Education / Educational sciences / Pedagogy Books
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
£116.00
Brill Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu
Book SynopsisThere is a dire need today to create spaces in which people can make meaning of their existence in the world, abiding by cultural frameworks and practices that acknowledge and validate a meaningful existence for all. People are not just isolated individuals but are connected in diverse ways with other persons within our natural and social environment which is part of the whole universe. The African philosophy of uBuntu or humaneness is re-emerging for its timely relevance and potential as indispensable in our quest for global citizenship, peace, and mutual understanding in securing sustainable human development in the broader ecosystem. Comparative educationists have the challenge to devise theoretical frameworks, epistemological and pedagogical constructs as well as pragmatic, useful and effective ways of promoting the virtues of compassion and recognition of our common humanity in eliminating the ills of domination and control that are guided by greed, hatred, jealousy, and intolerance. Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu paves the way for a better understanding of the critical importance of the collective search and endeavor towards achieving the virtues of nonviolence, peace, shared values of living together, global citizenship, improved quality of life for all and a better appreciation of the positive implications of interdependence.Trade Review“This volume brings together many thoughtful essays on one of the most important issues of our time: how can the almost 8 billion inhabitants of our diverse world, which has been largely shaped historically by European notions of competition, individual freedom, and capitalist power relations, can come together in more constructive, cooperative ways to build a better world society. The authors focus on the African concept of uBuntu as a useful philosophical structure on which to develop this new approach. The book poses a multi-faceted challenge to traditional Western globalist thinking.” – Martin Carnoy, Stanford University, USA “Decolonization demands epistemic, political and philosophical shifts in how we frame and practice education. uBuntu principles capture the foundations of southern theories and decolonizing methodologies, and justifies their relevancy for a world confronted by global pandemic, environmental catastrophes and nationalistic geopolitics. Through uBuntu, this text delivers a cogent framework for moral and values-based education. This is a recommended read for educators, students and leaders who pursue a socially-just and sustainable world.” – Juliana McLaughlin, Queensland University of Technology, Australia “The world is getting increasingly globalized stressing that one nation cannot prosper while others suffer. Peace and prosperity should prevail collectively in the entire world. This principle articulated as vasudhaiva kutumbakam in Vedic philosophy and as uBuntu in African culture is of paramount importance today. Towards this goal, education systems have to prepare children to become not just good citizens, but to become global citizens imbibed with rich eternal universal human values, taking the concept ‘global citizenship’ to an altogether higher pedestal than what is being commonly interpreted. The volume edited by N’Dri Thérèse Assié-Lumumba et al., consisting of fifteen chapters, is a rich, timely contribution on this theme and I am sure, scholars around the world would immensely benefit from reading it.” – Jandhyala B. G. Tilak, Council for Social Development, India “Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu is one of those gemlike books distilled from a lifetime’s research and study. It brings together twenty leading scholars (most of them from Africa) to present a provocative and timely reckoning with what remains one of the central challenges of the modern world: how to live together in a rapidly changing, often divisive world. UBuntu’s core philosophy, ‘I am because we are’, is central to every chapter in this book. Whether they are discussing the rights of women, inclusive education, indigenous systems of knowledge, or life skills development, the authors acknowledge one’s humanity through the recognition of ‘the others’ in their unique and different selves. Drawing on the inaugural WCCES symposium held at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, in 2018, the book is dedicated to the memory of its Director, Professor Michael Cross. We miss and honor this scholar of remarkable intellectual power and social insight, who was a great friend of WCCES and UNESCO IBE. The WCCES remains a home for engaging many voices are still kept from fully entering the dialogue, and who lend the field a weight and force consistently informed by intellectual savvy and enlightening writing. I am happy to support the publication of this important book and to continue to grow our partnership.” – Yao Ydo, Director, UNESCO International Bureau of Education, Geneva, SwitzerlandTable of ContentsForeword Tshilidzi Marwala Preface and Acknowledgements N’Dri Thérèse Assié-Lumumba Dedication List of Figures and Tables Notes on Contributors 1 Introduction N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake 2 Educating for Global Citizenship, Peace and Harmony through uBuntu Moeketsi Letseka 3 Global Citizenship Education and the (Post)Human Condition Lesley Le Grange 4 ‘Jumping on the Band Wagon’: Is Global Citizenship an Illusion? Steve Azaiki and Gertrude Shotte 5 African Philosophy of Higher Education and uBuntu Yusef Waghid 6 Beyond Classroom Pedagogies: Embracing Student-Driven Activities in Students’ Social and Intellectual Development in South African Higher Education Elizabeth Ndofirepi and Michael Cross 7 “Creative Resistance”: Establishing a World-Minded Indian University in Colonial British India Mousumi Mukherjee 8 The Education of the Girl Child in Algeria and the Condition of the Woman between Tradition and Change: Alienation or Emancipation? Aïcha Maherzi 9 UBuntu Philosophy and the Gender Crisis within South Africa’s Higher Education Sector Phefumula Nyoni and Olaide Agbaje 10 Teaching National Languages as an Instrument of Inclusion and Unity in Angola Teresa Almeida Patatas and António Teodoro 11 Imparting Academic Work Ethic in Undergraduate Students through Religiosity Dennis Zami Atibuni 12 Inclusion of Students with Disabilities in the United Kingdom: Lessons for South Africa Sibonokuhle Ndlovu 13 Educational Response to COVID-19 Pandemic with an uBuntu Lens: The Kenyan Experience (December 2019 to June 2020) Daniel Komo Gakunga 14 Peace and Harmony through uBuntu in a Globalized World Joel Mukwedeya 15 Conclusion N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake Index
£55.96
Brill Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu
Book SynopsisThere is a dire need today to create spaces in which people can make meaning of their existence in the world, abiding by cultural frameworks and practices that acknowledge and validate a meaningful existence for all. People are not just isolated individuals but are connected in diverse ways with other persons within our natural and social environment which is part of the whole universe. The African philosophy of uBuntu or humaneness is re-emerging for its timely relevance and potential as indispensable in our quest for global citizenship, peace, and mutual understanding in securing sustainable human development in the broader ecosystem. Comparative educationists have the challenge to devise theoretical frameworks, epistemological and pedagogical constructs as well as pragmatic, useful and effective ways of promoting the virtues of compassion and recognition of our common humanity in eliminating the ills of domination and control that are guided by greed, hatred, jealousy, and intolerance. Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu paves the way for a better understanding of the critical importance of the collective search and endeavor towards achieving the virtues of nonviolence, peace, shared values of living together, global citizenship, improved quality of life for all and a better appreciation of the positive implications of interdependence.Trade Review“This volume brings together many thoughtful essays on one of the most important issues of our time: how can the almost 8 billion inhabitants of our diverse world, which has been largely shaped historically by European notions of competition, individual freedom, and capitalist power relations, can come together in more constructive, cooperative ways to build a better world society. The authors focus on the African concept of uBuntu as a useful philosophical structure on which to develop this new approach. The book poses a multi-faceted challenge to traditional Western globalist thinking.” – Martin Carnoy, Stanford University, USA “Decolonization demands epistemic, political and philosophical shifts in how we frame and practice education. uBuntu principles capture the foundations of southern theories and decolonizing methodologies, and justifies their relevancy for a world confronted by global pandemic, environmental catastrophes and nationalistic geopolitics. Through uBuntu, this text delivers a cogent framework for moral and values-based education. This is a recommended read for educators, students and leaders who pursue a socially-just and sustainable world.” – Juliana McLaughlin, Queensland University of Technology, Australia “The world is getting increasingly globalized stressing that one nation cannot prosper while others suffer. Peace and prosperity should prevail collectively in the entire world. This principle articulated as vasudhaiva kutumbakam in Vedic philosophy and as uBuntu in African culture is of paramount importance today. Towards this goal, education systems have to prepare children to become not just good citizens, but to become global citizens imbibed with rich eternal universal human values, taking the concept ‘global citizenship’ to an altogether higher pedestal than what is being commonly interpreted. The volume edited by N’Dri Thérèse Assié-Lumumba et al., consisting of fifteen chapters, is a rich, timely contribution on this theme and I am sure, scholars around the world would immensely benefit from reading it.” – Jandhyala B. G. Tilak, Council for Social Development, India “Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu is one of those gemlike books distilled from a lifetime’s research and study. It brings together twenty leading scholars (most of them from Africa) to present a provocative and timely reckoning with what remains one of the central challenges of the modern world: how to live together in a rapidly changing, often divisive world. UBuntu’s core philosophy, ‘I am because we are’, is central to every chapter in this book. Whether they are discussing the rights of women, inclusive education, indigenous systems of knowledge, or life skills development, the authors acknowledge one’s humanity through the recognition of ‘the others’ in their unique and different selves. Drawing on the inaugural WCCES symposium held at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, in 2018, the book is dedicated to the memory of its Director, Professor Michael Cross. We miss and honor this scholar of remarkable intellectual power and social insight, who was a great friend of WCCES and UNESCO IBE. The WCCES remains a home for engaging many voices are still kept from fully entering the dialogue, and who lend the field a weight and force consistently informed by intellectual savvy and enlightening writing. I am happy to support the publication of this important book and to continue to grow our partnership.” – Yao Ydo, Director, UNESCO International Bureau of Education, Geneva, SwitzerlandTable of ContentsForeword Tshilidzi Marwala Preface and Acknowledgements N’Dri Thérèse Assié-Lumumba Dedication List of Figures and Tables Notes on Contributors 1 Introduction N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake 2 Educating for Global Citizenship, Peace and Harmony through uBuntu Moeketsi Letseka 3 Global Citizenship Education and the (Post)Human Condition Lesley Le Grange 4 ‘Jumping on the Band Wagon’: Is Global Citizenship an Illusion? Steve Azaiki and Gertrude Shotte 5 African Philosophy of Higher Education and uBuntu Yusef Waghid 6 Beyond Classroom Pedagogies: Embracing Student-Driven Activities in Students’ Social and Intellectual Development in South African Higher Education Elizabeth Ndofirepi and Michael Cross 7 “Creative Resistance”: Establishing a World-Minded Indian University in Colonial British India Mousumi Mukherjee 8 The Education of the Girl Child in Algeria and the Condition of the Woman between Tradition and Change: Alienation or Emancipation? Aïcha Maherzi 9 UBuntu Philosophy and the Gender Crisis within South Africa’s Higher Education Sector Phefumula Nyoni and Olaide Agbaje 10 Teaching National Languages as an Instrument of Inclusion and Unity in Angola Teresa Almeida Patatas and António Teodoro 11 Imparting Academic Work Ethic in Undergraduate Students through Religiosity Dennis Zami Atibuni 12 Inclusion of Students with Disabilities in the United Kingdom: Lessons for South Africa Sibonokuhle Ndlovu 13 Educational Response to COVID-19 Pandemic with an uBuntu Lens: The Kenyan Experience (December 2019 to June 2020) Daniel Komo Gakunga 14 Peace and Harmony through uBuntu in a Globalized World Joel Mukwedeya 15 Conclusion N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake Index
£129.60
Brill Counter-narratives of Muslim American Women: Creating Space for MusCrit
Book SynopsisWhat does it mean to be a young Muslim American woman in the US educational system? This book answers this question by presenting the counter-narratives of 15 young women. These accounts debunk prevalent stereotypes and biases, and reveal an educational climate marked by Islamophobia. Through these overall educational experiences, readers are able to explore the role of family, faith-based education, the mosque, and community in these women’s lives. The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.Table of ContentsAcknowledgments Introduction 1 Critical Race Theory and Racialization 2 Tenets & Application of Critical Race Theory 3 Offf-shoots of Critical Race Theory 4 Racialization of Religious Identity 5 From CRT to MusCrit 6 Tenets of MusCrit 7 From Theoretical Framework to Methodology 8 The Use of Narrative Research 9 The Stories Ahead 1 Rahmah’s Story 1 Framing Identity 2 Finding Friends in Diverse Spaces 3 Experience of Demonization 2 Deena’s Story 1 Navigating Identity 2 Treading Carefully 3 Hafsa’s Story 1 Informal & Formal Educational Experiences 2 Difffijiculty in Transition to High School 3 The Strengthening Role of the Community 4 The Role of Parents and Acculturation 5 Defijining American and Intersectionality 6 Connection to Curriculum 7 Interactions with Teachers and Microaggressions 4 Rania’s Story 1 Hijab & Identity 2 Influences on Identity 3 Uncomfortable Interactions 5 Mehar’s Story 1 Relationship with Her Hijab 2 Sense of Community 3 Questions of Identity 4 Early Experiences in America 5 Uncomfortable Interactions 6 Amber’s Story 1 Defijining Self, Race, and Ethnicity 2 Finding Strength in Diversity 3 Parents and Acculturation 4 Values 7 Selma’s Story 1 School 2 Transitioning to College 3 Choosing to Wear the Hijab 8 Rida’s Story 1 The Role of School 2 Defijining Self, Race, and Popular Culture 3 Anxiety about Transitioning to College 4 Impact of Religious Values 5 The Strengthening Role of Family 9 Layla’s Story 1 Navigating Identity 2 Educational Journeys 3 Classroom Conversations 4 Relationship with Hijab 5 Religion as Lifestyle 10 Samreen’s Story 1 Being Impacted: School and Family 2 Being American 3 Uncomfortable Conversations 11 Yasmine’s Story 1 Acculturation 2 Values 3 Curriculum 4 Experience of Demonization 12 Ayesha’s Story 1 Influence of School 2 Values Shaped in the Home 3 College Experience 4 Defending the Faith 13 Fatima’s Story 1 Culture & Identity 2 Identity & Educational Experience 3 Diminishing Experiences 14 Sana’s Story 1 Critical Conversations & Representing Islam 2 Extra-curriculars and Identity 3 Being Enough 15 Farah’s Story 1 Impact of Culture and Faith 2 Learning from School 3 Discussing 9/11 4 Contemplating Identity MusCrit in Action Conclusion References Index
£40.13
Brill Counter-narratives of Muslim American Women: Creating Space for MusCrit
Book SynopsisWhat does it mean to be a young Muslim American woman in the US educational system? This book answers this question by presenting the counter-narratives of 15 young women. These accounts debunk prevalent stereotypes and biases, and reveal an educational climate marked by Islamophobia. Through these overall educational experiences, readers are able to explore the role of family, faith-based education, the mosque, and community in these women’s lives. The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.Table of ContentsAcknowledgments Introduction 1 Critical Race Theory and Racialization 2 Tenets & Application of Critical Race Theory 3 Offf-shoots of Critical Race Theory 4 Racialization of Religious Identity 5 From CRT to MusCrit 6 Tenets of MusCrit 7 From Theoretical Framework to Methodology 8 The Use of Narrative Research 9 The Stories Ahead 1 Rahmah’s Story 1 Framing Identity 2 Finding Friends in Diverse Spaces 3 Experience of Demonization 2 Deena’s Story 1 Navigating Identity 2 Treading Carefully 3 Hafsa’s Story 1 Informal & Formal Educational Experiences 2 Difffijiculty in Transition to High School 3 The Strengthening Role of the Community 4 The Role of Parents and Acculturation 5 Defijining American and Intersectionality 6 Connection to Curriculum 7 Interactions with Teachers and Microaggressions 4 Rania’s Story 1 Hijab & Identity 2 Influences on Identity 3 Uncomfortable Interactions 5 Mehar’s Story 1 Relationship with Her Hijab 2 Sense of Community 3 Questions of Identity 4 Early Experiences in America 5 Uncomfortable Interactions 6 Amber’s Story 1 Defijining Self, Race, and Ethnicity 2 Finding Strength in Diversity 3 Parents and Acculturation 4 Values 7 Selma’s Story 1 School 2 Transitioning to College 3 Choosing to Wear the Hijab 8 Rida’s Story 1 The Role of School 2 Defijining Self, Race, and Popular Culture 3 Anxiety about Transitioning to College 4 Impact of Religious Values 5 The Strengthening Role of Family 9 Layla’s Story 1 Navigating Identity 2 Educational Journeys 3 Classroom Conversations 4 Relationship with Hijab 5 Religion as Lifestyle 10 Samreen’s Story 1 Being Impacted: School and Family 2 Being American 3 Uncomfortable Conversations 11 Yasmine’s Story 1 Acculturation 2 Values 3 Curriculum 4 Experience of Demonization 12 Ayesha’s Story 1 Influence of School 2 Values Shaped in the Home 3 College Experience 4 Defending the Faith 13 Fatima’s Story 1 Culture & Identity 2 Identity & Educational Experience 3 Diminishing Experiences 14 Sana’s Story 1 Critical Conversations & Representing Islam 2 Extra-curriculars and Identity 3 Being Enough 15 Farah’s Story 1 Impact of Culture and Faith 2 Learning from School 3 Discussing 9/11 4 Contemplating Identity MusCrit in Action Conclusion References Index
£85.60
Brill Cai Yuanpei: Selected Writings on Education
Book SynopsisThis collection of writings traces the evolution and revolution of Chinese modern education in the early twentieth century initiated by Cai Yuanpei (1868-1940), the first Minister of Education of the Republic of China, President of Peking University (1916-1927) and the founder of Academia Sinica. This volume illustrates Cai Yuanpei’s educational thoughts, one of which is known as “freedom of thought and academic inclusiveness”(思想自由，兼容並包), through his own words from his political, social, and academic endeavors. Cai navigated the landscape of Chinese education at the time, bridging the gap between tradition and revolution, East and West, and setting the cornerstone of the Chinese modern education system. His innovative ideology remains significant in the context of Chinese education reforms in the 21st century.Table of ContentsPreface 1 My View on New Education February 8, 1912 2 Textbook on Moral Education in the Middle School May 1912 3 Statement of Political Views to the Senate May 13, 1912 4 Opening Remarks at the Inaugural Interim National Educational Conference July 10, 1912 5 The University Bill Promulgated by Order No. 17 of the Ministry of Education on October 24, 1912 6 A View of the World and a View of Life Winter 1912 7 Forewords to the Journal of Learning Spirit Summer 1914 8 The Mission of the World Society 1915 9 A Preface to the Journal of Work and Study October 30, 1915 10 Lecture Notes for the School for Overseas Chinese Laborers Summer in 1916 11 On the Absorption of Civilizations August 15, 1916 12 The Inaugural Address of President of the Peking University January 9, 1917 13 A Speech at the Patriotic Girls’ School January 15, 1917 14 The Declaration of China Vocational Education Society January 1917 15 A Speech to Senior-Grade Students of Tsinghua College March 29, 1917 16 Replacing Religion with Aesthetic Education—Speech at Beijing Shenzhou Academic Meeting April 8, 1917 17 Public Statement on the Establishment of the Sino-France Education Association April 1917 18 Remarks at the Meeting at NanKai Middle School: Held by the Association of Professionalism, the Association of Diligent Study, and the Association of Youth May 23, 1917 19 Facts and Reasons for University Restructuring April 1918 20 The Fundamental Differences between New Education and Old Education–Remarks at the Welcome Ceremony of the Primary Schools’ Meeting of Hebei Province Organized by Zhonghua Book Company (Tianjin) May 30, 1918 21 Preface to an Outline of the History of Chinese Philosophy August 3, 1918 22 Forward to the Peking University MONTHLY JOURNAL November 10, 1918 23 Philosophy and Science January 1919 24 A Preface to the Journal The Chinese Citizen January 1919 25 An Application for Establishing the National Language Research Association January 1919 26 On Developing Complementarity in Education February 1919 27 Why Initiate the China New Education Co-Progess Association February 1919 28 A Letter to Gong Yan DAILY and a Response to Lin Qinnan’s Letter March 18, 1919 29 Mind Cultivation and Science—A Speech Presented at the Mind Cultivation Society of the Beijing Normal COLLEGE Achievement Club April 24, 1919 30 Statement of No Intention to Be President of Peking University Again June 15, 1919 31 A Speech at the Dinner Party for the 60th Birthday of John Dewey October 20, 1919 32 Don’t Forget Aesthetics in Cultural Movement December 1, 1919 33 Obligations and Rights—a Speech at Peking Women’s Normal School December 7, 1919 34 Remarks at the Opening of the Public Evening School by Peking University Student Union January 18, 1920 35 Introduction to the Overseas Returned Scholars Association Magazine March 10, 1920 36 The Flood and the Beast April 1, 1920 37 A Speech at the Inaugural Ceremony of the Journal of Education and Society, Beijing Normal College April 15, 1920 38 A Retrospect of the May Fourth Movement and Expectations for the Future May 1920 39 Opening Remarks at the Ceremony Awarding Honorary Degrees to His Excellency, Professor Paul Painlevé and Others, at Peking University August 31, 1920 40 On the University Flag of PEKING University October, 1920 41 What Is Culture? October 27, 1920 42 Regular Education and Specialized Education December 5, 1920 43 The Relationship between the Arts and Science February 22, 1921 44 My Hope for Normal School Students October 29, 1920 45 My Hope for Students October 28, 1920 46 Remarks at the Reception Hosted by the Edinburgh Chinese Students Association and Academic Research Association May 12, 1921 47 The Integration of Western and Oriental Cultures—Remarks at Georgetown University in Washington June 14, 1921 48 Remarks at the Berkeley Chinese Students Association July 19, 1921 49 The Issue of Knowledge—Remarks at the Chinese Student and Scholar Association of the University of Hawaii in Honolulu August 23, 1921 50 On Aesthetics Autumn, 1921 51 The Proposal to PROTECT THE RIGHTS OF Peking University Faculty February 11, 1922 52 On the Independence of Education March, 1922 53 Approaches to Aesthetic Education June, 1922 54 A Speech at the Opening Ceremony of the 1st Annual Meeting of The Institute for Improving Chinese Education (IICE) July 3, 1922 55 On the Launch of the Peking University Alumni Association October 12, 1922 56 On the Letter from Einstein January 3, 1923 57 Advice on the Preparations for Establishing Hangchow University by Cai Yuanpei et al. January, 1923 58 Guiding Principles of Hangzhou University March 27, 1923 59 Why Schools Should Promote Physical Education September 1923 60 The Renaissance in China—a Speech at University Du Travail Paul Pastur Charleroi in BELGIUM October 10, 1923 61 The Development of Chinese Education April 10, 1924 62 Memorandum Concerning the Disposal of the Boxer Indemnity Fund April 15, 1924 63 INSCRIPTION to the Alumni Album for Graduates from the Department of Economics, Peking University, in 1925 May 1925 64 Preface to the Prospectus of Peking University Institute of Chinese Classics June 27, 1925 65 CHINESE EDUCATION—Its Historical and Its Present Conditions July 25, 1925 66 The Preface to Logic June 5, 1926 67 Studying IN THE UNIVERSITY and Saving the Country—a Speech at Hangchow University March 12, 1927 68 Motion for the Establishment of the Ministry of Education and Research of the Republic of China June 13, 1927 69 The Trends of New Education in China—a Speech at Jinan University November 12, 1927 70 Motion on Independent Education Grants and Funding December 22, 1927 71 Proposal for Establishing the National University of the Arts December 1927 72 Foreword to The Bulletin of the Ministry of Education and Reasearch January, 1928 73 Remarks at the New Year Celebration of the Shanghai Branch of the Science Society of China January 18, 1930 74 Opening Remarks at the 15th Annual Meeting of the Science Society of China August 12, 1930 75 What Does It Take to Be a Modern Student? October 1930 76 The Chinese Nation and the Doctrine of the Mean—a Speech Given to the Asia Society November 20, 1930 77 Aesthetic Education as a Replacement for Religion December 1930 78 Aesthetic Education as a Replacement of Religion—a Speech to the Chinese YMCA in Shanghai December 1930 79 University Education 1930 80 Aesthetic Education 1930 81 Criteria for Choosing an Occupation—Remarks at the China Vocational Education Association April 4, 1931 82 Gist of Speech at Suzhou High School October 1931 83 Aesthetic Education and Life Approximately 1931 84 Aesthetic Education as a Replacement for Religion 1932 85 Inaugural Address Delivered as the President of the Music and Literature Society of the National Conservatory of Music March 1, 1933 86 My Days at Peking University January 1, 1934 87 Recollections of My Orthodox Chinese Education April 4, 1934 88 Lessons from My Reading Experiences April 10, 1935 89 On Reading Confucian Classics May 10, 1935 90 A General Introduction to Collections of China’s New Literature August 6, 1935 91 Guiding Principles for the Work of Academia Sinica April 16, 1936 92 An Introduction to Great Figures of Science May 20, 1936 93 The Spiritual Life of Confucius August 17, 1936 94 Mozi’s Non-Attack and Good Defense October 11, 1936 95 My Experiences in the Education Community December 1937 96 Stories of George Washington in China’s Education February 20, 1939
£208.00
Brill The Role of Imagination in STEM Concept Formation: A Cultural-Historical Journey into Researching Play-Based Settings
Book SynopsisWhy has early childhood science education taken so long to become established as a field of research inquiry? Why do we continue to blame early childhood and primary teachers for their lack of confidence and competence in science education? This book tackles these questions and more. Grounded in cultural-historical theory, this book explores the development of the field through the eyes of the author. Over 30 years the contexts, the questions, and the foci of a generation of science education researchers are mapped. As the field develops, new concepts, models of teaching and new methods and methodologies are theorised and empirically supported, bringing forward uniqueness of science education for children in play-based settings.Table of ContentsAcknowledgements List of Figures and Tables 1 Beginning the Journey into Early Childhood Science Education Research: Beyond Alternative Conceptions 1 Introduction 2 Beginning the Journey 3 Concluding Remarks and Future Directions Paper 1: Children’s Alternative Views: Alternative to What? 2 Conceptual Play: New Research Agendas Driven by Policy Changes for Play-Based Settings 1 Introduction 2 National Reviews and Imperatives for Early Childhood Science Education 3 International Imperatives Shaping Early Childhood Education 4 Concluding Remarks and Future Directions Paper 2: ‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education 3 Building an Evidence-Based Model for Early Childhood Science Education: The Place of Emotions in Science, Motivating Learning into Play, and the Teacher in Play Relations 1 Big Research Problems Need a Suite of ARC Discovery Grants 2 Bringing in Emotions and Drama into Science 3 Motives and Motivating Conditions 4 Leaping Forward … 5 Going Back … 7 Thinking Differently about the Problem: Teachers Inside of Children’s Play Paper 3: Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children Paper 4: The Demands and Motives Afforded through Digital Play in Early Childhood Activity Settings Paper 5: Pedagogical Positioning in Play–Teachers Being Inside and Outside of Children’s Imaginary Play 4 Conceptual PlayWorlds: New Model of Practice for Supporting Early Childhood Teachers in the Intentional Teaching of STEM 1 An Educational Experiment and a Conceptual PlayWorld as an Intervention 2 The Five Characteristics of Conceptual Playworlds 3 Conclusion Paper 6: Conceptual Playworlds: The Role of Imagination in Play and Learning Paper 7: Scientific Playworlds: A Model of Teaching Science in Play-Based Settings Paper 8: Conceptual PlayWorlds as a Pedagogical Intervention: Supporting the Learning and Development of the Preschool Child in Play-Based Setting 5 Conceptual PlayLab for Early Childhood STEM: Australian Research Council Laureate Fellowship Scheme 1 Engaging with Social Media – Making and Curating Content 2 Video Productions 3 Halfway through the Five-year Period of Funding 6 Agentic STEM Practices: From Role-Playing “As If” Engineer/Scientist to Imagining This As a Career 1 Mentoring in the Academy … 2 Building the Legacy and Circling Back … 3 Where Are We at Now? 4 Future Imagining in Engineering 5 Engineering PlayWorlds 6 Looking Forward Paper 9: When Preschool Girls Engineer: Future Imaginings of Being and Becoming an Engineer Index
£52.80
Brill The Role of Imagination in STEM Concept
Book SynopsisWhy has early childhood science education taken so long to become established as a field of research inquiry? Why do we continue to blame early childhood and primary teachers for their lack of confidence and competence in science education? This book tackles these questions and more. Grounded in cultural-historical theory, this book explores the development of the field through the eyes of the author. Over 30 years the contexts, the questions, and the foci of a generation of science education researchers are mapped. As the field develops, new concepts, models of teaching and new methods and methodologies are theorised and empirically supported, bringing forward uniqueness of science education for children in play-based settings.Table of ContentsAcknowledgements List of Figures and Tables 1 Beginning the Journey into Early Childhood Science Education Research: Beyond Alternative Conceptions 1 Introduction 2 Beginning the Journey 3 Concluding Remarks and Future Directions Paper 1: Children’s Alternative Views: Alternative to What? 2 Conceptual Play: New Research Agendas Driven by Policy Changes for Play-Based Settings 1 Introduction 2 National Reviews and Imperatives for Early Childhood Science Education 3 International Imperatives Shaping Early Childhood Education 4 Concluding Remarks and Future Directions Paper 2: ‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education 3 Building an Evidence-Based Model for Early Childhood Science Education: The Place of Emotions in Science, Motivating Learning into Play, and the Teacher in Play Relations 1 Big Research Problems Need a Suite of ARC Discovery Grants 2 Bringing in Emotions and Drama into Science 3 Motives and Motivating Conditions 4 Leaping Forward … 5 Going Back … 7 Thinking Differently about the Problem: Teachers Inside of Children’s Play Paper 3: Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children Paper 4: The Demands and Motives Afforded through Digital Play in Early Childhood Activity Settings Paper 5: Pedagogical Positioning in Play–Teachers Being Inside and Outside of Children’s Imaginary Play 4 Conceptual PlayWorlds: New Model of Practice for Supporting Early Childhood Teachers in the Intentional Teaching of STEM 1 An Educational Experiment and a Conceptual PlayWorld as an Intervention 2 The Five Characteristics of Conceptual Playworlds 3 Conclusion Paper 6: Conceptual Playworlds: The Role of Imagination in Play and Learning Paper 7: Scientific Playworlds: A Model of Teaching Science in Play-Based Settings Paper 8: Conceptual PlayWorlds as a Pedagogical Intervention: Supporting the Learning and Development of the Preschool Child in Play-Based Setting 5 Conceptual PlayLab for Early Childhood STEM: Australian Research Council Laureate Fellowship Scheme 1 Engaging with Social Media – Making and Curating Content 2 Video Productions 3 Halfway through the Five-year Period of Funding 6 Agentic STEM Practices: From Role-Playing “As If” Engineer/Scientist to Imagining This As a Career 1 Mentoring in the Academy … 2 Building the Legacy and Circling Back … 3 Where Are We at Now? 4 Future Imagining in Engineering 5 Engineering PlayWorlds 6 Looking Forward Paper 9: When Preschool Girls Engineer: Future Imaginings of Being and Becoming an Engineer Index
£124.00
Brill Higher Education and the COVID-19 Pandemic: Cross-National Perspectives on the Challenges and Management of Higher Education in Crisis Times
Book SynopsisCOVID-19 caused massive disruptions in the higher education sector across the world. The transition to online learning exposed the deep-rooted inequalities between countries, systems, institutions, and student groups in terms of the availability of information technology infrastructure, internet access and digital literacy, as well as prior training and experiences of faculty in online education. This volume explores various aspects of the impact of the pandemic on higher education management including how university administration responded to the crisis, and the role of local and national government agencies in academic support and higher education delivery. The key findings highlight the importance of better organisation and preparedness of higher education systems for future crises, and the need for a better dialogue between governments, higher education institutions and other stakeholders. The book calls for a collective response to address the digital divide among various groups and financial inequalities within and between the private and public universities, and to plan for the serious challenges that international students face during crisis situations.Table of ContentsList of Tables Notes on Contributors Introduction: COVID-19 Pandemic and Higher Education Fulufhelo Netswera, Ayenachew A. Woldegiyorgis and Tatiana Karabchuk PART 1: Opportunities and Challenges for Higher Education in the Time of Global Pandemic 1 Responses to COVID-19 Challenges in Higher Education in Oman: Emerging Practices in Online Learning Sulaiman M. Al-Balushi, Mahmoud M. Emam and Misida A. Al-Jahwari 2 Ethiopian Higher Education and the COVID-19 Pandemic: Opportunities, Challenges and Lessons Ayenachew A. Woldegiyorgis and Abebaw Yirga Adamu 3 Higher Education Reforms in Ukraine during the COVID-19 Pandemic Tymofii Brik, Iryna Kogut and Natalia Shapoval 4 Higher Education Challenges under COVID-19 Pandemic in the Maldives Aishath Shehenaz Adam, Aishath Shaheen Ismail, Hussain Haleem, Raheema Abdul Raheem, Aminath Riyaz, Fathmath Nishan, Shimna Shakeeb, Sheeza Ali, Aishath Naila, Mariyam Fizana Rasheed, Nadhiya Ahmed, Hawwa Shiuna Musthafa, Asim Abdul Sattar, Fazeel Najeeb and Mohamed Shareef 5 Australia’s Higher Education Sector in the Eye of the COVID-19 Storm: Examining the Impacts, Responses, and Implications Ran Wei and Victor Gekara 6 Internationalisation of Higher Education in Japan and the COVID-19 Pandemic Elena Shadrina PART 2: Management of Higher Education under the Crisis of COVID-19 7 Germany: Higher Education Governance during COVID-19 and Beyond Barbara M. Kehm 8 Managing the First Wave: Selected Caribbean Higher Education Institutions’ Responses to COVID-19 Joyanne De Four-Babb, Talia Esnard, Laurette Bristol, Theresa Coye, Lisa Ibrahim-Joseph and Lisa Perez 9 Adaptation, Collaboration, Contention: Colombian Higher Education Response to the COVID-19 Pandemic Iván F. Pacheco and Daniel Toro González 10 Management of Higher Education under the COVID-19 Pandemic in the United Arab Emirates Tatiana Karabchuk and Aizhan Shomotova PART 3: Governance of Higher Education during the Pandemic 11 Management and Government Policies in Higher Education during the Transition to Online Learning in Kazakhstan under the COVID-19 Pandemic Aizhan Shomotova and Tatiana Karabchuk 12 Higher Education in Nepal during COVID-19: Prospects and Challenges Uddhab Pyakurel, Pransu Khakurel and Aishwarya Rani Singh 13 Higher Education-Government Relations: The Korean Case of Private Higher Education during COVID-19 and Beyond Edward Choi and Shin-young Kang 14 The Impact of COVID-19 on the Governance of Turkish Higher Education Hakan Ergin 15 Indonesian Higher Education during the COVID-19 Pandemic: Acceleration of Reforms and Persistent Problems Agustian Sutrisno 16 Making Sense of the Role of the State in Managing the South African Higher Education Sector during the COVID-19 Pandemic Crisis Times Fulufhelo Netswera and Sibusiso Moyo PART 3: Financial Challenges for Public and Private Higher Education Institutions during the COVID-19 Pandemic 17 COVID-19 and Finnish Universities: A Flexible Policy Response Jussi Kivistö and Vuokko Kohtamäki 18 How Money and Markets Are Driving the U.S. Response to COVID-19: Do Not Let a Good Crisis Go to Waste Kristin Bailey Wilson, Regina L. Garza Mitchell and Daniel T. Vainner 19 COVID-19 Crisis and Higher Education in India: A Paradigm Shift Raosaheb Bawaskar and Koyel Basu 20 Brazilian Public Higher Education and COVID-19: Extension/Outreach Initiatives as a Means for Universities to Respond to This Social Crisis Fernanda Leal, Kelber Tozini, Cláudia Schiedeck Soares de Souza and Bernardo Sfredo Miorando 21 Argentinian International Higher Education under COVID-19 Daniela Perrotta 22 The Resilience of the Ghana Institute of Management and Public Administration through COVID-19 and Related Challenges Samuel Kwaku Bonsu, Kenneth Ofori-Boateng and Nana Afua Kumiwaa Asante Index
£67.82
Brill Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education
Book SynopsisThe COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education Bruno Broucker, Rosalind Pritchard, Clare Milsom and René Krempkow PART 1: Digitalisation 1 COVID-19: Challenges of the Virtual Classroom: Satisfaction, Motivation and Burnout in Online Teaching Caterina Fox and Anne-Kristin Langner 2 Digital Competences of Students: How They Are Assessed and What They Can Contribute to Study Success René Krempkow and Pascale Stephanie Petri 3 Digital Transformation in Higher Education Learning and Teaching: The Quality Digital Literacy We Need Theodor Leiber 4 Challenges on the Digitalisation of the Universities in the European Higher Education Area: The Case of Germany Uwe Cantner, Helge Dauchert, Katharina Hölzle and Christopher Stolz PART 2: Quality 5 ‘Positive Mind Monitor’: The Development of a Mental Compass to Enhance Student Wellbeing by Using Data-Feedback Jessica Nooij, Lieke van Berlo and Lotte van Dijk 6 An Evidence-Based Framework for Transforming Higher Education Programs and Processes Victor M. H. Borden and Seonmi Jin 7 Professional Development; Creating an Arena for Pedagogical Reflections among Academic Staff: A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway Elisabeth Suzen, Oddlaug Lindgaard and Gunnar Grepperud 8 Performance Agreements in Denmark, Ontario and the Netherlands Ben Jongbloed and Harry de Boer 9 Helping Students in the COVID Crisis: Drawing Conclusions Utilising Business Intelligence Data as a Quality Management Tool Sara-I. Taeger, Stephanie Albrecht, Daniel Thiemann and Tilo Wendler PART 3: Trust 10 Trust during an Era of COVID-19: An Analysis of British Higher Education Rosalind Pritchard 11 Innovative Higher Education Institution or Innovator in the Higher Education Institution? An Analysis of the Influence and Interplay of Frame Conditions and the Person-Specific Innovative Ability Cindy Konen 12 Community-Based Professional Development of Higher Education Teachers in Times of Transformation Silke Masson and Tamara Zajontz 13 Rethinking Quality and Excellence in Teaching and Learning in Higher Education Matt O’Leary, Tony Armstrong, Victoria Birmingham, Amanda French, Alex Kendall, Mark O’Hara and Katy Vigurs
£51.21
Brill Transformation Fast and Slow: Digitalisation,
Book SynopsisThe COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education Bruno Broucker, Rosalind Pritchard, Clare Milsom and René Krempkow PART 1: Digitalisation 1 COVID-19: Challenges of the Virtual Classroom: Satisfaction, Motivation and Burnout in Online Teaching Caterina Fox and Anne-Kristin Langner 2 Digital Competences of Students: How They Are Assessed and What They Can Contribute to Study Success René Krempkow and Pascale Stephanie Petri 3 Digital Transformation in Higher Education Learning and Teaching: The Quality Digital Literacy We Need Theodor Leiber 4 Challenges on the Digitalisation of the Universities in the European Higher Education Area: The Case of Germany Uwe Cantner, Helge Dauchert, Katharina Hölzle and Christopher Stolz PART 2: Quality 5 ‘Positive Mind Monitor’: The Development of a Mental Compass to Enhance Student Wellbeing by Using Data-Feedback Jessica Nooij, Lieke van Berlo and Lotte van Dijk 6 An Evidence-Based Framework for Transforming Higher Education Programs and Processes Victor M. H. Borden and Seonmi Jin 7 Professional Development; Creating an Arena for Pedagogical Reflections among Academic Staff: A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway Elisabeth Suzen, Oddlaug Lindgaard and Gunnar Grepperud 8 Performance Agreements in Denmark, Ontario and the Netherlands Ben Jongbloed and Harry de Boer 9 Helping Students in the COVID Crisis: Drawing Conclusions Utilising Business Intelligence Data as a Quality Management Tool Sara-I. Taeger, Stephanie Albrecht, Daniel Thiemann and Tilo Wendler PART 3: Trust 10 Trust during an Era of COVID-19: An Analysis of British Higher Education Rosalind Pritchard 11 Innovative Higher Education Institution or Innovator in the Higher Education Institution? An Analysis of the Influence and Interplay of Frame Conditions and the Person-Specific Innovative Ability Cindy Konen 12 Community-Based Professional Development of Higher Education Teachers in Times of Transformation Silke Masson and Tamara Zajontz 13 Rethinking Quality and Excellence in Teaching and Learning in Higher Education Matt O’Leary, Tony Armstrong, Victoria Birmingham, Amanda French, Alex Kendall, Mark O’Hara and Katy Vigurs
£111.20
Brill Opening the Online Door to Academe: A Practical Guide to Doctoral Study Online and Beyond
Book SynopsisOur technologically advanced society has generated many rapid changes in higher education in recent years. These changes have been recently exacerbated by the global pandemic COVID-19. Educational institutions around the world have adapted to offering their programs by distance, usually via online computer platforms. While many levels of credentials already existed successfully online, the elite and difficult doctoral degree has remained largely traditional, a bricks-and-mortar program, requiring attendance and perhaps a major lifestyle transition for learners. COVID has changed and will continue to change that. This book explores the world of online learning and online doctoral study post-COVID and in the future. From “should I undertake this learning?” to how to choose a supervisor and manage the online research experience, using her years of experience and insight, the author has compiled a practical guide outlining not only how to successfully undertake online doctoral study but also how to wisely transfer that acquired online acumen beyond graduation, into the academic life. Newly-minted PhDs and EdDocs face a steep learning curve when entering the professorial life in the Ivory Tower of higher education. This down-to-earth, plain language, and often humorous text explores the pedagogical advantages of the online experience and their usefulness to the new academic hire. Current doctoral learners, both traditional and online, as those mulling future educational plans, and doctoral completers surveying higher education opportunities will benefit from the insight and advice in this very frank text.Table of ContentsPreface 1 Introduction: A Foundational Landscape of Academia and Online Doctoral Learning 1 The Importance of Language 2 My Own Relationship to Doctoral Studies and Online Learning 3 A Broader Context 4 Final Words 2 Can I? Should I? Making the Big Commitment 1 Is There a Case for NOT Entering a Doctoral Program? 2 Some Anecdotal Observations from a Long-Time Academic and Lifelong Learner 3 Who Engages in Online Doctoral Study? 4 How Does an Online Degree Differ from a Face-to-Face Degree in These Respects? 5 What the Learners Say 6 What’s the Big Deal? 7 Burning Questions Posed by Doctoral Students as They Consider Entering an Online Program 8 Are You Ready for Online? A Case for Online Readiness 9 Final Words 3 Program Orientation and Residency: What and Why? 1 Program Models and Their Relationship to Orientation 2 The Cohort Model and Its Relationship to Orientation 3 An Example of an On-site Orientation 4 What an Orientation Can’t Do 5 Final Words 4 Learning Online in a Doctoral Program 1 The Language of Distance Education (DE) 2 A Short History of Distance Education 3 Adult Education, Philosophy, and the Beauty of Online Learning 4 Your Presentation of Yourself 5 Synchronous Presentations 6 Asynchronous Presentations 7 Assessment of Online Presence 8 Assessment of Learning Activities 9 Final Words 5 Your Dissertation: The Tour de Force 1 The Nature of Research 2 How Does the Online Doctoral Dissertation Differ from the Traditional Dissertation? 3 Supervisors: Choosing Them, Co-existing, Liking, and Communicating with Them, Being Mentored 4 Shop for Your Supervisor from the Get-Go 5 Getting along with Your Supervisor 6 Enjoying a Mentored Relationship with Your Supervisor 7 Types of Supervisor Relationships: Good, Bad, and Ugly? 8 When the Supervisory Relationship Breaks Down 9 How to Start: Tackling the Dissertation 10 The Long and Winding Road: Writing the Dissertation as an Online Learner 11 Choosing and Using Your Research Sources 12 The Supervisory Dissertation Committee 13 Presenting and Defending Your Dissertation 14 Publishing Your Dissertation: A New Adventure 15 Final Words 6 Stayin’ Alive: Your Emotional Health and Wellness 1 The Hidden and Nuanced Stressors 2 Staying Alive and Well 3 Forming Community Online 4 Helping Learners Help Themselves 5 Helping Hands from Faculty and Administrative Personnel 6 Things Online Teaching Faculty Can Do to Help 7 Things Administrative Personnel Can Do to Help You 8 Final Words 7 Hoops, Gates, Joining the Club, and Then What? 1 Academic Excellence 2 Joining the Club 3 Respect the Club 4 And Then What to Do … 8 From the Trenches: Students’ Reflections on Their Online Doctoral Programs 1 Program Shape and Highlights 2 Other Voices 3 Final Words 9 The Next Step: Finding Your Fit in Academe 1 The Professoriate 2 Focus on Teaching: The Teacher 3 Focus on Administration: The Administrator 4 Focus on Institutional Loyalty: The Soldier/Stalwart 5 Focus on Collegial and Social Connection: The Networker 6 Focus on Institutional Politics: The Politico 7 Focus on Recognition: The Star 8 Focus on Intellectual Productivity: The Dogged Scholar 9 Final Thoughts 10 “The World Is Too Much with Us”: COVID-19 Changes the Game 1 Adjustment of Space and Place 2 Adjustment to Social and Personal Anxiety 3 Adjustment to Post-Pandemic Society 4 The Path Forward: The Digital Scholar 5 But Wait, There’s More 6 Final Words 11 Concluding Thoughts and Some Seasoned Advice 1 What Next? Advice for the New Dr 2 What Next? Advice for the New Academic Hire References Index
£54.37
Brill Opening the Online Door to Academe: A Practical Guide to Doctoral Study Online and Beyond
Book SynopsisOur technologically advanced society has generated many rapid changes in higher education in recent years. These changes have been recently exacerbated by the global pandemic COVID-19. Educational institutions around the world have adapted to offering their programs by distance, usually via online computer platforms. While many levels of credentials already existed successfully online, the elite and difficult doctoral degree has remained largely traditional, a bricks-and-mortar program, requiring attendance and perhaps a major lifestyle transition for learners. COVID has changed and will continue to change that. This book explores the world of online learning and online doctoral study post-COVID and in the future. From “should I undertake this learning?” to how to choose a supervisor and manage the online research experience, using her years of experience and insight, the author has compiled a practical guide outlining not only how to successfully undertake online doctoral study but also how to wisely transfer that acquired online acumen beyond graduation, into the academic life. Newly-minted PhDs and EdDocs face a steep learning curve when entering the professorial life in the Ivory Tower of higher education. This down-to-earth, plain language, and often humorous text explores the pedagogical advantages of the online experience and their usefulness to the new academic hire. Current doctoral learners, both traditional and online, as those mulling future educational plans, and doctoral completers surveying higher education opportunities will benefit from the insight and advice in this very frank text.Table of ContentsPreface 1 Introduction: A Foundational Landscape of Academia and Online Doctoral Learning 1 The Importance of Language 2 My Own Relationship to Doctoral Studies and Online Learning 3 A Broader Context 4 Final Words 2 Can I? Should I? Making the Big Commitment 1 Is There a Case for NOT Entering a Doctoral Program? 2 Some Anecdotal Observations from a Long-Time Academic and Lifelong Learner 3 Who Engages in Online Doctoral Study? 4 How Does an Online Degree Differ from a Face-to-Face Degree in These Respects? 5 What the Learners Say 6 What’s the Big Deal? 7 Burning Questions Posed by Doctoral Students as They Consider Entering an Online Program 8 Are You Ready for Online? A Case for Online Readiness 9 Final Words 3 Program Orientation and Residency: What and Why? 1 Program Models and Their Relationship to Orientation 2 The Cohort Model and Its Relationship to Orientation 3 An Example of an On-site Orientation 4 What an Orientation Can’t Do 5 Final Words 4 Learning Online in a Doctoral Program 1 The Language of Distance Education (DE) 2 A Short History of Distance Education 3 Adult Education, Philosophy, and the Beauty of Online Learning 4 Your Presentation of Yourself 5 Synchronous Presentations 6 Asynchronous Presentations 7 Assessment of Online Presence 8 Assessment of Learning Activities 9 Final Words 5 Your Dissertation: The Tour de Force 1 The Nature of Research 2 How Does the Online Doctoral Dissertation Differ from the Traditional Dissertation? 3 Supervisors: Choosing Them, Co-existing, Liking, and Communicating with Them, Being Mentored 4 Shop for Your Supervisor from the Get-Go 5 Getting along with Your Supervisor 6 Enjoying a Mentored Relationship with Your Supervisor 7 Types of Supervisor Relationships: Good, Bad, and Ugly? 8 When the Supervisory Relationship Breaks Down 9 How to Start: Tackling the Dissertation 10 The Long and Winding Road: Writing the Dissertation as an Online Learner 11 Choosing and Using Your Research Sources 12 The Supervisory Dissertation Committee 13 Presenting and Defending Your Dissertation 14 Publishing Your Dissertation: A New Adventure 15 Final Words 6 Stayin’ Alive: Your Emotional Health and Wellness 1 The Hidden and Nuanced Stressors 2 Staying Alive and Well 3 Forming Community Online 4 Helping Learners Help Themselves 5 Helping Hands from Faculty and Administrative Personnel 6 Things Online Teaching Faculty Can Do to Help 7 Things Administrative Personnel Can Do to Help You 8 Final Words 7 Hoops, Gates, Joining the Club, and Then What? 1 Academic Excellence 2 Joining the Club 3 Respect the Club 4 And Then What to Do … 8 From the Trenches: Students’ Reflections on Their Online Doctoral Programs 1 Program Shape and Highlights 2 Other Voices 3 Final Words 9 The Next Step: Finding Your Fit in Academe 1 The Professoriate 2 Focus on Teaching: The Teacher 3 Focus on Administration: The Administrator 4 Focus on Institutional Loyalty: The Soldier/Stalwart 5 Focus on Collegial and Social Connection: The Networker 6 Focus on Institutional Politics: The Politico 7 Focus on Recognition: The Star 8 Focus on Intellectual Productivity: The Dogged Scholar 9 Final Thoughts 10 “The World Is Too Much with Us”: COVID-19 Changes the Game 1 Adjustment of Space and Place 2 Adjustment to Social and Personal Anxiety 3 Adjustment to Post-Pandemic Society 4 The Path Forward: The Digital Scholar 5 But Wait, There’s More 6 Final Words 11 Concluding Thoughts and Some Seasoned Advice 1 What Next? Advice for the New Dr 2 What Next? Advice for the New Academic Hire References Index
£86.40
Brill American Universities in the Middle East and U.S. Foreign Policy: Intersections with American Interests
Book SynopsisThe drive to promote American-style higher education is among the most longstanding and enduring features of U.S. foreign policy in the Middle East. Since its earliest engagements in the region, the U.S. government has looked to American universities to promote Washington’s interests and values. This book analyzes how American universities in the Middle East relate to U.S. foreign policy and how this relationship has evolved amid shifting U.S. priorities through two world wars, the Cold War, and the War on Terrorism. American Universities in the Middle East and U.S. Foreign Policy focuses on four sets of case studies: (1) The American University of Beirut; (2) The American University in Cairo; (3) American universities in Afghanistan and Iraq; and (4) Education City in Qatar. At a time when policymakers are litigating core tenets of U.S. Middle East policy and new actors are entering the region’s higher education space, this book provides a resource to understand the geopolitical role of American universities in the Middle East.Table of ContentsPreface Series Editors’ Preface Acknowledgments Introduction 1 American Universities and the Evolution of U.S. Middle East Policy 1 American Universities in the Middle East before World War I 2 American Inroads during the European Colonial Era 3 World War II and the Rise of Cultural Relations 4 Modernization Theory and Foreign Assistance 5 Westernization and Islamist Backlash in Middle East Higher Education 6 Democracy Promotion and Conflict-Based Reconstruction 7 Fallout of the Arab Uprisings 8 International Branch Campuses 9 Conclusion 2 U.S. Middle East Strategy and the American University of Beirut 1 The Syrian Protestant College before World War I 2 The Eastern Question and Arab Self-Determination 3 AUB’s Ascendance under the French Mandate 4 U.S. Government Support for AUB 5 The U.S.-Israel Alliance 6 War against Terrorism 7 Lebanization 8 U.S. Interests 9 Conclusion 3 The American University in Cairo and the U.S.-Egypt Partnership 1 Political Neutrality before World War II 2 World War II and AUC’s Evolving Relationship with Washington 3 Navigating Egyptian Nationalism 4 Impact of the Six Day War 5 Anwar Sadat and a New Era of U.S.-Egypt Relations 6 Stability under Hosni Mubarak 7 Compromises on Academic Freedom 8 The 2011 Egyptian Revolution 9 The Role of U.S. Officials 10 U.S. Interests 11 Conclusion 4 Nation-Building and American Universities in Afghanistan and Iraq 1 Return of the Exiles 2 Early Reluctance 3 Accelerating Success 4 Constitutional Mandates 5 National Institutions versus an American University 6 Women’s Rights 7 Security 8 American Withdrawal 9 Conclusion 5 Branch Campuses in Qatar 1 Qatari Investment in International Branch Campuses 2 The Appeal of American Universities 3 Qatar’s National Development Strategy 4 Qatari Elites 5 American University Administrators 6 Role of the U.S. Government 7 Education City and U.S. Foreign Policy Interests 8 Conclusion 6 Assessments, Conclusions, and Future Prospects 1 The Relation between American-Style Universities in the Middle East and U.S. Foreign Policy 2 Assessments on the Impact of American Universities on U.S. Foreign Policy 3 A More Global Higher Education Landscape Index
£54.37
Brill Teaching in the Pandemic Era in Saudi Arabia
Book SynopsisThis collection presents to educators, parents, and other interested readers a variety of perspectives, challenges, and highlights of the teaching methods that could be useful. Its purposes are to not only document an important time of human history, education, and the outbreak of unknown pandemics but also outline strategies to serve as insights into and predictions of the unknown future of humanity, diseases, and human learning.Table of ContentsPreface List of Figures and Tables List of Abbreviations Notes on Contributors Introduction Amani Khalaf Alghamdi 1 COVID-19 Emergency Remote Education Curriculum: Saudi Higher Education – Same or Adjusted? Reima Al-Jarf 2 Reflections of a Saudi Female Practitioner: As a Mother, Instructor, Researcher, and Instructional Technology Specialist in Distance Learning during the COVID-19 Pandemic Fawzia Omer Alubthane 3 Post-COVID e-Learning in Bahrain: Where Are We in Meeting the Educational Reform Objective of Sustainable Development? Nina Abdul Razzak 4 How Students Were Engaged during the Second Wave of COVID-19 by EFL, Linguistics and Translation Instructors in Distance Learning Reima Al-Jarf 5 When Learning Was Disrupted in Saudi Arabia: Full-Scale Distance e-Learning as a Solution to Face COVID-19 Amani Khalaf Alghamdi and Wai Si El-Hassan 6 Equity and Inclusion in Saudi Education during the Pandemic Mohamed Alharbi 7 Comparative Study of Alternative Teaching and Learning Tools: Google Meet, Microsoft Teams, and Zoom during COVID-19 Kamran Siddiqui and Shabir Ahmad 8 Reorientation of Teaching/Teachers about Education and Pandemic Sami Alsulami 9 Students’ Satisfaction with e-Learning in Saudi Higher Education during the COVID-19 Outbreak Chaudhry Kashif Mahmood, Tayyiba Khalil, Aseel Fuad Ali Al-Karasneh and Talha Sarfaraz 10 Impact on Teaching Strategies in Saudi Arabian Universities Owing to COVID-19 Pandemic Maqsood Mahmud, Hoda M. Abo Alsamh, Talha Sarfaraz, Mohd Anuar Arshad, Arshad Mahmood and Bala Raju Nikku 11 It’s Time to Rethink Teaching! Bloom’s Pyramid of Higher Order Thinking Skills Revisited Randa Hariri
£51.21
Brill Teaching in the Pandemic Era in Saudi Arabia
Book SynopsisThis collection presents to educators, parents, and other interested readers a variety of perspectives, challenges, and highlights of the teaching methods that could be useful. Its purposes are to not only document an important time of human history, education, and the outbreak of unknown pandemics but also outline strategies to serve as insights into and predictions of the unknown future of humanity, diseases, and human learning.Table of ContentsPreface List of Figures and Tables List of Abbreviations Notes on Contributors Introduction Amani Khalaf Alghamdi 1 COVID-19 Emergency Remote Education Curriculum: Saudi Higher Education – Same or Adjusted? Reima Al-Jarf 2 Reflections of a Saudi Female Practitioner: As a Mother, Instructor, Researcher, and Instructional Technology Specialist in Distance Learning during the COVID-19 Pandemic Fawzia Omer Alubthane 3 Post-COVID e-Learning in Bahrain: Where Are We in Meeting the Educational Reform Objective of Sustainable Development? Nina Abdul Razzak 4 How Students Were Engaged during the Second Wave of COVID-19 by EFL, Linguistics and Translation Instructors in Distance Learning Reima Al-Jarf 5 When Learning Was Disrupted in Saudi Arabia: Full-Scale Distance e-Learning as a Solution to Face COVID-19 Amani Khalaf Alghamdi and Wai Si El-Hassan 6 Equity and Inclusion in Saudi Education during the Pandemic Mohamed Alharbi 7 Comparative Study of Alternative Teaching and Learning Tools: Google Meet, Microsoft Teams, and Zoom during COVID-19 Kamran Siddiqui and Shabir Ahmad 8 Reorientation of Teaching/Teachers about Education and Pandemic Sami Alsulami 9 Students’ Satisfaction with e-Learning in Saudi Higher Education during the COVID-19 Outbreak Chaudhry Kashif Mahmood, Tayyiba Khalil, Aseel Fuad Ali Al-Karasneh and Talha Sarfaraz 10 Impact on Teaching Strategies in Saudi Arabian Universities Owing to COVID-19 Pandemic Maqsood Mahmud, Hoda M. Abo Alsamh, Talha Sarfaraz, Mohd Anuar Arshad, Arshad Mahmood and Bala Raju Nikku 11 It’s Time to Rethink Teaching! Bloom’s Pyramid of Higher Order Thinking Skills Revisited Randa Hariri
£105.60
Brill Global Citizenship Education in the Global South: Educators’ Perceptions and Practices
Book SynopsisThis volume presents a critical discussion that brings contemporary academic debate about ‘southern theory’ to Global Citizenship Education (GCE). It situates the discussion around GCE in the Global South within a critical and post-colonial paradigm informed by the values and knowledge of critical pedagogy ingrained in social justice. Global Citizenship Education in the Global South invites the reader into chapters written by educators exploring, analysing, and celebrating ideas and concepts on GCE in the Global South. The book is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. The book is designed with the intent to contribute towards the possibility of imagining a 'yet-to-come' critical-transformative and post-colonial and value-creating GCE curriculum beyond a westernised, market-oriented and apolitical practices towards a more sustainable paradigm based on principles of mutuality and reciprocity.Table of ContentsForeword N’Dri T. Assié-Lumumba Series Editor’s Foreword Wiel Veugelers Acknowledgements Notes on Contributors Introduction: Embracing the Global South: Introducing a Critical Discussion That Brings Contemporary Academic Debate about ‘Southern Theory’ to Global Citizenship Education Emiliano Bosio and Yusef Waghid PART 1: Critical Consciousness, De-colonialism, Caring Ethics, Eco‑critical Views, and Humanity Empowerment in Global Citizenship Education 1 Global Citizenship Education for Critical Consciousness Development: The Four Pillars of De-colonialism, Caring Ethics, Eco‑critical Views, and Humanity Empowerment Emiliano Bosio and Yusef Waghid 2 On Education and the Migrant Predicament: Towards a Reconstituted View of Global Citizenship Education Yusef Waghid and Naima Al-Husban 3 Southern Epistemologies for Disrupting Northern Global Citizenship (Education) Models: Ecopedagogical Analysis and Reinvention Syed Nitas Iftekhar, Joel Jonathan Kayombo, Mjege Kinyota and Greg William Misiaszek 4 In Pursuit of Doctoral Pedagogy in the South: The Role of Global Citizenship Education in Moving beyond Narratives of Doctoral Production for the Knowledge Economy Liezel Frick 5 Geopolitical Epistemes in Global Citizenship Education: A Postcolonial Approach Manisha Pathak-Shelat and Kiran Vinod Bhatia PART 2: Equality and Diversity in Global Citizenship Education Policy and Practice 6 Global Citizenship Education in the Caribbean: A Case Study in Policy and Practice Failure Jonathan J. Felix 7 Conceptions of Global Citizenship Education in an African University Curriculum: Case Study from Ghana Simon Eten Angyagre 8 Democratic Citizenship Education as an Instance of Global Citizenship Education: An Insight at Teachers’ Perceptions and Pedagogical Practices from Egypt and Mexico Yomna Awad and Patricia Carbajal 9 Positioning Leadership Roles in Global Citizenship Education in China: A Case on Supporting Migrant Workers’ Children with Critical Pedagogies Yi Hong 10 Towards Global Citizenship Education in South Africa: Cultivating Deliberative Encounters in the Context of Gender‑based Violence Judith Terblanche and Charlene van der Walt PART 3: Defamiliarisation, Ukama and Active Protest in Global Citizenship Education 11 Reflections on Defamiliarisation among Pre-service Teachers in Advancing Critical Global Citizenship Education Zayd Waghid 12 (Re)conceptualising Ukama (Relatedness) for Global Citizenship Education in Higher Education in Zimbabwe Joseph P. Hungwe 13 A Neoliberal Global South and Its Structural Adjustment Education Programme: The Practicality of Global Citizenship Education in Malawi Thokozani Mathebula and Tiffany Banda 14 Democratic Pluralistic Global Citizenship Education: Embracing Educators’ Voices from the Global South Emiliano Bosio and Yusef Waghid Index
£51.21
Brill Global Citizenship Education in the Global South: Educators’ Perceptions and Practices
Book SynopsisThis volume presents a critical discussion that brings contemporary academic debate about ‘southern theory’ to Global Citizenship Education (GCE). It situates the discussion around GCE in the Global South within a critical and post-colonial paradigm informed by the values and knowledge of critical pedagogy ingrained in social justice. Global Citizenship Education in the Global South invites the reader into chapters written by educators exploring, analysing, and celebrating ideas and concepts on GCE in the Global South. The book is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. The book is designed with the intent to contribute towards the possibility of imagining a 'yet-to-come' critical-transformative and post-colonial and value-creating GCE curriculum beyond a westernised, market-oriented and apolitical practices towards a more sustainable paradigm based on principles of mutuality and reciprocity.Table of ContentsForeword N’Dri T. Assié-Lumumba Series Editor’s Foreword Wiel Veugelers Acknowledgements Notes on Contributors Introduction: Embracing the Global South: Introducing a Critical Discussion That Brings Contemporary Academic Debate about ‘Southern Theory’ to Global Citizenship Education Emiliano Bosio and Yusef Waghid PART 1: Critical Consciousness, De-colonialism, Caring Ethics, Eco‑critical Views, and Humanity Empowerment in Global Citizenship Education 1 Global Citizenship Education for Critical Consciousness Development: The Four Pillars of De-colonialism, Caring Ethics, Eco‑critical Views, and Humanity Empowerment Emiliano Bosio and Yusef Waghid 2 On Education and the Migrant Predicament: Towards a Reconstituted View of Global Citizenship Education Yusef Waghid and Naima Al-Husban 3 Southern Epistemologies for Disrupting Northern Global Citizenship (Education) Models: Ecopedagogical Analysis and Reinvention Syed Nitas Iftekhar, Joel Jonathan Kayombo, Mjege Kinyota and Greg William Misiaszek 4 In Pursuit of Doctoral Pedagogy in the South: The Role of Global Citizenship Education in Moving beyond Narratives of Doctoral Production for the Knowledge Economy Liezel Frick 5 Geopolitical Epistemes in Global Citizenship Education: A Postcolonial Approach Manisha Pathak-Shelat and Kiran Vinod Bhatia PART 2: Equality and Diversity in Global Citizenship Education Policy and Practice 6 Global Citizenship Education in the Caribbean: A Case Study in Policy and Practice Failure Jonathan J. Felix 7 Conceptions of Global Citizenship Education in an African University Curriculum: Case Study from Ghana Simon Eten Angyagre 8 Democratic Citizenship Education as an Instance of Global Citizenship Education: An Insight at Teachers’ Perceptions and Pedagogical Practices from Egypt and Mexico Yomna Awad and Patricia Carbajal 9 Positioning Leadership Roles in Global Citizenship Education in China: A Case on Supporting Migrant Workers’ Children with Critical Pedagogies Yi Hong 10 Towards Global Citizenship Education in South Africa: Cultivating Deliberative Encounters in the Context of Gender‑based Violence Judith Terblanche and Charlene van der Walt PART 3: Defamiliarisation, Ukama and Active Protest in Global Citizenship Education 11 Reflections on Defamiliarisation among Pre-service Teachers in Advancing Critical Global Citizenship Education Zayd Waghid 12 (Re)conceptualising Ukama (Relatedness) for Global Citizenship Education in Higher Education in Zimbabwe Joseph P. Hungwe 13 A Neoliberal Global South and Its Structural Adjustment Education Programme: The Practicality of Global Citizenship Education in Malawi Thokozani Mathebula and Tiffany Banda 14 Democratic Pluralistic Global Citizenship Education: Embracing Educators’ Voices from the Global South Emiliano Bosio and Yusef Waghid Index
£137.60
Brill Educating for Action: A Curriculum for Social Activists
Book SynopsisWe live at a time when the competitive, capitalist model of action has eclipsed all other contemporary social and economic models and threatens the greater cooperative good of society. Neoliberalism is an attempt to reimagine governance in an age of mass democratic policies by its intention to inoculate capitalism against the threat of democracy. Education for Action: A Curriculum for Social Activists sees social action as a vital vehicle in challenging this intense individualistic, managerial and competitive ethos. Such action is a collective, transformative response to capitalism which combines local activism, community development and the advocacy of social, political and economic rights to help committed citizens initiate, stimulate and support social change at both local and global levels. The book explains the methods, instruments, theories and practices that help educators encourage activists to build power amongst concerned individuals using a curriculum that emphasises the importance of critical theory and which is accessible to everybody and rooted in their community. The author also stresses the vital role of education in helping activists resist the ideologies, actions and slogans imposed on society by authoritarian powerholders while simultaneously regenerating grass-roots politics and its belief in the viability of collective solidarity and social activism.Table of ContentsIntroduction 1 What Are You? The Case of Cabo Verdeans 1 Social Action and Its Threatened Future 1 Social Action Characteristics 2 Affective Intelligence, Social Action and Social Movements 3 Social Action under Attack 4 Neo Liberal Attitudes 5 A Collective Response 2 Common Sense: The Driver of Social Action? 1 Characteristics of Common Sense 2 Common Sense and Culture 3 Common Sense Durability: Its Drawbacks and a Short History 4 Some Common-Sense Thinking Examples 5 Theory and Hostility 6 Organic Intellectuals and Common Sense 7 Neoliberal Language 8 Gramsci’s Relevance 3 Studying and Thinking: A Critical Curriculum 1 John Dewey’s Ideas 2 The Seeking Curriculum – A Counterweight 3 Reflective Thinking and Group Exercises 4 Countering Compartmentalism 5 Systems Thinking – A Group Process 6 The Cynefin Framework 7 An Overview 4 Critical Thinking and Other Thought Processes 1 Why Critical Thinking? 2 Critical Thinking and Rationality 3 Biases, Fake News and Power 4 Thought Processes of a Tutor 5 Five Exercises to Improve Critical Thinking 6 An Overview of the Process 7 Group Thinking Processes 5 Types of Talk: Conversation and Dialogue 1 Positive Conversation 2 Good Conversation 3 A Frenchman and Conversation 4 Generating Effective Communication – Dialogue vs. Discussion 5 Getting Started 6 Deeper Listening and Thinking 7 Speech Processes and Metaphors 8 Task vs. Dialogue Process 9 Summing Up 10 A Personal Example 11 Dialogue, Technology and Democracy 6 Questioning, Acting and Framing 1 The Paul-Elder Model: Some Questions 2 More Questions, Questions … 3 Generative Themes 4 Goffman’s Frames 5 Replacing Frames – With Other Frames 6 Four Activities 7 Informal Settings and Authentic Language 1 Informal Settings 2 Authentic and Inauthentic Language 3 Three Validity Claims 4 Bullshit 5 Challenging Bullshit 6 Summing Up 8 Formal and Informal Language 1 Language and Codes 2 Formal and Casual Language 3 Playing Bingo 4 Using Clichés 5 Clichés, Banality and Evil 6 Tags and Lies 8 Formal and Informal Language 1 Language and Codes 2 Formal and Casual Language 3 Playing Bingo 4 Using Clichés 5 Clichés, Banality and Evil 6 Tags and Lies 9 Paying Attention 1 Pancakes and Attention 2 Some Relevant Questions – Or Not? 3 Attention Control – An Employee’s Warning 4 Sharing, Space and Time 5 Redirecting Attention 6 Concentrating 7 Listening to Learn 8 A Circle Exercise – Individual and Group Attention 9 Multitasking 10 Storytelling 1 Telling Stories 2 Giving Feedback 3 Levinas’s Ideas 4 “Engaged” Stories 5 Keeping Hope Alive 6 Political Stories 7 The Uses of History 8 Some Welsh Examples 11 Leadership and Group Development 1 Why Leaders? 2 Leadership Styles and Situations 3 A Group Leadership Grid 4 Small Groups 5 Facilitating Meetings – Some Principles 6 More Suggestions for Groups 7 The Circle of Voices Exercise 8 Team Talking 9 Two More Exercises 10 Summing Up 12 Social Action Practices 1 Action Practices and Strategies 2 Overview 13 Challenging Power 1 Types of Power 2 Castells’s Grounded Theory of Power 3 A Pioneering Exemplar 4 Power and Politics 5 A Dynamic, Positive Force? 6 Are the Net and Old Protest Habits Enough? 7 Students Are Activists, Too Postscript: Covid-19 and Beyond References Index
£51.21
Brill Educating for Action: A Curriculum for Social Activists
Book SynopsisWe live at a time when the competitive, capitalist model of action has eclipsed all other contemporary social and economic models and threatens the greater cooperative good of society. Neoliberalism is an attempt to reimagine governance in an age of mass democratic policies by its intention to inoculate capitalism against the threat of democracy. Education for Action: A Curriculum for Social Activists sees social action as a vital vehicle in challenging this intense individualistic, managerial and competitive ethos. Such action is a collective, transformative response to capitalism which combines local activism, community development and the advocacy of social, political and economic rights to help committed citizens initiate, stimulate and support social change at both local and global levels. The book explains the methods, instruments, theories and practices that help educators encourage activists to build power amongst concerned individuals using a curriculum that emphasises the importance of critical theory and which is accessible to everybody and rooted in their community. The author also stresses the vital role of education in helping activists resist the ideologies, actions and slogans imposed on society by authoritarian powerholders while simultaneously regenerating grass-roots politics and its belief in the viability of collective solidarity and social activism.Table of ContentsIntroduction 1 What Are You? The Case of Cabo Verdeans 1 Social Action and Its Threatened Future 1 Social Action Characteristics 2 Affective Intelligence, Social Action and Social Movements 3 Social Action under Attack 4 Neo Liberal Attitudes 5 A Collective Response 2 Common Sense: The Driver of Social Action? 1 Characteristics of Common Sense 2 Common Sense and Culture 3 Common Sense Durability: Its Drawbacks and a Short History 4 Some Common-Sense Thinking Examples 5 Theory and Hostility 6 Organic Intellectuals and Common Sense 7 Neoliberal Language 8 Gramsci’s Relevance 3 Studying and Thinking: A Critical Curriculum 1 John Dewey’s Ideas 2 The Seeking Curriculum – A Counterweight 3 Reflective Thinking and Group Exercises 4 Countering Compartmentalism 5 Systems Thinking – A Group Process 6 The Cynefin Framework 7 An Overview 4 Critical Thinking and Other Thought Processes 1 Why Critical Thinking? 2 Critical Thinking and Rationality 3 Biases, Fake News and Power 4 Thought Processes of a Tutor 5 Five Exercises to Improve Critical Thinking 6 An Overview of the Process 7 Group Thinking Processes 5 Types of Talk: Conversation and Dialogue 1 Positive Conversation 2 Good Conversation 3 A Frenchman and Conversation 4 Generating Effective Communication – Dialogue vs. Discussion 5 Getting Started 6 Deeper Listening and Thinking 7 Speech Processes and Metaphors 8 Task vs. Dialogue Process 9 Summing Up 10 A Personal Example 11 Dialogue, Technology and Democracy 6 Questioning, Acting and Framing 1 The Paul-Elder Model: Some Questions 2 More Questions, Questions … 3 Generative Themes 4 Goffman’s Frames 5 Replacing Frames – With Other Frames 6 Four Activities 7 Informal Settings and Authentic Language 1 Informal Settings 2 Authentic and Inauthentic Language 3 Three Validity Claims 4 Bullshit 5 Challenging Bullshit 6 Summing Up 8 Formal and Informal Language 1 Language and Codes 2 Formal and Casual Language 3 Playing Bingo 4 Using Clichés 5 Clichés, Banality and Evil 6 Tags and Lies 8 Formal and Informal Language 1 Language and Codes 2 Formal and Casual Language 3 Playing Bingo 4 Using Clichés 5 Clichés, Banality and Evil 6 Tags and Lies 9 Paying Attention 1 Pancakes and Attention 2 Some Relevant Questions – Or Not? 3 Attention Control – An Employee’s Warning 4 Sharing, Space and Time 5 Redirecting Attention 6 Concentrating 7 Listening to Learn 8 A Circle Exercise – Individual and Group Attention 9 Multitasking 10 Storytelling 1 Telling Stories 2 Giving Feedback 3 Levinas’s Ideas 4 “Engaged” Stories 5 Keeping Hope Alive 6 Political Stories 7 The Uses of History 8 Some Welsh Examples 11 Leadership and Group Development 1 Why Leaders? 2 Leadership Styles and Situations 3 A Group Leadership Grid 4 Small Groups 5 Facilitating Meetings – Some Principles 6 More Suggestions for Groups 7 The Circle of Voices Exercise 8 Team Talking 9 Two More Exercises 10 Summing Up 12 Social Action Practices 1 Action Practices and Strategies 2 Overview 13 Challenging Power 1 Types of Power 2 Castells’s Grounded Theory of Power 3 A Pioneering Exemplar 4 Power and Politics 5 A Dynamic, Positive Force? 6 Are the Net and Old Protest Habits Enough? 7 Students Are Activists, Too Postscript: Covid-19 and Beyond References Index
£116.00
Brill Intercultural Twinnings: A Commitment for a Pluralistic Society
Book SynopsisIn an ever-changing and interdependent world, diversity has become the norm, not the exception. Our constantly evolving understanding of intercultural communication and its rich complexities calls us to question, review, and renew our intervention practices. Intercultural Twinnings: A Commitment for a Pluralistic Society examines the impact of intercultural twinnings when people of different backgrounds, ethnicities, languages, and religions come into contact with each other in a variety of learning and work environments. These twinnings are more than language exchanges because they promote intercultural contacts, constructive individual interactions, and ultimately, more harmonious intergroup relations. Whether face-to-face or virtual, it is through these exchanges that participants learn from each other and appreciate the challenges and benefits of discovering the Other. The contributors to this volume explore theoretical models, methods, and intervention tools to support the work of teachers, researchers, practitioners, and university students.Table of ContentsForeword: Acculturation and Contact Intergroups John W. Berry Foreword: Intercultural Twinnings and Twinings Ofelia García Acknowledgements List of Figures and Tables Notes on Contributors 1 Intercultural Twinnings: An Overview Nicole Carignan, Suzanne Springer, Myra Deraîche and Marie-Cécile Guillot PART 1: Theoretical Perspectives Related to Learning a Second Language in the Context of Intercultural Twinning 2 What Can Acculturation, Vitality and Intergroup Contact Tell Us about Intercultural Twinnings? Richard Y. Bourhis and Nicole Carignan 3 What Is the Value-Added of Intercultural Twinnings for Language Learning and Mainstream Acculturation? Marina M. Doucerain 4 Language Teaching for Intercultural Communication: Problematizing Essentialism, Highlighting Power, and Advocating for Social Justice Natalia Balyasnikova and Ruyko Kubota 5 Transcultural Communicative Competence in Teaching Second (or Foreign) Languages Denise Lussier and Valérie Amireault 6 The Task: A Framework for Intercultural Twinnings in the Language Class Myra Deraîche and Karine Lamoureux 7 The Perception of Accent in the Workplace Jennifer Ann Foote PART 2: Intercultural Training as a Transformative Practice: Intercultural Twinnings in Action Part 2: Guidance for Readers Elizabeth Mackinlay 8 Intercultural Mapping in an Urban Cityscape: Case Study of an Intercultural Twinning Project in Montreal Catherine Montgomery and Myra Deraîche 9 Profiles of Learners in a Linguistic Exchange Program in Quebec Guided by Intergroup Contact Theory: Option-Études Chateauguay Benoît Côté, Patricia Lamarre and Julie Lavoie 10 Intercultural Twinnings between Canadian Students and Japanese Students: Fostering an Online Community of Practice Sawako Akai 11 Overview of Connecting Classroom Microclimates with Virtual Team Teaching Nathan R.B. Loewen 12 Culture, Creation Myths, and the Canadian Indian Residential School System in the Intercultural Context of Virtual Team Teaching (VTT) Sharon Coyle and Lyne Marie Larocque 13 Intercultural Twinnings between Immigrants and Teachers in Training: Writing and Communication Marie-Cécile Guillot and Nicole Carignan 14 Intercultural Twinnings as a Transformative Practice in Post-Secondary Education Alhassane Balde 15 Training for Settlement Organizations, English Learners, and Graduate Education: An Intercultural, Collaborative Approach Julie Kerekes 16 Mutual AID within an Intercultural Twinnings Context between FSL and Group Work University Students Juliane Bertrand, Ginette Berteau, Cynthia Martiny and Annie Desaulniers Afterword: Intercultural Twinnings: The Need for a Critical Perspective Malachie Azémar Index
£55.96
Brill Intercultural Twinnings: A Commitment for a Pluralistic Society
Book SynopsisIn an ever-changing and interdependent world, diversity has become the norm, not the exception. Our constantly evolving understanding of intercultural communication and its rich complexities calls us to question, review, and renew our intervention practices. Intercultural Twinnings: A Commitment for a Pluralistic Society examines the impact of intercultural twinnings when people of different backgrounds, ethnicities, languages, and religions come into contact with each other in a variety of learning and work environments. These twinnings are more than language exchanges because they promote intercultural contacts, constructive individual interactions, and ultimately, more harmonious intergroup relations. Whether face-to-face or virtual, it is through these exchanges that participants learn from each other and appreciate the challenges and benefits of discovering the Other. The contributors to this volume explore theoretical models, methods, and intervention tools to support the work of teachers, researchers, practitioners, and university students.Table of ContentsForeword: Acculturation and Contact Intergroups John W. Berry Foreword: Intercultural Twinnings and Twinings Ofelia García Acknowledgements List of Figures and Tables Notes on Contributors 1 Intercultural Twinnings: An Overview Nicole Carignan, Suzanne Springer, Myra Deraîche and Marie-Cécile Guillot PART 1: Theoretical Perspectives Related to Learning a Second Language in the Context of Intercultural Twinning 2 What Can Acculturation, Vitality and Intergroup Contact Tell Us about Intercultural Twinnings? Richard Y. Bourhis and Nicole Carignan 3 What Is the Value-Added of Intercultural Twinnings for Language Learning and Mainstream Acculturation? Marina M. Doucerain 4 Language Teaching for Intercultural Communication: Problematizing Essentialism, Highlighting Power, and Advocating for Social Justice Natalia Balyasnikova and Ruyko Kubota 5 Transcultural Communicative Competence in Teaching Second (or Foreign) Languages Denise Lussier and Valérie Amireault 6 The Task: A Framework for Intercultural Twinnings in the Language Class Myra Deraîche and Karine Lamoureux 7 The Perception of Accent in the Workplace Jennifer Ann Foote PART 2: Intercultural Training as a Transformative Practice: Intercultural Twinnings in Action Part 2: Guidance for Readers Elizabeth Mackinlay 8 Intercultural Mapping in an Urban Cityscape: Case Study of an Intercultural Twinning Project in Montreal Catherine Montgomery and Myra Deraîche 9 Profiles of Learners in a Linguistic Exchange Program in Quebec Guided by Intergroup Contact Theory: Option-Études Chateauguay Benoît Côté, Patricia Lamarre and Julie Lavoie 10 Intercultural Twinnings between Canadian Students and Japanese Students: Fostering an Online Community of Practice Sawako Akai 11 Overview of Connecting Classroom Microclimates with Virtual Team Teaching Nathan R.B. Loewen 12 Culture, Creation Myths, and the Canadian Indian Residential School System in the Intercultural Context of Virtual Team Teaching (VTT) Sharon Coyle and Lyne Marie Larocque 13 Intercultural Twinnings between Immigrants and Teachers in Training: Writing and Communication Marie-Cécile Guillot and Nicole Carignan 14 Intercultural Twinnings as a Transformative Practice in Post-Secondary Education Alhassane Balde 15 Training for Settlement Organizations, English Learners, and Graduate Education: An Intercultural, Collaborative Approach Julie Kerekes 16 Mutual AID within an Intercultural Twinnings Context between FSL and Group Work University Students Juliane Bertrand, Ginette Berteau, Cynthia Martiny and Annie Desaulniers Afterword: Intercultural Twinnings: The Need for a Critical Perspective Malachie Azémar Index
£158.40
Brill Transformative STEAM Education for Sustainable Development: International Perspectives and Practices
Book SynopsisWe are currently experiencing an unprecedented era in the history of the planet. Our addiction to fossil fuels and powerful technologies is dangerously altering the Earth’s natural systems, giving rise to well-documented global crises of climate change, plastic pollution of the oceans, and tragic loss of biocultural diversity. These crises have created a unique challenge for STEM educators, given that STEM disciplinary knowledge and skills are often viewed as the panacea to the world’s economic and environmental problems. This popular view tends to focus narrowly, however, on students learning scientific, technological, engineering and mathematical concepts about the world out there, thereby ignoring the crucial role education must play in shaping students’ attitudes and values – their inner worlds – that drive moral agency to live and work in sustainable ways. It is moral agency that empowers socially and environmentally responsible citizens to tackle global crises. In this timely book you will read inspiring stories of how professional educators in STEM-related fields have embraced transformative learning and arts education to develop and implement integrated STEAM education programs and practices that are preparing young people with special capabilities and values to actively contribute to the sustainable development of a world in crisis.Table of ContentsPreface Acknowledgement List of Figures and Tables Notes on Contributors PART 1: STEAM Education Perspectives 1 Introduction: Transformative STEAM Education for Sustainable Development: Beyond Traditional STEM Education Elisabeth (Lily) Taylor and Peter Charles Taylor 2 Ethical Dilemma Story Pedagogy: Values Learning and Ethical Understanding for a Sustainable World Elisabeth (Lily) Taylor 3 Why Are We Teaching Factorisation at a Time When the Planet Is Getting Hotter Every Year? Conceiving STEAM Education through an East-West Symbiosis Bal Chandra Luitel PART 2: STEAM Teacher Education Practices 4 Transformative Teacher Education for Sustainability: From STEM to STE(A)M Elisabeth (Lily) Taylor 5 STEAM Focused Problem-Based Learning: Building Trust Rachel Sheffield and Michelle de Kok 6 Chemistry Teacher Education for Sustainability: Ethical Dilemma STEAM Teaching Model Yuli Rahmawati and Alin Mardiah 7 Dancing with Mathematics: An Auto|Ethnographic Study of a Dance Teacher Neni Mariana and Trisya Maritaria 8 Transforming My Teaching Self as a Loving Gardener and Dancer: Autoethnographic Reflections Indra Mani Shrestha 9 Journeying from Mathematics Educator towards STEAM Educator: A Lived Experience Binod Prasad Pant 10 Bioblitz: Towards Local Biodiversity Conservation: Together We Stand a Chance Milton Norman Dejadena Medina PART 3: STEAM School Education Practices 11 Visual Arts Led Education for Sustainability: Coral Bleaching and the Great Barrier Reef Sue Girak and Geoff Lummis 12 Developing and Implementing a STEAM Unit at a Bilingual School in Hong Kong: A Lesson Learned Melanie Williams 13 What’s a Mathematics Teacher Doing in an English Classroom? A Window on the Environment Tim Manea and Ray Williams 14 Negotiating the Ethics of GM Foods: Sustainability Ethics in Science John Corry Werth 15 Humanising Educare for 21st Century Thai Students: Ethical Dilemmas of Plastics Pratuengsook (Peang) Maneelam and Chokchai Yuenyong 16 Facilitating Creative and Imaginative Minds: In a World Where You Can Be Anything, Be Creative Sarah Eve and Crystle Challinger Index
£51.21
Brill Transformative STEAM Education for Sustainable Development: International Perspectives and Practices
Book SynopsisWe are currently experiencing an unprecedented era in the history of the planet. Our addiction to fossil fuels and powerful technologies is dangerously altering the Earth’s natural systems, giving rise to well-documented global crises of climate change, plastic pollution of the oceans, and tragic loss of biocultural diversity. These crises have created a unique challenge for STEM educators, given that STEM disciplinary knowledge and skills are often viewed as the panacea to the world’s economic and environmental problems. This popular view tends to focus narrowly, however, on students learning scientific, technological, engineering and mathematical concepts about the world out there, thereby ignoring the crucial role education must play in shaping students’ attitudes and values – their inner worlds – that drive moral agency to live and work in sustainable ways. It is moral agency that empowers socially and environmentally responsible citizens to tackle global crises. In this timely book you will read inspiring stories of how professional educators in STEM-related fields have embraced transformative learning and arts education to develop and implement integrated STEAM education programs and practices that are preparing young people with special capabilities and values to actively contribute to the sustainable development of a world in crisis.Table of ContentsPreface Acknowledgement List of Figures and Tables Notes on Contributors PART 1: STEAM Education Perspectives 1 Introduction: Transformative STEAM Education for Sustainable Development: Beyond Traditional STEM Education Elisabeth (Lily) Taylor and Peter Charles Taylor 2 Ethical Dilemma Story Pedagogy: Values Learning and Ethical Understanding for a Sustainable World Elisabeth (Lily) Taylor 3 Why Are We Teaching Factorisation at a Time When the Planet Is Getting Hotter Every Year? Conceiving STEAM Education through an East-West Symbiosis Bal Chandra Luitel PART 2: STEAM Teacher Education Practices 4 Transformative Teacher Education for Sustainability: From STEM to STE(A)M Elisabeth (Lily) Taylor 5 STEAM Focused Problem-Based Learning: Building Trust Rachel Sheffield and Michelle de Kok 6 Chemistry Teacher Education for Sustainability: Ethical Dilemma STEAM Teaching Model Yuli Rahmawati and Alin Mardiah 7 Dancing with Mathematics: An Auto|Ethnographic Study of a Dance Teacher Neni Mariana and Trisya Maritaria 8 Transforming My Teaching Self as a Loving Gardener and Dancer: Autoethnographic Reflections Indra Mani Shrestha 9 Journeying from Mathematics Educator towards STEAM Educator: A Lived Experience Binod Prasad Pant 10 Bioblitz: Towards Local Biodiversity Conservation: Together We Stand a Chance Milton Norman Dejadena Medina PART 3: STEAM School Education Practices 11 Visual Arts Led Education for Sustainability: Coral Bleaching and the Great Barrier Reef Sue Girak and Geoff Lummis 12 Developing and Implementing a STEAM Unit at a Bilingual School in Hong Kong: A Lesson Learned Melanie Williams 13 What’s a Mathematics Teacher Doing in an English Classroom? A Window on the Environment Tim Manea and Ray Williams 14 Negotiating the Ethics of GM Foods: Sustainability Ethics in Science John Corry Werth 15 Humanising Educare for 21st Century Thai Students: Ethical Dilemmas of Plastics Pratuengsook (Peang) Maneelam and Chokchai Yuenyong 16 Facilitating Creative and Imaginative Minds: In a World Where You Can Be Anything, Be Creative Sarah Eve and Crystle Challinger Index
£148.00
Brill How It Feels to Be Black in the USA: Poetic Narratives for Racial Equity, Equality, Healing, and Freedom
Book SynopsisWhat does it mean to be Black in America? In this book, Pierre W. Orelus uses his poetry to unpack this question, unmasking racism, sexism, and oppression in America. The 59 poems in this collection deal with a wide range of topics, from immigration to xenophobia, from Black pride to Black rage, from parenting to female empowerment. Since the dawn of time, poetry and stories have been used to address social issues while inspiring at the same time deep, imaginary, and philosophical thoughts. This book combines poetry with short stories situated in very specific historical, racial, socio-economic, and cultural contexts to examine the existential experiences of Brown and Black people in the Americas, particularly in the United States of America, with systemic racism, voucher capitalism, xenophobia, and sexism, among other social wrongs.Table of ContentsForeword: How Does It Feel Like to Be a Problem in the United States of America? Awad Ibrahim Introduction PART 1 1 Feeling the Blues in the United States of America 2 In Search of a Safe Place 3 We’re Not Going Anywhere 4 From the Ghetto to the Ivory Tower 5 The Resilient Black Woman 6 The Oppressed of the Americas 7 Feeling in Exile in My Own Land 8 The Misrepresentation of People of the Global Majority 9 The Vetted Immigrants 10 Phobias in the United States 11 The Narcissist with the Blue Eyes 12 Why Are Black People So Angry? 13 What Happens to the Black Nation? 14 Black Pride 15 The Woman Who Floats 16 Still Standing in Front of You 17 In the Memory of George Floyd 18 How It Feels to Be Black in the Americas 19 We’re Rising up in Multi Colors 20 Love Always Trumps over Hate 21 I Am Black, and I Am Enough! 22 How Real Love Feels Like 23 The COVID-19 Pandemic of Color 24 Love Is All That We Need 25 Raising Queer Teens 26 Cancer Sucks! 27 The Death of the Nation 28 When Love Is Gone 29 The Fear of Death 30 How to Spot a Psychopath 31 You’re a Beautiful Wave 32 On Co-Parenting 33 The Depressed 34 Discovering African Spirituality 35 On Forgiveness 36 Living in the Future 37 In Honor of Our Black Ancestors 38 The Beauty in Solitude PART 2 39 Where Is the God for Black People? 40 Black Exodus 41 Open Letter to Our Ancestors 42 Only the Truth Will Set US Free 43 Involuntary Exile 44 The Day of Revolt 45 Bloody Day 46 God, Where Are You? 47 The Black Child 48 Dear Black Women 49 African Goddess 50 Life as a Circle 51 Black Youth 52 I Have Another Dream 53 Light in Hope 54 Fighting for Humanity 55 Dark Night in the Heart of a Coup 56 The Danger of Words 57 You Are My Redemption 58 Dear White Americans: An Open Letter Afterword: A Long and Immense Cry That Rips the Air! Gina Thésée
£34.60
Brill How It Feels to Be Black in the USA: Poetic Narratives for Racial Equity, Equality, Healing, and Freedom
Book SynopsisWhat does it mean to be Black in America? In this book, Pierre W. Orelus uses his poetry to unpack this question, unmasking racism, sexism, and oppression in America. The 59 poems in this collection deal with a wide range of topics, from immigration to xenophobia, from Black pride to Black rage, from parenting to female empowerment. Since the dawn of time, poetry and stories have been used to address social issues while inspiring at the same time deep, imaginary, and philosophical thoughts. This book combines poetry with short stories situated in very specific historical, racial, socio-economic, and cultural contexts to examine the existential experiences of Brown and Black people in the Americas, particularly in the United States of America, with systemic racism, voucher capitalism, xenophobia, and sexism, among other social wrongs.Table of ContentsForeword: How Does It Feel Like to Be a Problem in the United States of America? Awad Ibrahim Introduction PART 1 1 Feeling the Blues in the United States of America 2 In Search of a Safe Place 3 We’re Not Going Anywhere 4 From the Ghetto to the Ivory Tower 5 The Resilient Black Woman 6 The Oppressed of the Americas 7 Feeling in Exile in My Own Land 8 The Misrepresentation of People of the Global Majority 9 The Vetted Immigrants 10 Phobias in the United States 11 The Narcissist with the Blue Eyes 12 Why Are Black People So Angry? 13 What Happens to the Black Nation? 14 Black Pride 15 The Woman Who Floats 16 Still Standing in Front of You 17 In the Memory of George Floyd 18 How It Feels to Be Black in the Americas 19 We’re Rising up in Multi Colors 20 Love Always Trumps over Hate 21 I Am Black, and I Am Enough! 22 How Real Love Feels Like 23 The COVID-19 Pandemic of Color 24 Love Is All That We Need 25 Raising Queer Teens 26 Cancer Sucks! 27 The Death of the Nation 28 When Love Is Gone 29 The Fear of Death 30 How to Spot a Psychopath 31 You’re a Beautiful Wave 32 On Co-Parenting 33 The Depressed 34 Discovering African Spirituality 35 On Forgiveness 36 Living in the Future 37 In Honor of Our Black Ancestors 38 The Beauty in Solitude PART 2 39 Where Is the God for Black People? 40 Black Exodus 41 Open Letter to Our Ancestors 42 Only the Truth Will Set US Free 43 Involuntary Exile 44 The Day of Revolt 45 Bloody Day 46 God, Where Are You? 47 The Black Child 48 Dear Black Women 49 African Goddess 50 Life as a Circle 51 Black Youth 52 I Have Another Dream 53 Light in Hope 54 Fighting for Humanity 55 Dark Night in the Heart of a Coup 56 The Danger of Words 57 You Are My Redemption 58 Dear White Americans: An Open Letter Afterword: A Long and Immense Cry That Rips the Air! Gina Thésée
£76.00
Brill The Challenge of Radicalization and Extremism: Integrating Research on Education and Citizenship in the Context of Migration
Book SynopsisThis interdisciplinary volume on The Challenge of Radicalization and Extremism: Integrating Research on Education and Citizenship in the Context of Migration addresses the need for educational researchers to place their work in a broader social and political context by connecting it to the current and highly relevant issue of extremism and radicalization. It is just as important for researchers of extremism and radicalization to strengthen their conceptual links with educational fields, especially with education for democratic citizenship, as for researchers in education to get more familiar with issues of migration. This book meets a current shortage of research that addresses these issues across subjects and disciplines to inform both scientific and professional stakeholders in the educational and social sectors. The volume is divided into three parts. The first part, Foundations, provides fundamental research on radicalization and the rejection of democratic values. In the second part, Analysis of Preconditions within the Educational Context, key risk and protective factors against radicalization for young people are explored. Finally, the third part, Approaches for Prevention and Intervention, offers concrete suggestions for prevention and intervention methods within formal and informal educational contexts. The contributions show how new avenues for prevention can be explored through integrating citizenship education’s twofold function to assimilate and to empower.Table of ContentsSeries Editor’s Foreword Wiel Veugelers Acknowledgements List of Figures and Tables Notes on Contributors Introduction: Bringing Together the Discourse on Migration, Integration, and Citizenship Education in Times of Radicalization Eveline Gutzwiller-Helfenfinger, Paulena Müller, Kerstin Göbel and Hermann J. Abs PART 1: Foundations 1 Failed Citizenship and Transformative Civic Education James A. Banks 2 The Making of Jihadist Social Actors in Europe Farhad Khosrokhavar PART 2: Analysis of Preconditions within the Educational Context 3 The Role of the Quality of Social Relationships at School in Predicting Students’ Endorsement of a Pre-Extremist Attitude towards Religion Eveline Gutzwiller-Helfenfinger, Johanna Ziemes and Hermann J. Abs 4 The Relationship between Minority Students’ Ethnic Identity, Perceived Discrimination, and Their Self-Esteem: Evidence from Germany Kerstin Göbel and Zuzanna M. Preusche 5 The Potential Contribution of Civic and Citizenship Education to Preventing Young People from Embracing Right-Wing Extremism and to Strengthening Their Democratic Identity Sabine Manzel 6 Language as a Precondition for Social Integration of Migrants in the Educational Context: Evidence from Germany Hanna Beißert, Sofie Leona Bayer, Seçil Gönültaş and Kelly Lynn Mulvey PART 3: Approaches for Prevention and Intervention 7 Radicalization and Extremism in British Education Policy: The Challenge of Developing the Informed Young Citizen Since the Riots of 2001 Hazel Bryan 8 Raising Children to Become Democratic Citizens: Educational Initiatives for Preventing Extremism and Radicalization in Norway Inger Marie Dalehefte, Georg Kristoffer Berg Fjalsett and Aslaug Kristiansen 9 A Public Health Approach to Inclusive Schools: Reconnecting Young People and Preventing Violent Extremism Dan Laitsch and Douglas S. McCall 10 Education for Democratic Citizenship through Values and Knowledge Education (VaKE) in Communities with Cultural Diversity: Fostering Migrants’ Competences for Integration in Austria Sieglinde Weyringer, Jean-Luc Patry, Natascha Diekmann and Lydia Linortner 11 Learning Civic Attitudes through Intergenerational Cooperation with ICT Tools: Promising Practices from Local Communities Joanna Leek and Marcin Rojek 12 Social Diversity, Migration, and Social Innovation: A New Vision of Society and Its Role in the Prevention of Extremism and Radicalization: Insights from Germany Ewa Bacia 13 Preventing Prejudices through Social Skills Training and Intergroup Contact between Refugee and Native Children Jan Pfetsch, Anja Schultze-Krumbholz and Laura M. Neumann 14 Migration and Citizenship Education: Addressing Challenges of Extremism and Radicalization in South Africa Saloshna Vandeyar Index
£55.96
Brill The Challenge of Radicalization and Extremism: Integrating Research on Education and Citizenship in the Context of Migration
Book SynopsisThis interdisciplinary volume on The Challenge of Radicalization and Extremism: Integrating Research on Education and Citizenship in the Context of Migration addresses the need for educational researchers to place their work in a broader social and political context by connecting it to the current and highly relevant issue of extremism and radicalization. It is just as important for researchers of extremism and radicalization to strengthen their conceptual links with educational fields, especially with education for democratic citizenship, as for researchers in education to get more familiar with issues of migration. This book meets a current shortage of research that addresses these issues across subjects and disciplines to inform both scientific and professional stakeholders in the educational and social sectors. The volume is divided into three parts. The first part, Foundations, provides fundamental research on radicalization and the rejection of democratic values. In the second part, Analysis of Preconditions within the Educational Context, key risk and protective factors against radicalization for young people are explored. Finally, the third part, Approaches for Prevention and Intervention, offers concrete suggestions for prevention and intervention methods within formal and informal educational contexts. The contributions show how new avenues for prevention can be explored through integrating citizenship education’s twofold function to assimilate and to empower.Table of ContentsSeries Editor’s Foreword Wiel Veugelers Acknowledgements List of Figures and Tables Notes on Contributors Introduction: Bringing Together the Discourse on Migration, Integration, and Citizenship Education in Times of Radicalization Eveline Gutzwiller-Helfenfinger, Paulena Müller, Kerstin Göbel and Hermann J. Abs PART 1: Foundations 1 Failed Citizenship and Transformative Civic Education James A. Banks 2 The Making of Jihadist Social Actors in Europe Farhad Khosrokhavar PART 2: Analysis of Preconditions within the Educational Context 3 The Role of the Quality of Social Relationships at School in Predicting Students’ Endorsement of a Pre-Extremist Attitude towards Religion Eveline Gutzwiller-Helfenfinger, Johanna Ziemes and Hermann J. Abs 4 The Relationship between Minority Students’ Ethnic Identity, Perceived Discrimination, and Their Self-Esteem: Evidence from Germany Kerstin Göbel and Zuzanna M. Preusche 5 The Potential Contribution of Civic and Citizenship Education to Preventing Young People from Embracing Right-Wing Extremism and to Strengthening Their Democratic Identity Sabine Manzel 6 Language as a Precondition for Social Integration of Migrants in the Educational Context: Evidence from Germany Hanna Beißert, Sofie Leona Bayer, Seçil Gönültaş and Kelly Lynn Mulvey PART 3: Approaches for Prevention and Intervention 7 Radicalization and Extremism in British Education Policy: The Challenge of Developing the Informed Young Citizen Since the Riots of 2001 Hazel Bryan 8 Raising Children to Become Democratic Citizens: Educational Initiatives for Preventing Extremism and Radicalization in Norway Inger Marie Dalehefte, Georg Kristoffer Berg Fjalsett and Aslaug Kristiansen 9 A Public Health Approach to Inclusive Schools: Reconnecting Young People and Preventing Violent Extremism Dan Laitsch and Douglas S. McCall 10 Education for Democratic Citizenship through Values and Knowledge Education (VaKE) in Communities with Cultural Diversity: Fostering Migrants’ Competences for Integration in Austria Sieglinde Weyringer, Jean-Luc Patry, Natascha Diekmann and Lydia Linortner 11 Learning Civic Attitudes through Intergenerational Cooperation with ICT Tools: Promising Practices from Local Communities Joanna Leek and Marcin Rojek 12 Social Diversity, Migration, and Social Innovation: A New Vision of Society and Its Role in the Prevention of Extremism and Radicalization: Insights from Germany Ewa Bacia 13 Preventing Prejudices through Social Skills Training and Intergroup Contact between Refugee and Native Children Jan Pfetsch, Anja Schultze-Krumbholz and Laura M. Neumann 14 Migration and Citizenship Education: Addressing Challenges of Extremism and Radicalization in South Africa Saloshna Vandeyar Index
£95.20
Brill Contemplative Practices for Sustaining Wellness: Priorities for Research and Education
Book SynopsisContemplative Practices for Sustaining Wellness: Priorities for Research and Education continues ongoing studies exploring relationships between expressed emotions, physiological changes in breathing patterns, blood circulation and wellness, and use of interventions to live with chronic disease and, when possible, restore healthy functioning of the body. Unique aspects of the book's chapters include complementary approaches and practices for self-care, caring for others, and harmonizing universal energy. To ameliorate emotions and enhance wellness a variety of healing and contemplative practices are discussed, including breathing meditation and mindfulness in everyday activities. In so doing, authors address a diverse set of critical issues, including education, resilience, vulnerability, racism, misogyny, bigotry, and poverty.Table of ContentsPreface: Setting the Stage: Our Research on Emotion and Wellness List of Figures and Tables Notes on Contributors 1 Attaining and Sustaining Wellness Kenneth Tobin and Konstantinos Alexakos 2 Exploring Hidden Anxiety-Provoking Experiences through the Use of Oximeter Analysis and Cogenerative Dialogue Corinna Brathwaite 3 Ameliorating Disillusions: Navigating Stress Emotions in Teacher Education Shequana Wright-Chung 4 Living through a Pandemic: Exploring Emotions and Experiences of Living in the Time of the COVID-19 Pandemic through Narratives Anna Malyukova, Fatima Alexander, Mary Bullen, Maria Cadme, Xiao Ling He, Sara E. Johnson, Jenna Sclafani, Suellen Taragano and Tara Toye 5 Reflections from an In(discreet) Body Carolyne Ali-Khan 6 Restoring the Balance: The Sacred Union of Our Divine Feminine and Masculine Energies Sister Tibebwa 7 Generating Perspectives of Wellbeing in Aotearoa New Zealand: A Case for IronMāori Tabitha McKenzie, Joanna Higgins, Suskya Goodall and Grant Zouch 8 An Afro-Caribbean Science Teacher’s Quest for Healing: A Wellness Project Theila Smith 9 Transforming African American Cultural Identity through Dance as a Wellness Practice: An Autoethnographic Movement of Self-Recovery Francie Johnson 10 Personal and Environmental Wellness Eleanor A. Miele 11 Living with Depression Piyanate Chuychai 12 Reversing Osteoporosis: Lessons in Alignment Hema Daswani 13 Learning from Alternative Methods of Care and Wellbeing of a Loved One: Exploring the Potential of Jin Shin Jyutsu Ernest Andre Poole 14 “How Are You Today?” A Narrative, Introspective Look at the Relationship of Knowing and Feeling: An (Inter)Personal Narrative Ernest Andre Poole 15 Taking Agency; Walking Away and Coming Home: How COVID-19 Changed My Relationship to My Job, My Emotional Wellbeing and Exploring Alternatives to Food as a Coping Mechanism Corie A. McCallum 16 Wellness during Illness: Improving the Quality of Life through Health Literacy in Mexican Children and Adolescents with Chronic Kidney Disease Beatríz Verónica Panduro Espinoza and S. Lizette Ramos de Robles 17 Practicing Mindful Living as a Professional Learning Community in a Thai Elementary School Yau Yan Wong 18 Total Involvement with Life: Being-in-the-Flow Wolff-Michael Roth Index
£68.61
Brill Contemplative Practices for Sustaining Wellness: Priorities for Research and Education
Book SynopsisContemplative Practices for Sustaining Wellness: Priorities for Research and Education continues ongoing studies exploring relationships between expressed emotions, physiological changes in breathing patterns, blood circulation and wellness, and use of interventions to live with chronic disease and, when possible, restore healthy functioning of the body. Unique aspects of the book's chapters include complementary approaches and practices for self-care, caring for others, and harmonizing universal energy. To ameliorate emotions and enhance wellness a variety of healing and contemplative practices are discussed, including breathing meditation and mindfulness in everyday activities. In so doing, authors address a diverse set of critical issues, including education, resilience, vulnerability, racism, misogyny, bigotry, and poverty.Table of ContentsPreface: Setting the Stage: Our Research on Emotion and Wellness List of Figures and Tables Notes on Contributors 1 Attaining and Sustaining Wellness Kenneth Tobin and Konstantinos Alexakos 2 Exploring Hidden Anxiety-Provoking Experiences through the Use of Oximeter Analysis and Cogenerative Dialogue Corinna Brathwaite 3 Ameliorating Disillusions: Navigating Stress Emotions in Teacher Education Shequana Wright-Chung 4 Living through a Pandemic: Exploring Emotions and Experiences of Living in the Time of the COVID-19 Pandemic through Narratives Anna Malyukova, Fatima Alexander, Mary Bullen, Maria Cadme, Xiao Ling He, Sara E. Johnson, Jenna Sclafani, Suellen Taragano and Tara Toye 5 Reflections from an In(discreet) Body Carolyne Ali-Khan 6 Restoring the Balance: The Sacred Union of Our Divine Feminine and Masculine Energies Sister Tibebwa 7 Generating Perspectives of Wellbeing in Aotearoa New Zealand: A Case for IronMāori Tabitha McKenzie, Joanna Higgins, Suskya Goodall and Grant Zouch 8 An Afro-Caribbean Science Teacher’s Quest for Healing: A Wellness Project Theila Smith 9 Transforming African American Cultural Identity through Dance as a Wellness Practice: An Autoethnographic Movement of Self-Recovery Francie Johnson 10 Personal and Environmental Wellness Eleanor A. Miele 11 Living with Depression Piyanate Chuychai 12 Reversing Osteoporosis: Lessons in Alignment Hema Daswani 13 Learning from Alternative Methods of Care and Wellbeing of a Loved One: Exploring the Potential of Jin Shin Jyutsu Ernest Andre Poole 14 “How Are You Today?” A Narrative, Introspective Look at the Relationship of Knowing and Feeling: An (Inter)Personal Narrative Ernest Andre Poole 15 Taking Agency; Walking Away and Coming Home: How COVID-19 Changed My Relationship to My Job, My Emotional Wellbeing and Exploring Alternatives to Food as a Coping Mechanism Corie A. McCallum 16 Wellness during Illness: Improving the Quality of Life through Health Literacy in Mexican Children and Adolescents with Chronic Kidney Disease Beatríz Verónica Panduro Espinoza and S. Lizette Ramos de Robles 17 Practicing Mindful Living as a Professional Learning Community in a Thai Elementary School Yau Yan Wong 18 Total Involvement with Life: Being-in-the-Flow Wolff-Michael Roth Index
£158.40
Brill Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland
Book SynopsisTeachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools. In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.Table of ContentsPreface List of Figures and Tables 1 Introduction 2 Teaching as an Ethical Profession 1 Development of Professional Ethics in Recent Decades 2 Ethical Frameworks in Professional Ethics 3 Teachers’ Role in Supporting Student Development 4 Teachers’ Commitment to the Profession 5 Questions to Reflect on by Yourself or with Your Peers 3 Ethical Expertise in Teaching 1 The Development of Ethical Expertise 2 The Teacher as a Distributor of Justice 3 The Teacher as an Ethical Decision-Maker 4 The Teacher as an Ethical Discussant 5 Questions to Reflect on by Yourself or with Your Peers 4 Ethical Sensitivity in Teaching 1 Caring in Teachers’ Professional Ethics 2 What Is Ethical Sensitivity? 3 Ethical Sensitivity in Identifying and Solving Moral Dilemmas in Schools 4 Questions to Reflect on by Yourself or with Your Peers 5 The Purposeful Teacher 1 Purpose in Teacher’s Professional Ethics 2 Teachers’ Purposes 3 Purposeful Teaching 4 Students’ Purposes 5 Questions to Reflect on by Yourself or with Your Peers 6 From Teachers’ Implicit Beliefs to Ethical Actions 1 Teachers’ Reflection on Their Beliefs and Actions 2 Implications of Teachers’ Implicit Beliefs in Moral Education 3 Manifestations of Teacher’s Implicit Beliefs in Teaching – The Case of Anne 4 Promoting Equal Opportunities with a Growth Mindset Pedagogy 5 Questions to Reflect on by Yourself or with Your Peers 7 Building Moral Communities in Schools Appendix: Ethical code of Finnish Teachers References Index
£54.37
Brill Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland
Book SynopsisTeachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools. In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.Table of ContentsPreface List of Figures and Tables 1 Introduction 2 Teaching as an Ethical Profession 1 Development of Professional Ethics in Recent Decades 2 Ethical Frameworks in Professional Ethics 3 Teachers’ Role in Supporting Student Development 4 Teachers’ Commitment to the Profession 5 Questions to Reflect on by Yourself or with Your Peers 3 Ethical Expertise in Teaching 1 The Development of Ethical Expertise 2 The Teacher as a Distributor of Justice 3 The Teacher as an Ethical Decision-Maker 4 The Teacher as an Ethical Discussant 5 Questions to Reflect on by Yourself or with Your Peers 4 Ethical Sensitivity in Teaching 1 Caring in Teachers’ Professional Ethics 2 What Is Ethical Sensitivity? 3 Ethical Sensitivity in Identifying and Solving Moral Dilemmas in Schools 4 Questions to Reflect on by Yourself or with Your Peers 5 The Purposeful Teacher 1 Purpose in Teacher’s Professional Ethics 2 Teachers’ Purposes 3 Purposeful Teaching 4 Students’ Purposes 5 Questions to Reflect on by Yourself or with Your Peers 6 From Teachers’ Implicit Beliefs to Ethical Actions 1 Teachers’ Reflection on Their Beliefs and Actions 2 Implications of Teachers’ Implicit Beliefs in Moral Education 3 Manifestations of Teacher’s Implicit Beliefs in Teaching – The Case of Anne 4 Promoting Equal Opportunities with a Growth Mindset Pedagogy 5 Questions to Reflect on by Yourself or with Your Peers 7 Building Moral Communities in Schools Appendix: Ethical code of Finnish Teachers References Index
£84.80
Brill Ecocritical Perspectives in Teacher Education
Book SynopsisIn Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education. Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability. Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.Table of ContentsList of Figures and Tables Notes on Contributors 1 Ecocritical Perspectives in Teacher Education: An Introduction John Lupinacci, Alison Happel-Parkins and Rita Turner 2 Learn Globally, Teach Locally: Developing an EcoJustice Stance among Preservice Teachers through a Critical Place-Based Pedagogical Model Marissa E. Bellino and Greer Burroughs 3 Classroom Ecologies That (Re)Claim a Democratic Commons: A Dialogic Inquiry into Creative Coexistence and Value Creation in Teacher Praxis Melissa Bradford and Michio Okamura 4 The Specter of Enclosure in School Gardens: An Ecocritical Pedagogy for the Educational Commons Graham B. Slater, Robert G. Unzueta and Clayton Pierce 5 Saberes Curativos and Jardines-Huertos Silvia Patricia Solís 6 For the Birds: The Pedagogical Value of Drawing on Relationship-Focused Nature Writing Agnes C. Krynski 7 Bringing the Social and Ecological into Teacher Education: Place-Conscious Teacher Education for Cultivating Community Well-Being Kevin J. Holohan 8 Anarchism, EcoJustice, and Earth Democracy: An Eco-Anarchic Social Studies for the 21st Century Brandon Edwards-Schuth and John Lupinacci 9 The Greening of STEM: Teaching Mathematics Pedagogy within an Ecojustice Framework Nataly Chesky and Mark Wolfmeyer 10 The Cost of Unsettling America: Math Education for EcoJustice Emilia Maertens and Rebecca Martusewicz 11 Pedagogical Misanthropy in mother! Decentering the Human in Ecocritical Education JT Torres, Emma McMain and John Lupinacci 12 “Educated by the Jungle”: How Vedda Wisdom Can Impact Ecocritical Pedagogy Meneka Repka 13 Afterword John Lupinacci, Alison Happel-Parkins and Rita Turner Index
£52.80
Brill Large-Scale Technology Implementation Stories to Inspire Change
Book SynopsisTechnology-mediated learning is the reality of this digital age. Although a major disruptor, the global pandemic inspired innovation and collaboration to advance 21st century teaching and learning. Thus, leaders must understand the dynamics and complexities of large-scale technology implementations to realize educational gains. This includes the dynamics of procurement, instructional design, and the challenges from inadequate network security, internet and technology access to support faculty and learners. Through storytelling and narrative case studies, Large-Scale Technology Implementation Stories to Inspire Change provides evidence-based practices, practical strategies, and inclusive excellence considerations to any current or aspiring school leader. The diverse perspectives of institutional and industry leaders help school leaders discover opportunities resulting in more effective processes, partnerships, and technologies for engaging instruction and lasting change.Table of ContentsSeries Editors’ Foreword Anthony A. Piña and Christopher T. Miller Acknowledgements List of Figures and Tables Notes on Contributors 1 Introduction: Inspiring Leadership for Sustainable Change Robert Cobb, Jr. and Tonya B. Amankwatia 2 From Silos to Solutions: Implementing a Collaborative Technology Procurement Approach Sherri Yerk-Zwickl 3 Making the Cybersecurity Skills Case for Educational Technology Implementations Steve King, Abdolhossein Sarrafzadeh, Mohd Anwar and Tonya B. Amankwatia 4 National Collaboration for Large-Scale Change: The HESS Consortium Story Keith Fowlkes 5 A Narrative Case Study Scaling Complementary Project Management Processes and the Instructional Designer Role to Effect Technology Change F. Eamonn Powers 6 Implementing Course Design to Scale Bettyjo Bouchey, Michael Graham and Andi Koritari 7 The Pandemic Affect: DeSales University Jim Holton 8 Mitigating the Digital Divide by Leveraging On-Campus Partnerships Forrest Foster, Octavious Spruill, Stephen Bollinger and John C. Teleha 9 First-Generation Latinx Students’ Perspectives and Computer-Supported Collaborative Learning Lisa Andion 10 Taking the Long View: Evaluating and Monitoring the Sustainability of Educational Technologies Edward Dieterle and Kara McWilliams Index
£52.00
Brill Large-Scale Technology Implementation Stories to Inspire Change
Book SynopsisTechnology-mediated learning is the reality of this digital age. Although a major disruptor, the global pandemic inspired innovation and collaboration to advance 21st century teaching and learning. Thus, leaders must understand the dynamics and complexities of large-scale technology implementations to realize educational gains. This includes the dynamics of procurement, instructional design, and the challenges from inadequate network security, internet and technology access to support faculty and learners. Through storytelling and narrative case studies, Large-Scale Technology Implementation Stories to Inspire Change provides evidence-based practices, practical strategies, and inclusive excellence considerations to any current or aspiring school leader. The diverse perspectives of institutional and industry leaders help school leaders discover opportunities resulting in more effective processes, partnerships, and technologies for engaging instruction and lasting change.Table of ContentsSeries Editors’ Foreword Anthony A. Piña and Christopher T. Miller Acknowledgements List of Figures and Tables Notes on Contributors 1 Introduction: Inspiring Leadership for Sustainable Change Robert Cobb, Jr. and Tonya B. Amankwatia 2 From Silos to Solutions: Implementing a Collaborative Technology Procurement Approach Sherri Yerk-Zwickl 3 Making the Cybersecurity Skills Case for Educational Technology Implementations Steve King, Abdolhossein Sarrafzadeh, Mohd Anwar and Tonya B. Amankwatia 4 National Collaboration for Large-Scale Change: The HESS Consortium Story Keith Fowlkes 5 A Narrative Case Study Scaling Complementary Project Management Processes and the Instructional Designer Role to Effect Technology Change F. Eamonn Powers 6 Implementing Course Design to Scale Bettyjo Bouchey, Michael Graham and Andi Koritari 7 The Pandemic Affect: DeSales University Jim Holton 8 Mitigating the Digital Divide by Leveraging On-Campus Partnerships Forrest Foster, Octavious Spruill, Stephen Bollinger and John C. Teleha 9 First-Generation Latinx Students’ Perspectives and Computer-Supported Collaborative Learning Lisa Andion 10 Taking the Long View: Evaluating and Monitoring the Sustainability of Educational Technologies Edward Dieterle and Kara McWilliams Index
£94.40
Brill Miami Virtue: Choragraphy of the Virtual City
Book SynopsisThe Florida Research Ensemble (Ulmer, Revelle, Freeman and Tilson) is an interdisciplinary collaborative arts and research group developing choragraphy, a method of inquiry which applies modernist arts practices and poststructural theory to the design and testing of image as category. The authors argue that image categories functions for networked digital media the way Aristotle's word categories functioned for literate concepts. “Chora” was retrieved for contemporary philosophy by Jacques Derrida, in the context of his deconstruction of Western metaphysics. Grounded in grammatology (the history and theory of writing), Derrida’s critique of Being and Becoming as primary concepts of reality is that the category or classification system invented within literacy is not adequate for the apparatus of electracy that has developed since the industrial revolution. The FRE project in Miami designed and tested a prototype for a choral category, capable of coordinating real places, cultural collective information, digital technologies, and personal experience. Miami Virtue tested choragraphy as a method for adopting a particular region (the Miami River), including primary discourses organizing its lifeworld, and articulating it as a category of thought. The designed and recorded virtual site functions for electracy the way concepts function for literacy: as a navigable set supporting holistic intelligence and public discourse.Table of ContentsForeword Madison Jones Preface Outline Acknowledgments Introduction: The EmerAgency PART 1: Miami – Image 1 Occasion 2 Place 3 Situation 4 Encounter 5 Memory PART 2: Myami – Narrative 6 Allegory 7 Mystory 1: Family 8 Mystory 2: Entertainment 9 Mystory 3: History 10 Mystory 4: Theory PART 3: Miautre – Oracle 11 Reading 12 Invention 13 Jazz 14 Vortex 15 Choramancy Afterword: Electrate Virtue Gregory L. Ulmer and John Craig Freeman Works Cited
£55.96
Brill Miami Virtue: Choragraphy of the Virtual City
Book SynopsisThe Florida Research Ensemble (Ulmer, Revelle, Freeman and Tilson) is an interdisciplinary collaborative arts and research group developing choragraphy, a method of inquiry which applies modernist arts practices and poststructural theory to the design and testing of image as category. The authors argue that image categories functions for networked digital media the way Aristotle's word categories functioned for literate concepts. “Chora” was retrieved for contemporary philosophy by Jacques Derrida, in the context of his deconstruction of Western metaphysics. Grounded in grammatology (the history and theory of writing), Derrida’s critique of Being and Becoming as primary concepts of reality is that the category or classification system invented within literacy is not adequate for the apparatus of electracy that has developed since the industrial revolution. The FRE project in Miami designed and tested a prototype for a choral category, capable of coordinating real places, cultural collective information, digital technologies, and personal experience. Miami Virtue tested choragraphy as a method for adopting a particular region (the Miami River), including primary discourses organizing its lifeworld, and articulating it as a category of thought. The designed and recorded virtual site functions for electracy the way concepts function for literacy: as a navigable set supporting holistic intelligence and public discourse.Table of ContentsForeword Madison Jones Preface Outline Acknowledgments Introduction: The EmerAgency PART 1: Miami – Image 1 Occasion 2 Place 3 Situation 4 Encounter 5 Memory PART 2: Myami – Narrative 6 Allegory 7 Mystory 1: Family 8 Mystory 2: Entertainment 9 Mystory 3: History 10 Mystory 4: Theory PART 3: Miautre – Oracle 11 Reading 12 Invention 13 Jazz 14 Vortex 15 Choramancy Afterword: Electrate Virtue Gregory L. Ulmer and John Craig Freeman Works Cited
£146.40
Brill The Women’s Music Movement: Music as Feminist Praxis, 1973–1980
Book SynopsisScholarship on artistic output during second wave feminism (SWF) primarily reflects art-genres such as visual art, performance art, literature, and poetry. In The Women’s Music Movement: Music as Feminist Praxis, 1973–1980, Paul Ambrose Shaw III contends the women’s music movement (WMM) was a vibrant locus of feminist activity during SWF but received comparatively less scholarly attention. Specifically, Shaw conducts a content analysis of five songs recorded between 1973 and 1980. As such, he draws on musical elements and structures, poetic and lyrical devices, personal insights from the artists, and feminist theory to explore the following important questions: What can we learn about second wave feminist movement through the lens of the women’s music movement? Was the women’s music movement, as some scholars and activists assert, simply a cultural and lifestyle movement, or an impactful locus of feminist praxis? Through a detailed analysis of five songs recorded by stalwarts of WMM—Meg Christian, Cris Williamson, Ferron, Holly Near, and Linda Tillery—Shaw argues for the importance of WMM as a vibrant center of struggle, growth, and creativity that serves as a model for modern social movement cultural activity.Table of ContentsPreface Acknowledgements Introduction: Why This Study? 1 How a Musical Lens Can Inform SWF Narratives 1 Feminism and Women’s Music: Definitions, Context, and Terms 1 Intersectionality 2 Background 3 Context 4 Abbreviations 2 Considerations: Epistemology, Feminist Criteria, Gender and Pop 1 Epistemology and Feminist Art Criteria 2 A Case for more Musical, Lyrical (Semiotic) Scholarship: Gender and Pop 3 Music as Social, Personal, and Political 4 Analysis Process: Limitations, the Songwriters, and the Songs 1 A Note on Process 2 Limitations and Assumptions 3 The Songwriters 4 The Songs 5 Meg Christian’s “Valentine Song” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 3 Form and Style (Variation, Unity, Repetition) 4 Dynamics 5 Musical Example 6 Timbre (Color, Tone, Inflection) 7 Lyrics 8 Valentine Song (Meg Christian) Guitar Capo 1st Fret (actual key-Ab) 9 “Valentine Song” Conclusion 6 Ferron’s “Ain’t Life a Brook” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Musical Example 3 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 4 Form and Style (Variation, Unity, Repetition) 5 Dynamics 6 Timbre (Color, Tone, Inflection) 7 Lyrics 8 Ain’t Life a Brook (Ferron) Guitar Capo 7th Fret (Actual Key-D) 9 “Ain’t Life a Brook” Conclusion 7 Cris Williamson’s “Sister” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 3 Form and Style (Variation, Unity, Repetition) 4 Dynamics 5 Musical Example 6 Timbre (Color, Tone, Inflection) 7 Lyrics 8 Sister (Cris Williamson) Original Key-C (for Piano or Guitar) 9 “Sister” Conclusion 8 Holly Near’s “Riverboat” 1 A Note on Inclusion: Why Near? 2 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 3 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 4 Form and Style (Variation, Unity, Repetition) 5 Dynamics 6 Timbre (Color, Tone, Inflection) 7 Musical Example 8 Lyrics 9 Riverboat (Holly Near) Original Key-D (for Piano or Guitar) 10 “Riverboat” Conclusion 9 Linda Tillery’s “Womanly Way” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Musical Example 3 Musical Example 4 Musical Example 5 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 6 Form and Style (Variation, Unity, Repetition) 7 Dynamics 8 Timbre (Color, Tone, Inflection) 9 Lyrics 10 Womanly Way (Linda Tillery) Original Key-Bb (for Piano or Guitar) 11 “Womanly Way” Conclusion 10 Women’s Music Movement Conclusion References Index
£53.58
Brill The Women’s Music Movement: Music as Feminist Praxis, 1973–1980
Book SynopsisScholarship on artistic output during second wave feminism (SWF) primarily reflects art-genres such as visual art, performance art, literature, and poetry. In The Women’s Music Movement: Music as Feminist Praxis, 1973–1980, Paul Ambrose Shaw III contends the women’s music movement (WMM) was a vibrant locus of feminist activity during SWF but received comparatively less scholarly attention. Specifically, Shaw conducts a content analysis of five songs recorded between 1973 and 1980. As such, he draws on musical elements and structures, poetic and lyrical devices, personal insights from the artists, and feminist theory to explore the following important questions: What can we learn about second wave feminist movement through the lens of the women’s music movement? Was the women’s music movement, as some scholars and activists assert, simply a cultural and lifestyle movement, or an impactful locus of feminist praxis? Through a detailed analysis of five songs recorded by stalwarts of WMM—Meg Christian, Cris Williamson, Ferron, Holly Near, and Linda Tillery—Shaw argues for the importance of WMM as a vibrant center of struggle, growth, and creativity that serves as a model for modern social movement cultural activity.Table of ContentsPreface Acknowledgements Introduction: Why This Study? 1 How a Musical Lens Can Inform SWF Narratives 1 Feminism and Women’s Music: Definitions, Context, and Terms 1 Intersectionality 2 Background 3 Context 4 Abbreviations 2 Considerations: Epistemology, Feminist Criteria, Gender and Pop 1 Epistemology and Feminist Art Criteria 2 A Case for more Musical, Lyrical (Semiotic) Scholarship: Gender and Pop 3 Music as Social, Personal, and Political 4 Analysis Process: Limitations, the Songwriters, and the Songs 1 A Note on Process 2 Limitations and Assumptions 3 The Songwriters 4 The Songs 5 Meg Christian’s “Valentine Song” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 3 Form and Style (Variation, Unity, Repetition) 4 Dynamics 5 Musical Example 6 Timbre (Color, Tone, Inflection) 7 Lyrics 8 Valentine Song (Meg Christian) Guitar Capo 1st Fret (actual key-Ab) 9 “Valentine Song” Conclusion 6 Ferron’s “Ain’t Life a Brook” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Musical Example 3 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 4 Form and Style (Variation, Unity, Repetition) 5 Dynamics 6 Timbre (Color, Tone, Inflection) 7 Lyrics 8 Ain’t Life a Brook (Ferron) Guitar Capo 7th Fret (Actual Key-D) 9 “Ain’t Life a Brook” Conclusion 7 Cris Williamson’s “Sister” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 3 Form and Style (Variation, Unity, Repetition) 4 Dynamics 5 Musical Example 6 Timbre (Color, Tone, Inflection) 7 Lyrics 8 Sister (Cris Williamson) Original Key-C (for Piano or Guitar) 9 “Sister” Conclusion 8 Holly Near’s “Riverboat” 1 A Note on Inclusion: Why Near? 2 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 3 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 4 Form and Style (Variation, Unity, Repetition) 5 Dynamics 6 Timbre (Color, Tone, Inflection) 7 Musical Example 8 Lyrics 9 Riverboat (Holly Near) Original Key-D (for Piano or Guitar) 10 “Riverboat” Conclusion 9 Linda Tillery’s “Womanly Way” 1 Rhythm (Foundational Rhythm, Time Signature, Tempo, Delay, Anticipation, Repetition) 2 Musical Example 3 Musical Example 4 Musical Example 5 Melodic and Harmonic Features (Key Signature, Vocal Range, Homophony, Polyphony, Texture) 6 Form and Style (Variation, Unity, Repetition) 7 Dynamics 8 Timbre (Color, Tone, Inflection) 9 Lyrics 10 Womanly Way (Linda Tillery) Original Key-Bb (for Piano or Guitar) 11 “Womanly Way” Conclusion 10 Women’s Music Movement Conclusion References Index
£86.40
Brill A Nomadic Pedagogy about Technology: Teaching the Ongoing Process of Becoming Ethnotechnologically Literate
Book SynopsisAlthough technology education is in desperate need of reform, the new refuses to be born. Despite the introduction of technological literacy, the evolving merger with science, mathematics and engineering (STEM), and even a proposed merger between STEM and the arts (STEAM), nothing has changed. The subject continues to be a craft-based, vocationally orientated subject. Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence. Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.Table of ContentsPreface Acknowledgements List of Figures 1 Introduction: Setting the Scene 1 A Brief Outline of the Chapters 2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy? 1 Introduction 2 So, What Is Technology? 3 So, What Is Technique? 4 Carl Mitcham’s Four Concepts of Knowledge Relating to Technology and Technique 5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy 3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy? 1 Introduction 2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371) 3 Conceptual Issues That Are Lacking in Craft-Based Technology Education 4 The Industrial Revolution 5 The Problems Encountered with Technology Education’s Reformation 6 A New Age for Ethnotechnological Literacy 7 Concluding Remarks on This Chapter 4 What Are the Philosophical Foundations for a New Nomadic Pedagogy? 1 Gilbert Simondon 2 Friedrich Nietzsche 3 Van Riessen 4 Bernard Stiegler 5 Deleuze, Guattari and Simondon on the Concept of Becoming 6 The Becoming of Being 7 The Concept of Assemblages or Multiplicities 8 Simondon and the Concept of Individuation 9 The Relationship between Individuation and Its Associated Milieu 10 The Associated Milieu 11 The Pre-Individual State 5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective? 1 Introduction 2 Is Being Human Becoming Machine? 3 Exosomatic Evolution 4 From Being Human to Becoming Cyborg? 6 Philosophical Concepts Related to Teaching about Technology: Introducing the Concepts of Nomadism, Transversality, the Virtual, the Fold and Subjectivity, as Crucial Aspects in Teaching and Learning the Ongoing Process of Becoming Ethnotechnologically Literate 1 Becoming Proactive and Progressive v Being Reactive and Regressive 2 Introducing the Concept of Bildung 3 The Importance of Young People Having Voice 4 The Concept of Transversality 5 Deleuze and Guattari’s Concept of Nomadism 6 Virtuality and the Fold 7 The Concept of Subjectivity 8 Pedagogies for Learning Ethnotechnological Literacy 9 Moby Dick and the Lorax 7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology? 1 A Nomadic Pedagogy of Education (Bildung) about Technology 2 Becoming Nomad in Education about Technology 3 A Nomadic Pedagogy for Education about Technology 4 Célestine Freinet: BD&G (An Unwitting Educational Nomadologist) 5 Teaching Nomadic Education about Technology à la Freinet 8 Concluding Remarks and a Final Argument for a Progressive Education References Index
£51.21
Brill A Nomadic Pedagogy about Technology: Teaching the Ongoing Process of Becoming Ethnotechnologically Literate
Book SynopsisAlthough technology education is in desperate need of reform, the new refuses to be born. Despite the introduction of technological literacy, the evolving merger with science, mathematics and engineering (STEM), and even a proposed merger between STEM and the arts (STEAM), nothing has changed. The subject continues to be a craft-based, vocationally orientated subject. Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence. Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.Table of ContentsPreface Acknowledgements List of Figures 1 Introduction: Setting the Scene 1 A Brief Outline of the Chapters 2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy? 1 Introduction 2 So, What Is Technology? 3 So, What Is Technique? 4 Carl Mitcham’s Four Concepts of Knowledge Relating to Technology and Technique 5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy 3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy? 1 Introduction 2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371) 3 Conceptual Issues That Are Lacking in Craft-Based Technology Education 4 The Industrial Revolution 5 The Problems Encountered with Technology Education’s Reformation 6 A New Age for Ethnotechnological Literacy 7 Concluding Remarks on This Chapter 4 What Are the Philosophical Foundations for a New Nomadic Pedagogy? 1 Gilbert Simondon 2 Friedrich Nietzsche 3 Van Riessen 4 Bernard Stiegler 5 Deleuze, Guattari and Simondon on the Concept of Becoming 6 The Becoming of Being 7 The Concept of Assemblages or Multiplicities 8 Simondon and the Concept of Individuation 9 The Relationship between Individuation and Its Associated Milieu 10 The Associated Milieu 11 The Pre-Individual State 5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective? 1 Introduction 2 Is Being Human Becoming Machine? 3 Exosomatic Evolution 4 From Being Human to Becoming Cyborg? 6 Philosophical Concepts Related to Teaching about Technology: Introducing the Concepts of Nomadism, Transversality, the Virtual, the Fold and Subjectivity, as Crucial Aspects in Teaching and Learning the Ongoing Process of Becoming Ethnotechnologically Literate 1 Becoming Proactive and Progressive v Being Reactive and Regressive 2 Introducing the Concept of Bildung 3 The Importance of Young People Having Voice 4 The Concept of Transversality 5 Deleuze and Guattari’s Concept of Nomadism 6 Virtuality and the Fold 7 The Concept of Subjectivity 8 Pedagogies for Learning Ethnotechnological Literacy 9 Moby Dick and the Lorax 7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology? 1 A Nomadic Pedagogy of Education (Bildung) about Technology 2 Becoming Nomad in Education about Technology 3 A Nomadic Pedagogy for Education about Technology 4 Célestine Freinet: BD&G (An Unwitting Educational Nomadologist) 5 Teaching Nomadic Education about Technology à la Freinet 8 Concluding Remarks and a Final Argument for a Progressive Education References Index
£121.60
Brill New Civics, New Citizens: Critical, Competent, and Responsible Agents
Book SynopsisA 2023 CIES Book of the Month pick! How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts?Trade ReviewWatch the author discuss this topic here.Table of ContentsAcknowledgements Notes on Contributors Introduction: New Civics, New Citizens: Critical, Competent and Responsible Agents Helen Haste and Janine Bempechat PART 1: Domain 1: Civic Identities and Forms of Participation 1 Is It Radical to Be Kind? New Civic Education in the Era of Young People’s Dissent Benjamin Bowman 2 What Does ‘Belonging’ Mean? The Goals and Tensions of Dual Identity Pinar Burcu Güner 3 Not Everyone Thinks It’s Bad: A Study of Teenagers’ Attitudes towards Cyberbullying Arvid Nagel, Horst Biedermann and Fritz Oser 4 Wasteful, Wary, or Wishful: Chinese Teachers’ Perceptions of Students’ Civic Duties Siwen Zhang Minero PART 2: Domain 2: What Are the Sources of Concepts, Discourses, and Definitions? 5 An Unexpected Moral Lesson from High School Science among Chinese Adolescents Chen Chen 6 The Rural-Urban Divide and the Making of the Chinese Citizen: Past and Present Xin Xiang 7 The Moral and Ethical Dimensions of Citizenship Education: Ordinary Ethics of Student Government in Chinese Classrooms Liu Jiang 8 Conference of the Oppressed: Lecture-Performing the Science Poster Presentation Alen Agaronov PART 3: Domain 3: Contemporary Debates and Controversial Issues around Civic and Socio-Political Questions 9 Abnormal Justice and School Closure Jacob Fay 10 Anti-Discrimination as Institutional New Civics, or In Loco Parentis by a Different Name? Matthew Patrick Shaw 11 Reciprocity in Practice: Using Deliberative Democratic Theory to Reframe and Improve Teacher Professional Development James Noonan 12 Locating Empowerment and Technical Intuition in How We Frame U.S. Civic Education Erhardt Graeff PART 4: Domain 4: Educational Practice and Pedagogy 13 Cultivating Democratic Climates in Primary School Classrooms in Colombia: Pastors, Radical Democrats, Semi-Democrats, and Tyrants Sanjay K. Nanwani 14 The ABC s of Citizenship: Why Social Skills Matter for Preschoolers’ Early Math and (Later) Civic Skills Bonnie B. Mackintosh 15 How Mock Elections May (Not) Promote Thick Democratic Engagement Isolde de Groot 16 ‘Beyond Two-Sided Stories’: Multi-Perspectivity in History and Civic Learning Everardo Perez-Manjarrez Index
£55.17
Brill New Civics, New Citizens: Critical, Competent, and Responsible Agents
Book SynopsisA 2023 CIES Book of the Month pick! How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts?Trade ReviewWatch the author discuss this topic here.Table of ContentsAcknowledgements Notes on Contributors Introduction: New Civics, New Citizens: Critical, Competent and Responsible Agents Helen Haste and Janine Bempechat PART 1: Domain 1: Civic Identities and Forms of Participation 1 Is It Radical to Be Kind? New Civic Education in the Era of Young People’s Dissent Benjamin Bowman 2 What Does ‘Belonging’ Mean? The Goals and Tensions of Dual Identity Pinar Burcu Güner 3 Not Everyone Thinks It’s Bad: A Study of Teenagers’ Attitudes towards Cyberbullying Arvid Nagel, Horst Biedermann and Fritz Oser 4 Wasteful, Wary, or Wishful: Chinese Teachers’ Perceptions of Students’ Civic Duties Siwen Zhang Minero PART 2: Domain 2: What Are the Sources of Concepts, Discourses, and Definitions? 5 An Unexpected Moral Lesson from High School Science among Chinese Adolescents Chen Chen 6 The Rural-Urban Divide and the Making of the Chinese Citizen: Past and Present Xin Xiang 7 The Moral and Ethical Dimensions of Citizenship Education: Ordinary Ethics of Student Government in Chinese Classrooms Liu Jiang 8 Conference of the Oppressed: Lecture-Performing the Science Poster Presentation Alen Agaronov PART 3: Domain 3: Contemporary Debates and Controversial Issues around Civic and Socio-Political Questions 9 Abnormal Justice and School Closure Jacob Fay 10 Anti-Discrimination as Institutional New Civics, or In Loco Parentis by a Different Name? Matthew Patrick Shaw 11 Reciprocity in Practice: Using Deliberative Democratic Theory to Reframe and Improve Teacher Professional Development James Noonan 12 Locating Empowerment and Technical Intuition in How We Frame U.S. Civic Education Erhardt Graeff PART 4: Domain 4: Educational Practice and Pedagogy 13 Cultivating Democratic Climates in Primary School Classrooms in Colombia: Pastors, Radical Democrats, Semi-Democrats, and Tyrants Sanjay K. Nanwani 14 The ABC s of Citizenship: Why Social Skills Matter for Preschoolers’ Early Math and (Later) Civic Skills Bonnie B. Mackintosh 15 How Mock Elections May (Not) Promote Thick Democratic Engagement Isolde de Groot 16 ‘Beyond Two-Sided Stories’: Multi-Perspectivity in History and Civic Learning Everardo Perez-Manjarrez Index
£132.80
Brill The Lonnin Project: Making and Writing a Genre-Fluid Novel in Verse
Book SynopsisLonnin, an English dialect word, means a shared and borrowed, unofficial, track. The Lonnin Project is deliberately genre fluid, designed to resist classification by algorithm – an illustrated verse-novel and account of a creative process in which images, objects and texts are mutually affective. A quest for belonging, and the fickleness of recall in a fragile world, affect key characters in the narrative and the hybrid Project, which, in its entirety, explores creative outputs as a reciprocal refinement between image and text, reversing the habit of thought that prioritizes creative writing over art production. Here text is provisional until the visual illustrations are settled. This creative strategy has been relatively unexplored and so provides a useful guide for practice-based researchers, particularly those interested in Performance Writing. Unusually, the text initially precedes and provokes 3D artworks which claim to belong to characters in the novel. These objects are slowly hand-built from sustainable, repurposed materials to become the antithesis of ‘merchandise’, occupying a mythical realm between the invented world of the story and material reality, where lonnin claims history resides. The objects are then re-expressed as 2D illustrations, refined to become cyanotypes, which subsequently modify the writing that originally inspired them.Table of ContentsPrologue: From the Atelier: Some Kind of Prologue Lonnin Epilogue: Some Kind of Epilogue
£55.96
Brill The Lonnin Project: Making and Writing a Genre-Fluid Novel in Verse
Book SynopsisLonnin, an English dialect word, means a shared and borrowed, unofficial, track. The Lonnin Project is deliberately genre fluid, designed to resist classification by algorithm – an illustrated verse-novel and account of a creative process in which images, objects and texts are mutually affective. A quest for belonging, and the fickleness of recall in a fragile world, affect key characters in the narrative and the hybrid Project, which, in its entirety, explores creative outputs as a reciprocal refinement between image and text, reversing the habit of thought that prioritizes creative writing over art production. Here text is provisional until the visual illustrations are settled. This creative strategy has been relatively unexplored and so provides a useful guide for practice-based researchers, particularly those interested in Performance Writing. Unusually, the text initially precedes and provokes 3D artworks which claim to belong to characters in the novel. These objects are slowly hand-built from sustainable, repurposed materials to become the antithesis of ‘merchandise’, occupying a mythical realm between the invented world of the story and material reality, where lonnin claims history resides. The objects are then re-expressed as 2D illustrations, refined to become cyanotypes, which subsequently modify the writing that originally inspired them.Table of ContentsPrologue: From the Atelier: Some Kind of Prologue Lonnin Epilogue: Some Kind of Epilogue
£96.00
Brill Teaching Elementary Social Studies for Scholarship, Civic Engagement, and Mental Health: The Revolution WILL Be Dramatized
Book SynopsisThe virtual community approach described in this book offers over fifty detailed lesson plans that cover the entire social studies curriculum, while also empowering the emotional intelligence of elementary students. Based on the standards, concepts, information and skills established by the National Council for the Social Studies, the virtual community program accommodates all grade levels and learning styles, providing a template that allows teachers to plug in vocabulary, concepts and skills from local 1st through 5th grade classroom texts. Students collaborate to locate and create municipalities, fictitious cities and towns, in which they build, live, debate, vote, legislate, start up businesses, celebrate histories, brainstorm ideas, engineer innovations, and navigate encounters of everyday life in roles of their choosing. With over a decade of facilitating the program with elementary school students, Lee Chasen presents a theoretical and practical recipe for integrating full spectrum learning with therapeutic agency, a child's natural, inherent ability for seeking emotional balance, to create a rich, meaningful, personalized approach to development that restores the neurological dynamic in which the brain best functions and children love to learn. Part cheerleader, Chasen encourages teachers to take on the program and re-imagine what our schools are capable of.Table of ContentsIntroduction: A Crisis of Crises 1 Concepts and Construction 1 Studied Social Overview 2 Cognition and Full Spectrum Learning 3 Emotional Intelligence, Social Emotional Learning, and Mental Health 4 Drama: Director of Operations 5 Civic Engagement and Meaningful Experience 2 Individuals in Communities 1 Lesson 1: What in the World Is Social Studies? 2 Lesson 2: Establishing Individuality within Community 3 Lesson 3: Good Citizenship 3 Geography, Symbolic Representation, and Visual Composition 1 Lesson 4: Where in the World? 2 Lesson 5: Virtual Community Research 3 Lesson 6: Urban, Suburban, or Rural? 4 Lesson 7: Flags, Symbols and Mottoes of Virtual Community 5 Lesson 8: Scene It: Creating Virtual Environment Vistas 4 Constructing Character 1 Lesson 9: Individual Needs, Classroom Rules, Virtual Community Laws 2 Lesson 10: Emotional Intelligence: Grounding the Content of Character 3 Lesson 11: Declaring Independence/Establishing Human Rights 5 Historical Contexts 1 Lesson 12: Map It: Locating the Lay of the Land 2 Lesson 13: How Did We Get Here? Founding Mothers and Fathers 3 Lesson 14: Making History: Shared Experiences/Ancestral Stories 6 Government of the People 1 Lesson 15: Town Hall Meeting! Foundations of Self-Governance 2 Lesson 16: Declaring Candidacy 3 Lesson 17: Candidates Debate 4 Lesson 18: Election Day 5 Lesson 19: Legislative Session 7 Disaster Relief 1 Lesson 20: Municipal Staffing and Emergency Management 2 Lesson 21: Disaster Strikes! 3 Lesson 22: Extra! Extra! Read All about It! 4 Lesson 23: Commemoration and Closure 5 Lesson 24: Portfolio Design and Assessment 8 Moving On: Free Market Economy 9 Innovation and Technology 1 Lesson 44: Engineering Solutions 2 Lesson 45: Invention Convention 10 Commercial Appeal/Rewards of Citizenship 1 Lesson 46: Creative Collaborations and Nominations 2 Lesson 47: Production Values and Awards 3 Lesson 48: Virtual Community Closure/Portfolio Design and Assessment 4 Behind the Scenes 5 Final Thoughts References Index
£55.96
Brill Teaching Elementary Social Studies for Scholarship, Civic Engagement, and Mental Health: The Revolution WILL Be Dramatized
Book SynopsisThe virtual community approach described in this book offers over fifty detailed lesson plans that cover the entire social studies curriculum, while also empowering the emotional intelligence of elementary students. Based on the standards, concepts, information and skills established by the National Council for the Social Studies, the virtual community program accommodates all grade levels and learning styles, providing a template that allows teachers to plug in vocabulary, concepts and skills from local 1st through 5th grade classroom texts. Students collaborate to locate and create municipalities, fictitious cities and towns, in which they build, live, debate, vote, legislate, start up businesses, celebrate histories, brainstorm ideas, engineer innovations, and navigate encounters of everyday life in roles of their choosing. With over a decade of facilitating the program with elementary school students, Lee Chasen presents a theoretical and practical recipe for integrating full spectrum learning with therapeutic agency, a child's natural, inherent ability for seeking emotional balance, to create a rich, meaningful, personalized approach to development that restores the neurological dynamic in which the brain best functions and children love to learn. Part cheerleader, Chasen encourages teachers to take on the program and re-imagine what our schools are capable of.Table of ContentsIntroduction: A Crisis of Crises 1 Concepts and Construction 1 Studied Social Overview 2 Cognition and Full Spectrum Learning 3 Emotional Intelligence, Social Emotional Learning, and Mental Health 4 Drama: Director of Operations 5 Civic Engagement and Meaningful Experience 2 Individuals in Communities 1 Lesson 1: What in the World Is Social Studies? 2 Lesson 2: Establishing Individuality within Community 3 Lesson 3: Good Citizenship 3 Geography, Symbolic Representation, and Visual Composition 1 Lesson 4: Where in the World? 2 Lesson 5: Virtual Community Research 3 Lesson 6: Urban, Suburban, or Rural? 4 Lesson 7: Flags, Symbols and Mottoes of Virtual Community 5 Lesson 8: Scene It: Creating Virtual Environment Vistas 4 Constructing Character 1 Lesson 9: Individual Needs, Classroom Rules, Virtual Community Laws 2 Lesson 10: Emotional Intelligence: Grounding the Content of Character 3 Lesson 11: Declaring Independence/Establishing Human Rights 5 Historical Contexts 1 Lesson 12: Map It: Locating the Lay of the Land 2 Lesson 13: How Did We Get Here? Founding Mothers and Fathers 3 Lesson 14: Making History: Shared Experiences/Ancestral Stories 6 Government of the People 1 Lesson 15: Town Hall Meeting! Foundations of Self-Governance 2 Lesson 16: Declaring Candidacy 3 Lesson 17: Candidates Debate 4 Lesson 18: Election Day 5 Lesson 19: Legislative Session 7 Disaster Relief 1 Lesson 20: Municipal Staffing and Emergency Management 2 Lesson 21: Disaster Strikes! 3 Lesson 22: Extra! Extra! Read All about It! 4 Lesson 23: Commemoration and Closure 5 Lesson 24: Portfolio Design and Assessment 8 Moving On: Free Market Economy 9 Innovation and Technology 1 Lesson 44: Engineering Solutions 2 Lesson 45: Invention Convention 10 Commercial Appeal/Rewards of Citizenship 1 Lesson 46: Creative Collaborations and Nominations 2 Lesson 47: Production Values and Awards 3 Lesson 48: Virtual Community Closure/Portfolio Design and Assessment 4 Behind the Scenes 5 Final Thoughts References Index
£100.80
Brill COVID-19 and the (Broken) Promise of Education for Sustainable Development : A Case Study from Postcolonial Pakistan
Book SynopsisThe book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, governments and NGOs in postcolonial Pakistan. Drawing on the extensive knowledge and experience that the authors bring to these challenges – this case study of the ‘broken promise’ of education for sustainable development will have significant impact in post COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world.Table of ContentsAcknowledgments Introduction: Education, Teacher Education and Sustainable Development in COVID ‘Normal’ Pakistan 1 Postcolonial Pakistan: A History of Development Challenges and Crises 2 COVID-19 and Public Health, Education, Development and Policy Responses in Pakistan 3 Post COVID Recovery Scenarios for Pakistan: Education, Teacher Education and the UN SDGs 4 Structure of the Book 1 Waadey 1 Introduction: Young People, Education and Skills in Post-COVID Pakistan 2 Disparities, Inclusion and Quality of Learning in Pakistan 3 COVID-19, the Digital Divide, and the Promise of Technology in a Post-Pandemic Education Recovery 4 Disparities in Young People’s Education and Skills, and the Challenges for Development for All 5 Discussion: Widening Disparities and the Politics of Education Policy 2 Hazaar Jaama 1 Introduction: Curriculum, Pedagogy and Technology 2 Education Systems, Curriculum, Social Division and Other Fragments 3 Public Schools 4 The Pandemic’s Amplification of the Limits and Possibilities of Classroom-based Schooling in Postcolonial Pakistan 5 Education and Technology: Policy Responses to ICT and Pedagogy in Pakistan’s Schools 6 Discussion: Education, ICT and Neocolonialism 3 Tazabzub 1 Introduction: Teacher Education and Professionalism in 21st Century Pakistan 2 Teacher Professionalism, Status and Shortages in Pakistan 3 Teacher Education and Professional Development 4 Donor Agencies and Teacher Education and Professional Development 5 Discussion: The UN SDG s, Neoliberal Globalisation and more Appropriate Models for Teacher Education 4 Taaluqat 1 Introduction: Teacher Leadership and School Governance in Postcolonial Pakistan 2 Educational Leadership, Hierarchical Structures and Policy Processes 3 Teachers’ Reimagining Their Roles in Policy and Practice: Building Resilient Education Systems 4 School Leadership and Governance: Coping with and Moving beyond the Pandemic 5 Discussion: Codesigning Decentralised and Responsible Governance and Leadership Strategies 5 Sarguzasht 1 Introduction: COVID-19, and Lessons from the (Broken) Promise of Education for Sustainable Development in Postcolonial Nation States 2 The Problem of the ‘Personal’ 3 Conclusions 4 Javed’s Conclusions 5 Mir’s Conclusions 6 Sher’s Conclusions 7 Seth’s Conclusions 8 Peter’s Conclusions 9 Scott’s Conclusions References Index
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