlin, Juanjo Mena, Andreas Moutsios-Rentzos, Greg Oates, Anastasia Papadopoulou, Fabiano Pereira dos Santos, Angela Rogers, Gráinne Ryan, Rebecca Seah, Meetal Shah, Hazel Tan, Naomi Wilks-Smith, Dallas Wingrove, Qiaoping Zhang and Xiaolei Zhang.Trade Review"De bundel beschrijft interessante ontwikkelingen in een interessante tijd. Vooral de bijdrage van Cooper en Ludecke laat zien wat de onbedoelde en positieve effecten van de covid-19-crisis zijn voor de studentstages". ENG: "The collection describes interesting developments at an interesting time. Especially, the chapter by Cooper and Ludecke shows what have been the unintended and positive effects of the COVID-19 crisis for students’ traineeships". Veronica Bruijns, in Thema.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors PART 1: Authentic Assessment and Evaluation Approaches and Practices in Tertiary Education 1 Can a Standards-Based Assessment of Teaching Be Authentic? Rebecca Cooper and Michelle Ludecke 2 Authentic Assessment in STEM Education: An Integrative Review of Research Hazel Tan and Gillian Kidman 3 Virtual Simulation in ITE: Technology Driven Authentic Assessment and Moderation of Practice Zara Ersozlu, Susan Ledger and Linda Hobbs 4 Authentic Assessment to Promote Active Online Learning and Critical Reflection Greg Oates and Paul Denny 5 A Holistic Review of Authentic Assessment in Mathematics Education Qiaoping Zhang, Xiaolei Zhang and Jiabo Liu 6 A Model for Developing Preservice Mathematics Teachers’ Mathematical Language Skills in the Context of Authentic Assessment Fatma Nur Aktaş, Pınar Akyıldız and Yüksel Dede 7 Embedding Authentic Assessment in a Capstone Research Course in a Teacher Education Degree Tricia McLaughlin, Kathy Littlewood, Belinda Kennedy and Tasos Barkatsas 8 Making It Happen: A Self-Study of Authentic Assessment for Learning in a Final Year Capstone Course Gráinne Ryan and Dallas Wingrove PART 2: Authentic Assessment Approaches and Practices in Primary and Secondary Education 9 Using Learning Trajectory-Based Ratio Curriculum and Diagnostic Assessments for Promoting Learner-Centred Instruction Jere Confrey, Meetal Shah and Michael Belcher 10 Removing the Teacher ‘Blind Spot’: Developing a Comprehensive Online Place Value Assessment Tool for Year 3–6 Teachers Angela Rogers 11 How Much Do They Know about 3D Objects: Using Authentic Assessment to Inform Teaching Practice Rebecca Seah and Marj Horne 12 Humanising Mathematics Education through Authentic Assessment: The Story of Sarah Huk Yuen Law 13 Translanguaging Pedagogies for Multilingual Learner Assessment Naomi Wilks-Smith PART 3: Educational Evaluation Approaches and Practices 14 Teacher Performance Evaluation Approach from a Brazilian Perspective: A Literature Review Fabiano Pereira dos Santos, Ivan Fortunato and Juanjo Mena 15 A Systemic Approach to Authentic Evaluation in Education: The Case of Mathematics Teaching Effectiveness in Tertiary Engineering Education Katerina Kasimatis, Andreas Moutsios-Rentzos and Fragkiskos Kalavasis 16 Parents’ Views on the Authentic Evaluation of Students in the Experimental Schools of Greece Antonios Bouras and Anastasia Papadopoulou 17 Authentic Evaluation and Authentic Leadership in Education: Two Converging Concepts in the Case of School Principals Chrysoula Arcoudis, Anastasia Papadopoulou and Athina Chalkiadaki Index
£128.00
Brill Youth Policies and Unemployment in Europe
Book SynopsisThe situation of young people in Europe has been significantly impacted by recent changes that have taken place in the job market. Young people’s life trajectories and transitions to adulthood are increasingly less linear, more segmented, and more reversible, with a rise in unemployment and the NEET (Not in Education, Employment or Training) phenomenon. This book aims to investigate the youth policies implemented in Europe and how they are integrated in the socio-economic contexts of the various member states and their welfare regimes, educational systems, and skills markets. A significant number of young adults neither study nor work, and live in a constant state of discouragement and inactivity, giving up on their search for job opportunities. The strategic choices implemented at the European level in response to this problem promote ALMPs (Active Labour Market Policies), including the creation of the Youth Guarantee Program, which is examined here both at the European level and, specifically, in the Italian context.Table of ContentsYouth Policies and Unemployment in Europe Paola Giannoni Abstract Keywords Introduction 1 The Situation of Young Adults in Europe 1.1 Introduction 1.2 Changes in the Situation for Young Adults 1.3 Youth Studies: Different Analytical Perspectives 1.4 Regimes of Welfare Transition and Regimes of Youth Policies 1.5 The Youth Population in Europe: Family, Education, and Training Conditions 1.6 Conclusions 2 Youth Unemployment and Dynamics of the Labour Market 2.1 Introduction 2.2 The European Socio-economic Context 2.3 Youth Unemployment in Europe 2.4 Not in Education, Employment or Training: The NEET Phenomenon 2.5 NEETs in Europe 2.6 Conclusions 3 European Union Policies Designed to Combat Youth Unemployment 3.1 Introduction 3.2 The European Youth Strategy 3.3 EU Active Labour Market Policies 3.4 The Youth Guarantee Program in Europe 3.5 Education Policies and the Skills Market: The School-To-Work Transition 3.6 Conclusions 4 Young People and the Labour Market in Southern Europe: The Case of Italy 4.1 Introduction 4.2 The Reforms of the Labour Market in Italy 4.3 The Sub-protective Welfare State and the Youth Population 4.4 Youth Unemployment and the NEET Phenomenon at the Time of Covid-19 4.5 A Case of ALMP: The Youth Guarantee Program in Italy 4.6 Conclusions Conclusions References
£63.84
Brill Transitioning 'In-Between': Chinese Students' Navigating Experiences in Transnational Higher Education Programmes
Book SynopsisThis book offers an account of Chinese students' intercultural learning experiences in China-Australia articulation programmes. While these students learn in programmes that Chinese and Australian partner universities collaboratively operate, differences in educational practices still make them encounter barriers. To deal with cross-system differences, some students indicate a positive sense of agency. However, some of them feel disempowered. Notably, many students develop a sense of in-betweenness through learning in such programmes. Based on the investigation, Kun Dai argues that intercultural learning and adjustment in the transnational higher education context may become more complex than other forms of international education.Trade Review"There is an acute dearth of literature in international higher education on transnational programmes that do not involve the bodily mobility of students. This book provides an original and insightful analysis of the ways in which Chinese students negotiate transnational articulation programmes, and the extent to which such programmes have the potential to promote intercultural learning." – Fazal Rizvi, Professor in Global Studies in Education, The University of Melbourne “This timely volum reminds us of what scientists refer to as ‘the knowledge illusion’ in transnational higher education: We tend to believe we know more than we do. In this book, Dr Dai moves beyond appropriation of cultural resources to unravel the complexities of learning in modern transnational higher education programmes. Seeing intercultural learning as boundary crossing, he highlights the intricacies of the in-between spaces of students as agents of their life-changing experiences.” – Rui Yang, Professor and Associate Dean for Research, Faculty of Education, University of Hong Kong "The world is facing unprecedented health crisis with the spread of COVID-19 across different corners of the globe. Well before the present global health crisis, growing debates have emerged to critically examine the future of internationalization of education, especially when people begin to question the value and benefits that international education brings. The COVID-19 pandemic again raises the issues of the future of international higher education. Would the COVID-19 adversely international education and student mobility? This book by Dr Kun Dai has chosen very important research problem, connecting the wider international research community to critically reflect the futures of internationalization and transnationalization of higher education. The present volume provides critical review, rich empirical analysis and relevant theoretical debates on internationalization and higher education. This volume is highly relevant to academics, researchers, policy makers, and postgraduate students in higher education." – Ko Ho Mok, Lam Man Tsan Chair Professor of Comparative Policy, Vice President, Lingnan University, Hong Kong "Articulation programs are a form of transnational education that have been largely underexplored, so it is timely that Kun Dai provides us with this highly engaging and thought-provoking book. Examining the attitudes, perceptions and experiences of Chinese students who study on a range of Chinese-Australian articulation programs, Dai shines a light on how students, as ‘in-betweeners’, may experience intercultural learning and a sense of belonging with their home and host cultures. It is recognized that studying in two education systems may present students with both benefits and challenges. Dai calls upon his own experiences as a former articulation program student and expands this through the rich voices of the study’s interviewees, to candidly discuss and explain the positionality of those who fall ‘in-between’. This book offers valuable insights to both researchers and practitioners and may be useful for educators to consider in order to improve relevant programs and classroom practice." – Stephen Wilkins, Professor in Strategy and Marketing, The British University in Dubai "Transnational higher education (TNHE) is a significantly understudied area within the social sciences and yet its impact upon education systems is being felt around the world. This excellent book provides a valuable and detailed examination of students’ experiences of transnational higher education programmes in China. We still know very little about how students actually experience TNHE, and this is a significant growth area in China in particular. This book is timely and insightful, and I look forward to using it in my teaching and writing." – Johanna L. Waters, Professor of Human Geography, University College LondonTable of ContentsForeword Bob Lingard Acknowledgements 1 Globalisation, Internationalisation, and Transnational Higher Education 1 Globalisation and Internationalisation of Higher Education 2 Transnational Higher Education 3 Transnational Higher Education in China 4 Signifijicance of This Study 5 Research Design: A Narrative Inquiry 6 Conclusion 2 Cross-System Transitions across Cultures, Spaces, and Places 1 Transitioning and Learning between Cultures 2 Cultural Influences Shaping Chinese Learners 3 Critical Understandings of CHC and Chinese Students 4 Encountering Shocks with Complicated Transitioning Trajectories 5 Moving across Diffferent Spaces and Places as Diaspora 6 Conclusion 3 Start the TAP Journey with Various Certainties and Uncertainties 1 Begin the TAP Journey 2 Encountering Certainties and Uncertainties 3 Conclusion 4 A Tortuous Trajectory of Intercultural Learning 1 Positively Deal with Changes in Transition 2 Being Stressful in Transition 3 Shifting between Multiple Identities as Intercultural Learner 4 Dependent and Demotivated Followers in China 5 Becoming Independent and Motivated Explorer in Australia 6 Shaping Diffferent Senses of Belonging as Transnational Diaspora 7 Conclusion 5 Mapping a Transitioning In-Between Learning Space 1 The Conceptualisation of the Transitioning In-Between Space in TAP 2 Conclusion 6 A Reflexive Journey as an In-Betweener 1 Transitioning between Diffferent Schools as a Domestic Diaspora 2 Transitioning from China to Australia as a TAP Student 3 Shifting between Chinese and Australian Contexts 4 Conclusion 7 Critical Reflections: Becoming Compatible 1 Dynamically Transitioning between Diffferent Systems 2 (Re)shaping Identity, Agency, and Belonging in Cross-System Transition 3 The Contour of the In-Between Learning Space in TAP 4 Intercultural Adjustment as a Way of Transitioning In-Between 5 Implications 8 Conclusion References Index
£51.21
Brill Encyclopaedia of Marxism and Education
Book SynopsisThis encyclopaedia showcases the explanatory power of Marxist educational theory and practice. The entries have been written by 51 leading authors from across the globe. The 39 entries cover an impressive range of contemporary issues and historical problematics. The editor has designed the book to appeal to readers within the Marxism and education intellectual tradition, and also those who are curious newcomers, as well as critics of Marxism. The Encyclopaedia of Marxism and Education is the first of its kind. It is a landmark text with relevance for years to come for the productive dialogue between Marxism and education for transformational thinking and practice.Trade Review"The encyclopaedia not only provides a thorough critique of the effects of neoliberal policies on education but also unravels a myriad of reasons for the condition of our world, which is marked by super-exploitation and intensification of labour, especially during the COVID-19 pandemic. [...] This encyclopaedia illuminates a path out of the growing darkness, which threatens not only the human species but our whole planet because capitalism shapes not only people in the Global North and South but also adversely affects Nature through commodification and marketisation". Dr. Dilnaz Boga and Rohit Ranjan in CounterCurrents.org. Read the full review here.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Introduction Alpesh Maisuria 2 The 4th Industrial Revolution, Post-Capitalism, Waged Labour and Vocational Education James Avis 3 Alienation and Education Richard Hall 4 Alternatives to Capitalism Peter Hudis 5 Capital Accumulation and Education John Fraser Rice 6 Colonialisms and Class Spyros Themelis 7 Communism: The Party – Pedagogy and Revolution from Marx to China Collin L. Chambers and Derek R. Ford 8 Corporate State: “Downhill All the Way” – Education in England from Welfare to Corporate State Patrick Ainley 9 Critical Education Sandra Mathison and E. Wayne Ross 10 Critical Realism Grant Banfield 11 Cuban-Marxist Education Rosi Smith, Leticia de las Mercedes García Rosabal and Maikel J. Ortiz Bosch 12 Dialectical Materialism (Materialist Dialectics) Constantine (Kostas) Skordoulis 13 Disaster Education John Preston 14 Early Childhood, Feminism, and Marx Rachel Rosen and Jan Newberry 15 Employment: Education without Jobs – Young People, Qualifications, and Employment in 21st Century Britain Martin Allen 16 Ethnography of Education and Marxism: Education Research for Social Transformation Dennis Beach 17 Freire, Paulo (1921–1997) as a Marxist Revolutionary for Education Juha Suoranta 18 Gramsci, Antonio (1891–1937): Culture and Education Peter Mayo 19 Green Marxism Simon Boxley 20 Guevara, Ernesto “Che” (1928–1967) Peter McLaren and Lilia D. Monzó 21 Intersectionality: Scaling Intersectional Praxes Gregory Martin and Benjamin “Benji” Chang 22 Lenin, Vladimir (1870–1924) and Education Juha Suoranta and Robert FitzSimmons 23 Liberation Theology Peter McLaren 24 Luxemburg, Rosa (1871–1919) and Education Julia Damphouse and Sebastian Engelmann 25 Managerialism and Higher Education Goran Puaca 26 Marxism and Education: [Closed] and … Open … Glenn Rikowski 27 Marxism and Human Rights against Capitalism Daniel Hedlund and Magnus Nilsson 28 Marxist Feminism and Education: Gender, Race, and Class Sara Carpenter and Shahrzad Mojab 29 Middle Classes of the World Göran Therborn 30 Neo-Liberalism and Revolution: Marxism for Emerging Critical Educators Alpesh Maisuria 31 New Left, Anarchism and Education Nick Stevenson 32 Palestine: Education in Mandate Palestine Bernard Regan 33 Plebs League: Towards a Modern Plebs League Colin Waugh 34 Postdigital Marxism Petar Jandrić 35 Poverty: Class, Poverty and Neo-Liberalism Terry Wrigley 36 Public Pedagogy Mike Cole 37 Public University: The Political Economy of the Public University David Harvie, Mariya Ivancheva and Robert Ovetz 38 Social Class: Education, Social Class and Marxist Theory Dave Hill and Alpesh Maisuria 39 State and Private Capital: Education, State and Capital Ravi Kumar and Rama Paul 40 World-Systems Critical Education Tom G. Griffiths Index
£220.00
Brill How World Events Are Changing Education: Politics, Education, Social, Technology
Book SynopsisListen to the podcast! Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate. Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.Table of ContentsForeword Juan Eduardo Romero Preface: The World Is Shifting and Education Must Evolve Rosemary Sage List of Figures and Tables Notes on Contributors Introduction: How the World Is Changing Education Rosemary Sage PART 1: The Politics of Education Introduction to Part 1 Rosemary Sage and Riccarda Matteucci 1 Global Trends Rosemary Sage 2 The Present and Future World: What Education Needs to Consider Rosemary Sage 3 Is School an Outdated System? Alternatives to Traditional Classrooms Rosemary Sage 4 Preparing for Work Nigel Adams 5 A New Model of Workplace Learning Daryle Abrahams PART 2: Education Policies & Practices Introduction to Part 2 Rosemary Sage and Riccarda Matteucci 6 Creativity for Creativity Emma Webster 7 Conversational Intelligence: The Basis of Creativity: Learning from Others Elizabeth Negus 8 University-School Partnerships: Scholars in Residence within a School Joanna Ebner 9 Imaginative Alternatives to the ‘Macabre Constant’ Pierre Frath 10 Third Generation Doctorates: The Practitioner Model Rosemary Sage PART 3: Social Issues of Justice Introduction to Part 3 Rosemary Sage and Riccarda Matteucci 11 Academic Integrity: Research from World Studies Irene Glendinning 12 Prioritising Values to Prepare for Life Susan James 13 Sociological Aspects of Educational Robotics Stefano Cobello and Elena Milli 14 Additional Learning Needs: Hearing Development Gloria McGregor PART 4: Technology in Education Introduction to Part 4 Rosemary Sage and Riccarda Matteucci 15 The Rise and Rise of Digital Learning in Higher Education Peter Chatterton 16 Technology and COVID-19: Remote Learning and Flipped Classes to Maintain Live Education Riccarda Matteucci 17 The Maker Faire: Opportunities for Innovators Riccarda Matteucci 18 E-Learning But Not Always E-Quality Rosemary Sage 19 A Blueprint for Learning: How World Events Are Changing Education Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Susan James, Riccarda Matteucci, Elena Milli, Irene Glendinning, Gloria McGregor, Elizabeth Negus, Juan Romero, Rosemary Sage and Emma Webster 20 Epilogue: A Review and Reflection Rosemary Sage and Riccarda Matteucci
£52.00
Brill How World Events Are Changing Education: Politics, Education, Social, Technology
Book SynopsisListen to the podcast! Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate. Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.Table of ContentsForeword Juan Eduardo Romero Preface: The World Is Shifting and Education Must Evolve Rosemary Sage List of Figures and Tables Notes on Contributors Introduction: How the World Is Changing Education Rosemary Sage PART 1: The Politics of Education Introduction to Part 1 Rosemary Sage and Riccarda Matteucci 1 Global Trends Rosemary Sage 2 The Present and Future World: What Education Needs to Consider Rosemary Sage 3 Is School an Outdated System? Alternatives to Traditional Classrooms Rosemary Sage 4 Preparing for Work Nigel Adams 5 A New Model of Workplace Learning Daryle Abrahams PART 2: Education Policies & Practices Introduction to Part 2 Rosemary Sage and Riccarda Matteucci 6 Creativity for Creativity Emma Webster 7 Conversational Intelligence: The Basis of Creativity: Learning from Others Elizabeth Negus 8 University-School Partnerships: Scholars in Residence within a School Joanna Ebner 9 Imaginative Alternatives to the ‘Macabre Constant’ Pierre Frath 10 Third Generation Doctorates: The Practitioner Model Rosemary Sage PART 3: Social Issues of Justice Introduction to Part 3 Rosemary Sage and Riccarda Matteucci 11 Academic Integrity: Research from World Studies Irene Glendinning 12 Prioritising Values to Prepare for Life Susan James 13 Sociological Aspects of Educational Robotics Stefano Cobello and Elena Milli 14 Additional Learning Needs: Hearing Development Gloria McGregor PART 4: Technology in Education Introduction to Part 4 Rosemary Sage and Riccarda Matteucci 15 The Rise and Rise of Digital Learning in Higher Education Peter Chatterton 16 Technology and COVID-19: Remote Learning and Flipped Classes to Maintain Live Education Riccarda Matteucci 17 The Maker Faire: Opportunities for Innovators Riccarda Matteucci 18 E-Learning But Not Always E-Quality Rosemary Sage 19 A Blueprint for Learning: How World Events Are Changing Education Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Susan James, Riccarda Matteucci, Elena Milli, Irene Glendinning, Gloria McGregor, Elizabeth Negus, Juan Romero, Rosemary Sage and Emma Webster 20 Epilogue: A Review and Reflection Rosemary Sage and Riccarda Matteucci
£111.20
Brill Encyclopedia of Queer Studies in Education
Book SynopsisChoice Award 2022: Outstanding Academic Title Queer studies is an extensive field that spans a range of disciplines. This volume focuses on education and educational research and examines and expounds upon queer studies particular to education fields. It works to examine concepts, theories, and methods related to queer studies across PK-12, higher education, adult education, and informal learning. The volume takes an intentionally intersectional approach, with particular attention to the intersections of white supremacist cisheteropatriachy. It includes well-established concepts with accessible and entry-level explanations, as well as emerging and cutting-edge concepts in the field. It is designed to be used by those new to queer studies as well as those with established expertise in the field.Table of ContentsAcknowledgments Figures and Tables 1 Introduction Kamden K. Strunk and Stephanie Anne Shelton 2 Abolitionist Teaching Jenell Igeleke Penn 3 Affect Mark E. Helmsing 4 AIDS Activism J. Michael Denton 5 Allies and Allyship S. Adam Crawley 6 Allonormativity and Compulsory Sexuality Amanda L. Mollet and Brian Lackman 7 Androgyny Kate E. Kedley 8 Antiblackness Romeo Jackson, Zachary Brown and Brenda Anderson Wadley 9 Antidiscrimination Laws and Policies Nicholas Catania 10 Asexuality & Asexuality Studies Amanda L. Mollet 11 Ballroom Culture Steve D. Mobley, Jr. and Quortne R. Hutchings 12 Biological Essentialism Kamden K. Strunk 13 Bisexuality and Bisexuality Studies Kaity Prieto 14 Bullying Whitney Neumeyer Roach and Elissa Bryant 15 Calling In/Calling Out Dianna (D) Tejada 16 Campus Activism Rob Loren Hill 17 Campus Climate (College & University) Allison BrckaLorenz 18 Chicana Feminism José Manuel Santillana Blanco 19 Cisheteropatriarchy Kody Muncaster 20 Cisheterosexism Esteban Francisco López Medina 21 The Closet Christian George Gregory 22 Community Colleges and LGBTQ+ Professionals Ángel de Jesus Gonzalez 23 Community Colleges and LGBTQ Students Ángel de Jesus Gonzalez 24 Compulsory Heterogenderism Quortne R. Hutchings and Arli Mohamed 25 Compulsory Heterosexuality Robert Bittner 26 Confession Kevin J. Burke 27 Conversion Therapy Chris Babits 28 Corporeality A. Longoria 29 Critical Content Analysis S. Adam Crawley 30 Curriculum Inclusive of Sexual and Gender Diversity Ryan Schey 31 Decolonizing Approaches Roland Sintos Coloma 32 Disidentification Addie Shrodes 33 Drag and Drag Studies Christopher (Doza) Mendoza 34 Educational Research and Queer Issues in K-12 Schools Mollie V. Blackburn and Joselyn L. Parker 35 Equity vs. Equality Andrés Castro Samayoa 36 Exclusion and Removal in School Discipline Hannah Carson Baggett and Carey E. Andrzejewski 37 Gender Binary Kate E. Kedley 38 Gender/Gender Identity/Gender Expression Adam W.J. Davies and Rhea Ashley Hoskin 39 Gender-Affirming Care Tae Min Suh 40 Gender-Based Microaggressions Bri Sérráno, Romeo Jackson and Kari J. Dockendorff 41 Gender-Complex Education Dana M. Stachowiak 42 Genderbashing Kit Emslie 43 Genderism Eli Kean 44 Genderqueer Dana M. Stachowiak 45 GLSEN Caitlin L. Ryan 46 Go-Along Interviews Sam Stiegler 47 GSAs (Gay-Straight Alliances or Gender-Sexuality Alliances) Susan W. Woolley 48 Hegemonic Masculinity Scott Ritchie 49 Hegemony Addie Shrodes 50 Heteronormativity Sara Staley 51 Heteropatriarchy Jacob Kelley and Andrea Arce-Trigatti 52 Heterosexism Sohini Chatterjee 53 Historically Black Colleges and Universities (HBCUs) Steve D. Mobley, Jr. 54 HIV/AIDS in the United States J. Michael Denton 55 Homonationalism Kody Muncaster 56 Homonormativity Matthew Archer 57 Hookup Culture Nicholas Francis Havey 58 Identity Politics Jaime S. Miller 59 Inclusion April M. Jones 60 Intersectionality Antonio Duran 61 Intersex Shelly Melchior 62 It Gets Better Thomas Crisp 63 Jotería Pedagogy Sergio A. Gonzalez 64 Jotería Studies Arturo Cortez and José Ramón Lizárraga 65 Kinsey Scale Kamden K. Strunk 66 Latinx Sergio A. Gonzalez 67 Lavender Scares/Queer Purges Karen Graves 68 LGBQ Faculty (Postsecondary) Olivia M. Copeland, Jodi L. Linley and David J. Nguyen 69 LGBQ K-12 Students Derek A. Hutchinson and Steven H. White 70 LGBQ K-12 Teachers Mollie V. Blackburn and Joselyn L. Parker 71 LGBQ Postsecondary Students Kristen A. Renn 72 LGBQ Teacher Induction Summer Davis 73 LGBTQ Education Research (Postsecondary) Kristen A. Renn 74 LGBTQ Homelessness Jarrett T. Gupton 75 LGBTQ+ Campus Resource Centers Meg E. Evans 76 Liminality Shelly Melchior 77 Marxism and Marxist Theories of Gender and Sexuality Kit Emslie 78 Matrix of Intelligibility Kathleen Emily Hurlock 79 Monosexism Kaity Prieto 80 Nepantla Theory Lobat Asadi 81 Neuroqueer Monica C. Kleekamp 82 No Promo Homo Laws Randy Fair 83 Outness and Coming Out Leia K. Cain 84 Panopticon W. Boden Robertson 85 Paranoid and Reparative Reading S. Adam Crawley 86 Parents and Parental Involvement Heidi Lyn Hadley 87 Performativity Jonathan M. Coker 88 Political Organizing Travis H. Olson 89 Poststructuralism William Terrell Wright and Maverick Y. Zhang 90 Pride Festivals and Parades Amy Keating 91 Pronouns Robin Sudanan Turner 92 Psychoanalytic Theory Kathleen Emily Hurlock 93 Psychological Identity Development Models Kamden K. Strunk and Hyun Sung Jang 94 Quare Theory Raphael D. Coleman and Darris R. Means 95 Queer Jessica A. Weise 96 Queer Archives Roland Sintos Coloma 97 Queer Children’s Literature Jill M. Hermann-Wilmarth 98 Queer Composing Ryan Schey 99 Queer Critical Theories Esteban Francisco López Medina 100 Queer Ecology Carlson H. Coogler 101 Queer Ethnography Stephanie Anne Shelton 102 Queer Futurity Mark E. Helmsing 103 Queer Indigenous Studies Marcos de R. Antuna 104 Queer Literacies Jon M. Wargo 105 Queer of Color Critique Durell M. Callier 106 Queer Pedagogy Summer Melody Pennell 107 Queer Phenomenology Travis L. Wagner 108 Queer Qualitative Research Stephanie Anne Shelton 109 Queer Quantitative Research Cindy Ann Kilgo 110 Queer Reading S. Adam Crawley 111 Queer Studies of (Dis)Ability Adam W. J. Davies and Rsha Soud 112 Queer Survey Methodologies Jason C. Garvey 113 Queer Theory Summer Melody Pennell 114 Queer Worldmaking Karen Zaino 115 Queer Young Adult Literature Caroline T. Clark and Josh D. Williams 116 Queering Mixed Methods Research Peggy Shannon-Baker 117 Religion Heidi Lyn Hadley 118 Resilience and Queer People Aldo M. Barrita and Gloria Wong-Padoongpatt 119 Restorying James Joshua Coleman 120 Rurality and LGBTQ+ Youth Meg Thomas 121 Safe Spaces and Safe Zone Trainings Eli Kean and Patrick C. Skrivan 122 School and Public Libraries Jamie Campbell Naidoo and Kaitlyn Lynch 123 School Climate (K-12) Darla Linville 124 Self-Authorship Gabriel Rodríguez Lemus, Jr. and Roberto C. Orozco 125 Settler Colonialism Charlie Amáyá Scott (Diné) and Romeo Jackson 126 Sex (as Assigned at Birth) Kate E. Kedley 127 Sexual Education and Queerness Adam W.J. Davies and Ruth Neustifter 128 Sexual Identity Payton D. Hoover 129 Sexual Orientation Microaggressions Eric J. Van Giessen and Michael R. Woodford 130 Sexual Violence Susan B. Marine 131 Sexualization Rachel Brooks, Nathan Caballero and Whitney Neumeyer Roach 132 Social Media and Queerness Justin A. Gutzwa 133 Standpoint Theory Lucy E. Bailey 134 Student Development Theory Antonio Duran 135 Teacher Education and Queerness J.B. Mayo, Jr. 136 Trans* Ethnic Studies Omi Salas-SantaCruz 137 Trans-Exclusionary Radical Feminists (TERFs) Justin A. Gutzwa 138 Trans Faculty (Postsecondary) Mel Kutner 139 Trans K-12 Teachers Mario I. Suárez 140 Trans Postsecondary Students Jesse Wiley and Kathleen Clarke 141 Trans Studies in Education Omi Salas-SantaCruz 142 Transgender K-12 Students Melinda M. Mangin 143 Transnormativity Romeo Jackson 144 Transphobia/Transmisogyny Aryah O.S. Lester 145 Trauma and Trauma Stewardship Chelsea Elizabeth Gilbert 146 Two Spirit J.B. Mayo, Jr. 147 Undocuqueer Alonso R. Reyna Rivarola and Jesús Cisneros 148 Visibility Ethan Trinh 149 Vocal Pedagogy Jessye DeSilva 150 Whiteness in Queer Studies Andrea M. Hawkman 151 Womanism Kiara S. Summerville 152 Women of Color Feminisms José Manuel Santillana Blanco Notes on Contributors Index
£212.00
Brill Authentic Chinese Educational Thought: Selected Works of Li Bingde, Lu Jie, Wang Fengxian and Huang Ji
Book SynopsisThis book introduces four influential Chinese educators of the later 20th century whose writings had enormous influence on many dimensions of the educational reforms which underly China’s remarkable transformation into a global superpower. None of them published in English and only Li Bingde, a leader in educational experimentation, had studied abroad. Huang Ji at Beijing Normal University was an educational philosopher who interpreted Chinese classical texts as well as arts such as calligraphy and painting in ways that brought new life to Chinese pedagogy. Lu Jie at Nanjing Normal University and Wang Fengxian at Northeast Normal University were leaders in developing a whole new approach to moral education that highlighted subjectivity and self awakening as China became a socialist market economy.Table of ContentsIntroduction: Insights from Pioneering Chinese Educators Edited by Ruth Hayhoe, Jun Li and Julia Pan PART 1: Professor Li Bingde’s Articles 1 On the So-called Adaptation of Education to Meet Social Needs Li Bingde 2 Making Experimental Research on Chinese Language Teaching More Scientific Li Bingde 3 A Scientific Attitude towards Educational Experiments Li Bingde 4 On Essential Elements of Teaching and Their Interrelationships Li Bingde 5 A Brief Overview of Sino-Western Exchange: Past and Present Li Bingde PART 2: Professor Lu Jie’s Articles 6 Education: A Practical Activity for Constructing the Human Self Lu Jie 7 Moral Education in China’s Social Transition: Where Is the Future? Lu Jie 8 Life-Based Moral Education Curriculum: On the Changes in China’s Moral Education Curriculum in Primary Schools Lu Jie 9 Cultivation of Knowledge Persons: An Educational Belief Worthy of Critical Reflection Lu Jie 10 An Answer to Globalization: Enhancing Cultural Awareness Lu Jie PART 3: Professor Wang Fengxian’s Articles 11 Marx’s Theory of Alienation and All-round Human Development Wang Fengxian 12 Exploration on Education Modernization and Cross-cultural Exchange Intersections in China Wang Fengxian 13 Critical Reflections on the Hot Issue of “Education Industrialization” in China Wang Fengxian PART 4: Professor Huang Ji’s Articles 14 An Overview of Chinese Aesthetics and Aesthetic Education Huang Ji 15 Historical Trajectory and Characteristics of Educational Philosophy in Ancient China Huang Ji 16 Human Subjectivity and Education Huang Ji 17 Some Reflections on Educational Reform Huang Ji Index
£158.40
Brill The Vietnamese Diaspora in a Transnational Context: Contested Spaces, Contested Narratives
Book SynopsisThe Vietnamese diaspora is now a truly global diaspora. This collection, one of the first of its kind, traces the Vietnamese diaspora’s multifaceted roots in late 19th and early 20th century French colonialism, the end of the War in Vietnam, and economic migrations to fellow communist states in the 1970s and 1980s. Out of these migrations, Vietnamese communities have now formed in many of the major immigrant receiving countries around the world. This collection traces the connection between the historically traumatic forms of dispersal from Vietnam and todays transnational Vietnamese communities. It considers questions about how conditions of exit from Vietnam shape Vietnamese diaspora identities and patterns of settlement and economic integration. It also addresses questions of how memory politics shape the ways in which various segments of the Vietnamese diaspora engage with contemporary Vietnam, and shape what is now an intergenerational diaspora. Contributors are: Tamsin Barber, Gisele Bousquet, Tuan Hoang, Gertrude Hüwelmeier, C. N. Le, Nathalie Huynh Chau Nguyen, Vic Satzewich, Ivan Small, Grażyna Szymańska-Matusiewicz and Anna Vu.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Introduction Anna Vu and Vic Satzewich 1 Negotiating Identities: The 1964 Return of the Francophone Polynesian Vietnamese to Vietnam Gisele Bousquet 2 Social Mobility and the Meaning of Freedom among Vietnamese Refugees and Immigrants Tuan Hoang 3 Belonging in the UK Vietnamese Community: Second-Generation Experiences Tamsin Barber 4 The Politics of Remembering: Intergenerational Tensions in the Vietnamese Diaspora Anna Vu 5 Transnational Vietnamese: Germany and Beyond Gertrud Hüwelmeier 6 Pro-Democracy Activism in the Vietnamese Diaspora: Transgressing Cold War–Era Divisions in the Era of Social Media Grażyna Szymańska-Matusiewicz 7 Capitalist Lack: Vietnamese American Remittances as Cultural Supplement and Political Critique Ivan V. Small 8 Traditional Characteristics and New Dimensions: Vietnamese American Self-Employment in the Twenty-First Century C. N. Le 9 The Price of Nailing It: Emotional Labour in the Nail Salon Industry Anna Vu 10 Vietnamese Women in the Australian Defence Force: Minorities, Histories and Cultural Heritage Nathalie Huynh Chau Nguyen Index
£104.80
Brill The VaKE Handbook: Theory and Practice of Values and Knowledge Education
Book Synopsis"Values without knowledge are blind, while knowledge without values is irresponsible." This principle underlines the motivation to write this book. It presents VaKE, Values and Knowledge Education, a theoretical model based on constructivist learning theories, and many examples for its practical implementation in diverse educational fields. Thanks to its extensive theoretical foundation, the model opens up almost unlimited possibilities to tailor the course to the needs of the participants and to the dynamics of a process. The justification of ethical values is attributed a general importance for the development of personality as well as for the thriving and flourishing living with each other in a society. School education aims at providing respective knowledge. However, this knowledge is separated from the subject matters, whereas for its application in daily life both – knowledge on facts as well as on values – are necessary and indispensable for evaluation, assessment and decision making.
£50.41
Brill The VaKE Handbook: Theory and Practice of Values and Knowledge Education
Book Synopsis"Values without knowledge are blind, while knowledge without values is irresponsible." This principle underlines the motivation to write this book. It presents VaKE, Values and Knowledge Education, a theoretical model based on constructivist learning theories, and many examples for its practical implementation in diverse educational fields. Thanks to its extensive theoretical foundation, the model opens up almost unlimited possibilities to tailor the course to the needs of the participants and to the dynamics of a process. The justification of ethical values is attributed a general importance for the development of personality as well as for the thriving and flourishing living with each other in a society. School education aims at providing respective knowledge. However, this knowledge is separated from the subject matters, whereas for its application in daily life both – knowledge on facts as well as on values – are necessary and indispensable for evaluation, assessment and decision making.
£144.00
Brill Comparative Education: A Field in Discussion
Book SynopsisComparative Education: A Field in Discussion is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s. In the 1960s and 1970s many scholars attempted to develop a science of comparative education, and those diverse efforts formed the backdrop to the study of comparative education in the 1980s. In this volume, the author, who was originally educated as a physical scientist, draws upon those earlier attempts, at the same time introducing new insights from the complexity of science and systems theory. David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit. Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.Table of Contents1 What Is Comparative Education? 2 Models and Multi-Centred Studies of Education 1 Introduction 2 The Detail of Macro Level Patterns 3 The Game of Life as Metaphor 4 An Area of Special Interest 5 The Next Step 6 Life Is Not the Game of Life 7 A Thought Experiment 8 Games against Nature 3 Understanding Comparison 1 Introduction 2 An Educational Computer Programme 3 An Historical Approach 4 A Dynamic of Diversity 5 More Models 4 Mapping the Field 5 National Character 1 Introduction 2 Forming a National Character 3 Essentialism 4 Encyclopaedism 5 Pragmatism 6 Polytechnicalism 7 Other Ideal Typical Models 8 Confucianism 6 Nicholas Hans Revisited 7 Holmes’ Problem Solving Approach 1 Sociological Laws 8 Revisiting the Field 1 Conclusions References
£67.02
Brill Comparative Education: A Field in Discussion
Book SynopsisComparative Education: A Field in Discussion is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s. In the 1960s and 1970s many scholars attempted to develop a science of comparative education, and those diverse efforts formed the backdrop to the study of comparative education in the 1980s. In this volume, the author, who was originally educated as a physical scientist, draws upon those earlier attempts, at the same time introducing new insights from the complexity of science and systems theory. David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit. Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.Table of Contents1 What Is Comparative Education? 2 Models and Multi-Centred Studies of Education 1 Introduction 2 The Detail of Macro Level Patterns 3 The Game of Life as Metaphor 4 An Area of Special Interest 5 The Next Step 6 Life Is Not the Game of Life 7 A Thought Experiment 8 Games against Nature 3 Understanding Comparison 1 Introduction 2 An Educational Computer Programme 3 An Historical Approach 4 A Dynamic of Diversity 5 More Models 4 Mapping the Field 5 National Character 1 Introduction 2 Forming a National Character 3 Essentialism 4 Encyclopaedism 5 Pragmatism 6 Polytechnicalism 7 Other Ideal Typical Models 8 Confucianism 6 Nicholas Hans Revisited 7 Holmes’ Problem Solving Approach 1 Sociological Laws 8 Revisiting the Field 1 Conclusions References
£144.00
Brill Performativity, Politics and Education: From Policy to Philosophy
Book SynopsisThis book provides a distinctive perspective on some of the ways in which performativity, as an expression of neoliberal and managerialist thinking, ‘works’ in specific policy contexts. It pays particular attention to higher education and considers how the logic of performativity reconfigures our sense of what it means to engage in worthwhile research, what it means to be ‘well’, and, ultimately, what it means to be human. Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied. Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.Table of ContentsNotes on Original Publications Introduction: From Policy to Philosophy: Education in the Era of Performativity 1 Performativity, Big Data and Higher Education: The Death of the Professor? 1 Introduction 2 Knowledge, Performativity and the Death of the Professor 3 Higher Education in the Age of Big Data 4 Conclusion 2 Academic Dystopia: Knowledge, Efficiency and Intellectual Life 1 Introduction 2 Knowledge, Efffijiciency and Performativity 3 Performance-Based Research Funding in New Zealand 4 Lyotard, Tertiary Education and the PBRF 5 Conclusion: A Dystopian Future for the Academy? 3 Higher Education, Impact and the Internet: Publishing, Politics and Performativity 1 Introduction 2 Scholarly Publishing in the Age of the Internet 3 Peer Review, Performativity and Impact 4 Concluding Remarks 4 Problematising Productivity: Neoliberalism, Wellbeing and Education 1 Introduction 2 The Productivity Commission’s Report: Context and Content 3 A Critique 4 Conclusion 5 ‘It Was the Best of Times, It Was the Worst of Times …’: Philosophy of Education in the Contemporary World 1 Introduction 2 Shifting Sands: The Evolution of PESA 3 Philosophy of Education as a Way of Life 4 Conclusion 6 A Philosophy of Hope: Pedagogy, Politics and Humanisation 1 Introduction 2 Paulo Freire: Philosophy, Pedagogy, Practice 3 Critical, Engaged Teaching: Ira Shor and bell hooks 4 Conclusion: A Philosophy of Hope 7 Philosophy of Education as a Way of Life: A Case Study 1 Introduction 2 Schooling and Uuniversity Experiences 3 Academic Life 4 Conclusion References Index
£55.96
Brill Engaging Students in Socially Constructed Qualitative Research Pedagogies
Book SynopsisThis volume is an innovative, practical contribution to the developing field of qualitative research pedagogy. It is also applicable more broadly to the active teaching in higher education. Based upon constructionist tenets, this book contains three parts that offer strategies and approaches to actively engage students in qualitative inquiry. Chapter authors with roots in six countries (United States, Lithuania, Canada, Israel, China and Russia) offer practical and creative strategies and theoretical foundations for engaging students in active learning of research. The book will be of interest for instructors who wish to enhance their pedagogy and creativity in teaching, and for students who will appreciate the inclusion of students’ assignments and authentic scenarios through which instructors support students in student learning and doing of qualitative research.Table of ContentsPreface Janet C. Richards and Audra Skukauskaitė List of Figures and Tables Notes on Contributors Introduction: Learning How Learners Learn Qualitative Research Ron Chenail PART 2: Conceptualizing and (Re)Designing Qualitative Pedagogies Introduction to Part 1 Janet C. Richards, Audra Skukauskaitė and Ron Chenail 1 Untangling Constructionisms: Social Constructions of Qualitative Research Pedagogies Daniel Edelen and Audra Skukauskaitė 2 Getting out of the Armchair in Qualitative Research: A Constructivist Approach Lynn Butler-Kisber and Nicole Bourassa 3 Creating Collaborative Classroom Climate in Qualitative Research Methods Courses Liora Nutov 4 Design, Delivery, and Evaluation of a Synchronous, Online Qualitative Methods Course: A Collaborative Response to COVID-19 Janet C. Richards and Christy Bebeau PART 2: Arts-Based Practices in the Teaching of Qualitative Research Introduction to Part 2 Janet C. Richards, Audra Skukauskaitė and Ron Chenail 5 Incorporating the Arts to Evoke Qualitative Students’ Axiological Values That Influence All Phases of Interpretive Inquiry Janet C. Richards (with Alyssa Batastini, Huiruo Chen, Michelle Angelo-Rocha and Kristen Fung) 6 Constructing Knowledge about Teaching and Learning Qualitative Methods through Reflections on Collages of Students’ Potential Research Topics Rūta Girdzijauskienė and Liudmila Rupšienė 7 Using Sequential Art of a Comic Strip to Explore the Teaching and Learning Qualitative Research Nicole Narkiewicz and Audra Skukauskaitė 8 “I See What You Mean”: Constructing and Sharing Visuals for Enhanced Data Analysis and Interpretation Melissa M. Tovin and Jason E. Cook PART 3: Collaboration and Reflection in Teaching, Learning, and Practicing Qualitative Research Introduction to Part 3 Janet C. Richards, Audra Skukauskaitė and Ron Chenail 9 Teaching Interviewing in Qualitative Research: Learning from Cinematic Society Kathryn Roulston and Brigette Adair Herron 10 Locating Tensions: A Reflective Inquiry of the Value of Interactive Role-Playing and Reflection to Promote Qualitative Students’ Interviewing Skills Alisha M. B. Braun and Anna Gonzalez-Pliss 11 Strategies for Collaborative Classroom Practice in Qualitative Data Analysis Sheryl L. Chatfield and Kristen A. DeBois PART 4: Re-Making Community 12 “What I’ve Learned in This Class, I’ve Learned from All of You”: Supporting Students Becoming Qualitative Researchers through Social Constructionist Pedagogy Audra Skukauskaitė, Courtney Lopas, Daniel Edelen, Lybrya Kebreab and Lakelyn Taylor
£51.21