Education / Educational sciences / Pedagogy Books

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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Book SynopsisIn an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potential of next-generation students in constructing knowledge, understanding, supporting, and advancing skills in their chosen fields. In the past decades, scientists and educational researchers are developing a new understanding of how the brain works and gaining knowledge of brain research that can transform how they teach in class. Recent discoveries in non-invasive brain imaging and cognitive neuroscience are providing fresh perspectives and mechanisms of learning. The chapters in this book will portray theoretical frameworks, thought-provoking ideas, and promising efforts in framing new science of learning.Table of ContentsList of Figures and Tables Notes on Contributors 1 Mind, Brain, and Education: Shaping the Future of Learning  Myint Swe Khine and Issa Saleh 2 The Synthesising Mind  Howard Gardner 3 What Brain Imaging Research and Science of Reading Can Do for Arabic Language Teaching & Learning  Hanada Taha-Thomure 4 Independent Learning and the Essential Role of Feedback  Heather Kanuka 5 Re-discovering the Affective Foundations of Cognition: Implications for Theory and Practice in Education  Kedmon Nyasha Hungwe 6 The Science of Learning Should Include the Study of Habits  Laura Flores Shaw 7 Learning from a Cognitive Neuroscience Perspective  Said Lotfi, Ilham Zerdani and Leila Elouafi 8 Neuroscience of Wisdom: Implications for Education  Kiana Habibagahi, Harley Glassman, Milan Lazic and Michel Ferrari 9 The Neuroscience of Wisdom: A Logic Model  Kiana Habibagahi, Harley Glassman, Milan Lazic and Michel Ferrari 10 A New Science of Teaching  Tracey Tokuhama-Espinosa 11 Science Is Friendship: New Interdisciplinary Education of Disabled Persons  Antonio M. Battro 12 Understanding How the Brain Relates Scientific Concepts and Identifies Misconceptions Using Concept Maps  Ziad Shaker ElJishi Index

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Book SynopsisIn an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potential of next-generation students in constructing knowledge, understanding, supporting, and advancing skills in their chosen fields. In the past decades, scientists and educational researchers are developing a new understanding of how the brain works and gaining knowledge of brain research that can transform how they teach in class. Recent discoveries in non-invasive brain imaging and cognitive neuroscience are providing fresh perspectives and mechanisms of learning. The chapters in this book will portray theoretical frameworks, thought-provoking ideas, and promising efforts in framing new science of learning.Table of ContentsList of Figures and Tables Notes on Contributors 1 Mind, Brain, and Education: Shaping the Future of Learning  Myint Swe Khine and Issa Saleh 2 The Synthesising Mind  Howard Gardner 3 What Brain Imaging Research and Science of Reading Can Do for Arabic Language Teaching & Learning  Hanada Taha-Thomure 4 Independent Learning and the Essential Role of Feedback  Heather Kanuka 5 Re-discovering the Affective Foundations of Cognition: Implications for Theory and Practice in Education  Kedmon Nyasha Hungwe 6 The Science of Learning Should Include the Study of Habits  Laura Flores Shaw 7 Learning from a Cognitive Neuroscience Perspective  Said Lotfi, Ilham Zerdani and Leila Elouafi 8 Neuroscience of Wisdom: Implications for Education  Kiana Habibagahi, Harley Glassman, Milan Lazic and Michel Ferrari 9 The Neuroscience of Wisdom: A Logic Model  Kiana Habibagahi, Harley Glassman, Milan Lazic and Michel Ferrari 10 A New Science of Teaching  Tracey Tokuhama-Espinosa 11 Science Is Friendship: New Interdisciplinary Education of Disabled Persons  Antonio M. Battro 12 Understanding How the Brain Relates Scientific Concepts and Identifies Misconceptions Using Concept Maps  Ziad Shaker ElJishi Index

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Book SynopsisHigher education has transformed and continues to transform in this century, because of decolonizing the curriculum and the COVID-19 pandemic, which have added an indelible mark to the methodology of teaching and learning. Learning spaces have become open to more people through privatization, massification, e-learning platforms and internationally mobile academics, allowing individuals from diverse backgrounds to enter the academic and helping professions space. Educators need to reskill, repurpose, redesign, and reimagine for a world that is rapidly evolving. New ways of teaching need to consider nuances of decolonization of the curriculum, deep understanding of subjects, transformative ways of imparting knowledge and technology-enhanced learning needs to be embraced. Thus, the teaching and learning spaces in developed and developing environments move beyond the classroom to prepare 21st century citizens to embrace life-long learning. Furthermore, the content as well as processes involved in teaching and learning must be explored thoughtfully that includes the perspectives of a more inclusive wave of educators and students. Thus, this book has implications for a global scholarship, specifically during disruptive times in Higher Education. It is hoped that the book stimulates reflections so that the reader draws inspiration to find contextual relevance that extends into the real-world.Table of ContentsForeword: Who Is to Educate the Educator?  Sabelo J. Ndlovu-Gatsheni List of Figures and Tables Notes on Contributors Introduction  Roshini Pillay, Sibusiso Mkwananzi and Sharon Moonsamy PART 1: Theoretical Frameworks underlying Teaching and Learning 1 Cultural-Historical Activity Theory and Dialectics for a Transformative Agency Agenda in Higher Education: The Example of a Formative Intervention on Academic Dishonesty  Annalisa Sannino 2 Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation  Assata Zerai 3 Vygotsky Meets Freud: Reflections on the Integration of the Cultural Historical Activity Theory to a Psychoanalytically Grounded Therapy Case in a Teaching and Learning Context  Simangele Mayisela PART 2: Narratives of Students in Higher Education 4 The Perceptions of Speech Language Bi/Multilingual Additional Language Students on Their Intercultural Communication with Clinical Educators in Gauteng, South Africa  Nomfundo Mbatha and Anniah Mupawose 5 Culture and Gender Dimensions on Educational Pursuit in Higher Educational Institutions: Narratives from Northern Central Nigeria  Sultan Khan and Babatunde Emmanuel Durowaiye 6 E-learning and Intercultural Online Education Pre- and Post-Covid-19  Mohamed Taiebine 7 University Teaching under Pandemic Contexts and Beyond: A Conceptual Framework for Helping Academic Economists in Universities  Emmanuel Ojo PART 3: Teaching and Learning Strategies 8 Creating Community-based Clinical Experiences in Communication Sciences and Disorders: Opportunities for Innovation and Changing Perspectives  Stacey Wallen 9 Forces against Decoloniality in Higher Education: The Case of the Helping Professions  Sibusiso Mkwananzi, Roshini Pillay, Simangele Mayisela, Anniah Mupawose and Sharon Moonsamy 10 Freiform: A Participatory Process to Prepare Social Work Students for the Field at the University for Applied Sciences and Arts Northwestern Switzerland  Nina Hatsikas-Schroeder, Jeremias Amstutz, Regula Kunz, Mira Muheim and Peter Zängl 11 Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices  Matumo C. Ramafikeng 12 Rethinking Language and Assessment in a Higher Education Institution: A 21st Century Perspective  Shanta Balgobind Singh 13 Reflection Skills in Social Work: A Case Study  Roshini Pillay, Grace Khunou and Munyane Mophosho 14 An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education  Harsha Kathard and Adheesh Budree 15 Decolonising the Curriculum at Unisa: The Case of an Anthropology Module  Nompumelelo Zodwa Radebe 16 Theorising Being and Becoming Collective and Reflexive Helping Professionals: A CHAT Perspective  Najma Agherdien, Rieta Ganas and Sipho Hlabane Index

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Book SynopsisHigher education has transformed and continues to transform in this century, because of decolonizing the curriculum and the COVID-19 pandemic, which have added an indelible mark to the methodology of teaching and learning. Learning spaces have become open to more people through privatization, massification, e-learning platforms and internationally mobile academics, allowing individuals from diverse backgrounds to enter the academic and helping professions space. Educators need to reskill, repurpose, redesign, and reimagine for a world that is rapidly evolving. New ways of teaching need to consider nuances of decolonization of the curriculum, deep understanding of subjects, transformative ways of imparting knowledge and technology-enhanced learning needs to be embraced. Thus, the teaching and learning spaces in developed and developing environments move beyond the classroom to prepare 21st century citizens to embrace life-long learning. Furthermore, the content as well as processes involved in teaching and learning must be explored thoughtfully that includes the perspectives of a more inclusive wave of educators and students. Thus, this book has implications for a global scholarship, specifically during disruptive times in Higher Education. It is hoped that the book stimulates reflections so that the reader draws inspiration to find contextual relevance that extends into the real-world.Table of ContentsForeword: Who Is to Educate the Educator?  Sabelo J. Ndlovu-Gatsheni List of Figures and Tables Notes on Contributors Introduction  Roshini Pillay, Sibusiso Mkwananzi and Sharon Moonsamy PART 1: Theoretical Frameworks underlying Teaching and Learning 1 Cultural-Historical Activity Theory and Dialectics for a Transformative Agency Agenda in Higher Education: The Example of a Formative Intervention on Academic Dishonesty  Annalisa Sannino 2 Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation  Assata Zerai 3 Vygotsky Meets Freud: Reflections on the Integration of the Cultural Historical Activity Theory to a Psychoanalytically Grounded Therapy Case in a Teaching and Learning Context  Simangele Mayisela PART 2: Narratives of Students in Higher Education 4 The Perceptions of Speech Language Bi/Multilingual Additional Language Students on Their Intercultural Communication with Clinical Educators in Gauteng, South Africa  Nomfundo Mbatha and Anniah Mupawose 5 Culture and Gender Dimensions on Educational Pursuit in Higher Educational Institutions: Narratives from Northern Central Nigeria  Sultan Khan and Babatunde Emmanuel Durowaiye 6 E-learning and Intercultural Online Education Pre- and Post-Covid-19  Mohamed Taiebine 7 University Teaching under Pandemic Contexts and Beyond: A Conceptual Framework for Helping Academic Economists in Universities  Emmanuel Ojo PART 3: Teaching and Learning Strategies 8 Creating Community-based Clinical Experiences in Communication Sciences and Disorders: Opportunities for Innovation and Changing Perspectives  Stacey Wallen 9 Forces against Decoloniality in Higher Education: The Case of the Helping Professions  Sibusiso Mkwananzi, Roshini Pillay, Simangele Mayisela, Anniah Mupawose and Sharon Moonsamy 10 Freiform: A Participatory Process to Prepare Social Work Students for the Field at the University for Applied Sciences and Arts Northwestern Switzerland  Nina Hatsikas-Schroeder, Jeremias Amstutz, Regula Kunz, Mira Muheim and Peter Zängl 11 Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices  Matumo C. Ramafikeng 12 Rethinking Language and Assessment in a Higher Education Institution: A 21st Century Perspective  Shanta Balgobind Singh 13 Reflection Skills in Social Work: A Case Study  Roshini Pillay, Grace Khunou and Munyane Mophosho 14 An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education  Harsha Kathard and Adheesh Budree 15 Decolonising the Curriculum at Unisa: The Case of an Anthropology Module  Nompumelelo Zodwa Radebe 16 Theorising Being and Becoming Collective and Reflexive Helping Professionals: A CHAT Perspective  Najma Agherdien, Rieta Ganas and Sipho Hlabane Index

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Book SynopsisSchool Councils across Europe explores how uneven access to the democratic learning opportunity of being a representative on a school council may be both reflecting and perpetuating political inequalities found in societies across Europe. Kempner and Janmaat present a new analysis of data from a major international survey on citizenship education to reveal the country, school and personal characteristics that determine access to school councils. The results reveal worrying inequalities based on the socio-demographic characteristics of pupils. The findings in this book will therefore be of interest to those concerned with the link between education and social justice. Youth political engagement is high on the agenda of governments across Europe in the face of a perceived decline in political participation amongst young people. This book engages with this issue by exploring the role of education systems in building a fair and democratic society. School councils offer a democratic decision-making forum for students at school and they may increase the future participation levels of these young people. Yet this potential comes with the risk of widening political inequalities if access is distributed unevenly.Table of ContentsPreface List of Figures 1 Introduction: Access to School Councils 2 Democratic Forums  1 What Are School Councils?  2 The Normative Justification  3 The Pedagogical Justification  4 Contextualising School Councils within Education  5 Case Studies  6 Discussion of the Case Studies  7 Why School Councils?  8 Chapter Summary 3 Questions of Access  1 National Level  2 School Level  3 Individual Level 4 A Quantitative Approach  1 Data Source  2 Variables  3 Method 5 Results: Determinants of Access to School Councils across Europe  1 The Empty Model  2 Country Level Analysis  3 School Level Analysis  4 Initial Observations at the Individual Level  5 Determinants of Individuals’ Participation (Multi-Level Analysis) 6 Exclusive Clubs  1 International Overview  2 The Influence of Political Cultures  3 The Influence of School Type  4 The Influence of Socio-Demographic Characteristics  5 The Implications of Our Findings 7 Improving Democratic Education Appendix: Full Wording and Coding from the ICCS Questionnaires for All Applicable Variables References Index

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Book SynopsisSchool Councils across Europe explores how uneven access to the democratic learning opportunity of being a representative on a school council may be both reflecting and perpetuating political inequalities found in societies across Europe. Kempner and Janmaat present a new analysis of data from a major international survey on citizenship education to reveal the country, school and personal characteristics that determine access to school councils. The results reveal worrying inequalities based on the socio-demographic characteristics of pupils. The findings in this book will therefore be of interest to those concerned with the link between education and social justice. Youth political engagement is high on the agenda of governments across Europe in the face of a perceived decline in political participation amongst young people. This book engages with this issue by exploring the role of education systems in building a fair and democratic society. School councils offer a democratic decision-making forum for students at school and they may increase the future participation levels of these young people. Yet this potential comes with the risk of widening political inequalities if access is distributed unevenly.Table of ContentsPreface List of Figures 1 Introduction: Access to School Councils 2 Democratic Forums  1 What Are School Councils?  2 The Normative Justification  3 The Pedagogical Justification  4 Contextualising School Councils within Education  5 Case Studies  6 Discussion of the Case Studies  7 Why School Councils?  8 Chapter Summary 3 Questions of Access  1 National Level  2 School Level  3 Individual Level 4 A Quantitative Approach  1 Data Source  2 Variables  3 Method 5 Results: Determinants of Access to School Councils across Europe  1 The Empty Model  2 Country Level Analysis  3 School Level Analysis  4 Initial Observations at the Individual Level  5 Determinants of Individuals’ Participation (Multi-Level Analysis) 6 Exclusive Clubs  1 International Overview  2 The Influence of Political Cultures  3 The Influence of School Type  4 The Influence of Socio-Demographic Characteristics  5 The Implications of Our Findings 7 Improving Democratic Education Appendix: Full Wording and Coding from the ICCS Questionnaires for All Applicable Variables References Index

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Book SynopsisThe central argument in this book revolves around the significance of an African philosophy of higher education. Such a philosophy is geared towards cultivating democratic iterations, co-belonging, and critique within human encounters. Together, these actions can enhance intellectual activism within and beyond the encounters. A philosophy of higher education is constituted by a philosophical act of reflexivity according to which (how), freedom (both autonomous and communal), cosmopolitanism (learning to live with differences and otherness), and caring with others (ubuntu) can be rhythmically practised. What makes an African philosophy of higher education distinctive and realisable is that practices ought to be based on iterations, co-belonging, and critique. If intellectual activism were not to become a major act of resistance on the basis of which educational, political, and societal dystopias can be undermined, such a philosophy of higher education would not have a real purpose. An African philosophy of higher education is an intellectually activist endeavour because of its concern to be oppositional to constraints in and about higher education. In conversation with such an understanding of this philosophy, contributors to this volume offer responses to why human freedom, cosmopolitanism, and caring with others (ubuntu) can be rhythmically enacted.Table of ContentsForeword  Emiliano Bosio List of Figures and Tables Notes on Contributors Introduction: Understanding African Philosophy of Higher Education: On Philosophical Reflexivity  Yusef Waghid 1 Towards an African Philosophy of Higher Education  Yusef Waghid 2 Repositioning African Philosophy of Higher Education in Post-Apartheid South Africa  Thokozani Mathebula 3 Pedagogy That Encapsulates Rhythmic Caring: Towards an African Philosophy of Higher Education  Judith Terblanche 4 An Ubuntu Philosophy of Higher Education as Justice  Chikumbutso Herbert Manthalu 5 The Potentiality of Cultivating a Culture of Mutuality in a Multicultural Society: A Transformative Pedagogical Encounter with the Other  Monica Zembere and Innocent Madenga 6 Equipping Aspiring Chartered Accountants as Responsible Leaders: Towards an African Philosophy of Higher Education within the Higher Education Accounting Pedagogy  Elton Pullen 7 African Philosophy of Higher Education for Human Formation and Civil Society Development: Engaging Yusef Waghid’s Philosophical Ideas  Lester Brian Shawa 8 Higher Education in Zimbabwe  Evelyn Chiyevo Garwe and Juliet Thondhlana 9 Broadening the Scope of the Discourse on Africanisation of Higher Education to Encompass Quality Assurance and Promotion  Amani T. Saidi and Sindisiwe P. Mbhele 10 Higher Education in Somalia: Historical and Contemporary Analyses  Ali A. Abdi and Abdiqani A. Farah 11 Reimagining Educational Technology (EdTech) through Ubuntu  Faiq Waghid and Zayd Waghid 12 African Philosophy with(out) Philosophers: Revisiting the ‘African’ Philosopher of Education in African Higher Education  Joseph Pardon Hungwe 13 A ‘Decolonial Turn’ in Higher Education: Some Reflections  Philip Higgs Index

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Book SynopsisThe central argument in this book revolves around the significance of an African philosophy of higher education. Such a philosophy is geared towards cultivating democratic iterations, co-belonging, and critique within human encounters. Together, these actions can enhance intellectual activism within and beyond the encounters. A philosophy of higher education is constituted by a philosophical act of reflexivity according to which (how), freedom (both autonomous and communal), cosmopolitanism (learning to live with differences and otherness), and caring with others (ubuntu) can be rhythmically practised. What makes an African philosophy of higher education distinctive and realisable is that practices ought to be based on iterations, co-belonging, and critique. If intellectual activism were not to become a major act of resistance on the basis of which educational, political, and societal dystopias can be undermined, such a philosophy of higher education would not have a real purpose. An African philosophy of higher education is an intellectually activist endeavour because of its concern to be oppositional to constraints in and about higher education. In conversation with such an understanding of this philosophy, contributors to this volume offer responses to why human freedom, cosmopolitanism, and caring with others (ubuntu) can be rhythmically enacted.Table of ContentsForeword  Emiliano Bosio List of Figures and Tables Notes on Contributors Introduction: Understanding African Philosophy of Higher Education: On Philosophical Reflexivity  Yusef Waghid 1 Towards an African Philosophy of Higher Education  Yusef Waghid 2 Repositioning African Philosophy of Higher Education in Post-Apartheid South Africa  Thokozani Mathebula 3 Pedagogy That Encapsulates Rhythmic Caring: Towards an African Philosophy of Higher Education  Judith Terblanche 4 An Ubuntu Philosophy of Higher Education as Justice  Chikumbutso Herbert Manthalu 5 The Potentiality of Cultivating a Culture of Mutuality in a Multicultural Society: A Transformative Pedagogical Encounter with the Other  Monica Zembere and Innocent Madenga 6 Equipping Aspiring Chartered Accountants as Responsible Leaders: Towards an African Philosophy of Higher Education within the Higher Education Accounting Pedagogy  Elton Pullen 7 African Philosophy of Higher Education for Human Formation and Civil Society Development: Engaging Yusef Waghid’s Philosophical Ideas  Lester Brian Shawa 8 Higher Education in Zimbabwe  Evelyn Chiyevo Garwe and Juliet Thondhlana 9 Broadening the Scope of the Discourse on Africanisation of Higher Education to Encompass Quality Assurance and Promotion  Amani T. Saidi and Sindisiwe P. Mbhele 10 Higher Education in Somalia: Historical and Contemporary Analyses  Ali A. Abdi and Abdiqani A. Farah 11 Reimagining Educational Technology (EdTech) through Ubuntu  Faiq Waghid and Zayd Waghid 12 African Philosophy with(out) Philosophers: Revisiting the ‘African’ Philosopher of Education in African Higher Education  Joseph Pardon Hungwe 13 A ‘Decolonial Turn’ in Higher Education: Some Reflections  Philip Higgs Index

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Book SynopsisFrom Being Woke to Doing #theWork: Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness provides 1) explicit guidance on unpacking self, 2) guidance on how to explore the community and lived experiences of students) and exemplar practitioner culturally relevant curriculum strategies in Humanities and STEM classrooms.Table of ContentsSeries Editor's Foreword  Edmund Adjapong List of Figures and Tables Notes on Contributors PART 1: Unpacking Self 1 Unpacking Identity: #theWork Is You  Kisha Porcher SECTION 1: Doing #theWork within Myself 2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the Classroom  Crystal Watson 3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive Classroom  Racquel L. Armstrong SECTION 2: Doing #theWork with Others 4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My Blackness  Jacobē Bell 5 You Can’t Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of Color  Freyca Calderon-Berumen, Alexandra Babino and Altheria Caldera 6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist Ideology  Reshma Ramkellawan-Arteaga 7 Dear White Teachers: What Are We Waiting For?  Lance W. Ozier PART 2: Exploring the Community and Lived Experiences of Students 8 You Are Your Community and Your Community Is You  Reshma Ramkellawan-Arteaga SECTION 1: Doing #theWork with and for Students of Color 9 It’s Black Brilliance for Me: Seeing and Supporting All Black Girls  Margaret (Mimi) Osowu and Kisha Porcher 10 “The Healing of a Nation”: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic Trauma Caused  Colleen M. Hinds-Rodgers 11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA Classrooms  Jessica McClain and Dianne Wellington 12 Everybody Ain’t Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown Students  Shamaine Bazemore-Bertrand SECTION 2: Doing #theWork with and in Communities of Color 13 What Does It Mean to Be a Scholar Activist?: Integrating Students’ Lived Experiences and Communities within Classroom Practice  Geneviève DeBose 14 Restoring the Village through Radical Self Care  Dawn Brooks-DeCosta and Ife Lenard PART 3: Exemplar Practitioner Culturally Relevant Curriculum in STEM, Humanities, and Arts Classrooms 15 It’s All Connected: #theWork, Students, and Practices  Jacobē Bell SECTION 1: Doing #theWork in STEM Classes 16 Keepin’ It Real: Culturally Relevant Curriculum in a Mathematics Classroom  Deborah Woods 17 Mathematics in the City: Using Transformations to Address the National Housing Crisis  Crystal Watson 18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism Framework  Yvonne Thevenot SECTION 2: Doing #theWork in Literacy and the Arts Classes 19 Literacy as a Revolutionary Act in Early Learning Classrooms  Jhanae Wingfield 20 We Are the Faith of Our Ancestors: Criticality in Literacy Classrooms  Sharon Jessé Edwards and Jessica Edwards 21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation  Tasha Austin

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Book SynopsisFrom Being Woke to Doing #theWork: Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness provides 1) explicit guidance on unpacking self, 2) guidance on how to explore the community and lived experiences of students) and exemplar practitioner culturally relevant curriculum strategies in Humanities and STEM classrooms.Table of ContentsSeries Editor's Foreword  Edmund Adjapong List of Figures and Tables Notes on Contributors PART 1: Unpacking Self 1 Unpacking Identity: #theWork Is You  Kisha Porcher SECTION 1: Doing #theWork within Myself 2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the Classroom  Crystal Watson 3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive Classroom  Racquel L. Armstrong SECTION 2: Doing #theWork with Others 4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My Blackness  Jacobē Bell 5 You Can’t Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of Color  Freyca Calderon-Berumen, Alexandra Babino and Altheria Caldera 6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist Ideology  Reshma Ramkellawan-Arteaga 7 Dear White Teachers: What Are We Waiting For?  Lance W. Ozier PART 2: Exploring the Community and Lived Experiences of Students 8 You Are Your Community and Your Community Is You  Reshma Ramkellawan-Arteaga SECTION 1: Doing #theWork with and for Students of Color 9 It’s Black Brilliance for Me: Seeing and Supporting All Black Girls  Margaret (Mimi) Osowu and Kisha Porcher 10 “The Healing of a Nation”: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic Trauma Caused  Colleen M. Hinds-Rodgers 11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA Classrooms  Jessica McClain and Dianne Wellington 12 Everybody Ain’t Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown Students  Shamaine Bazemore-Bertrand SECTION 2: Doing #theWork with and in Communities of Color 13 What Does It Mean to Be a Scholar Activist?: Integrating Students’ Lived Experiences and Communities within Classroom Practice  Geneviève DeBose 14 Restoring the Village through Radical Self Care  Dawn Brooks-DeCosta and Ife Lenard PART 3: Exemplar Practitioner Culturally Relevant Curriculum in STEM, Humanities, and Arts Classrooms 15 It’s All Connected: #theWork, Students, and Practices  Jacobē Bell SECTION 1: Doing #theWork in STEM Classes 16 Keepin’ It Real: Culturally Relevant Curriculum in a Mathematics Classroom  Deborah Woods 17 Mathematics in the City: Using Transformations to Address the National Housing Crisis  Crystal Watson 18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism Framework  Yvonne Thevenot SECTION 2: Doing #theWork in Literacy and the Arts Classes 19 Literacy as a Revolutionary Act in Early Learning Classrooms  Jhanae Wingfield 20 We Are the Faith of Our Ancestors: Criticality in Literacy Classrooms  Sharon Jessé Edwards and Jessica Edwards 21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation  Tasha Austin

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Book SynopsisIlluminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change. Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.Table of ContentsList of Illustrations Notes on Contributors 1 Introduction  Maria R. Coady, Paula Golombek and Nidza V. Marichal 2 Teacher Knowledge and Secondary English Learners in Rural Florida: Reimagining Place-Based Education through Relationship Building  Nidza V. Marichal 3 A Teacher’s Emotional Journey in Rural Florida: From Insider to Outsider  Shuzhan Li 4 Bilingual Paraeducators’ Navigation of Narrow Identity Spaces in a Rural Elementary School  Jenelle Reeves 5 Centering the Voices of Rural Immigrant Paraeducators  Stephanie Oudghiri 6 Preparing Regular Classroom Teachers to Work with Frequently Invisible, Woefully Misunderstood American Indian English Language Learners  Jioanna Carjuzaa 7 Where Do I Go? What do I do? Training Educators of Rural English Learners to Provide Accessible Instruction and Assessment  Kristin Kline Liu, Sonja Phillips, Yi-Chen Wu, Darrell Peterson, Charity Funfe Tatah Mentan, and Kym O’Donnell 8 Conclusion  Maria R. Coady, Paula Golombek and Nidza V. Marichal Index

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Book SynopsisSouth Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged. Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele 1 Contextualising the Provision of Basic Education in Rural Public Schools: A Social Justice Issue  Joyce Phikisile Dhlamini and Nicholus Tumelo Mollo 2 Reflections on Rural Education and Rural Realities  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Primrose Ntombenhle Khumalo, Hlengiwe Romualda Mhlongo and Samantha Govender 3 Rural Education for Social Change in South Africa: Opportunities and Challenges  Livhuwani Peter Ramabulana and Nkhensani Maluleke 4 Transforming a Teacher Preparation Programme for the Development of Rurality Education  Maria Tsakeni 5 Making In-service Professional Development Effective in a Rural Context: Enhancing Social Justice for Rural Teachers  Samantha Govender, Oluwatoyin Ayodele Ajani, Nokuthula Hierson Ndaba and Thandiwe Ngema 6 Induction of Novice Educators in Rural Schools: The Praxis of Redefining Rural Education in South Africa  Grace Matodzi Muremela, Clever Ndebele, Takalani Mashau, Azwidohwi Philip Kutame and Lawrence Kehinde 7 Rethinking Rural Education in South African Schools: Towards Inclusion for Success  Sindile Ngubane and Dumisani Nzima 8 Science Education for Deaf Learners in South African Rural Schools: Towards a Support Model for Educators in Challenging Situations  Olufemi Timothy Adigun and Dumisani Nzima 9 Enhancing School Management Teams in Promoting Sustainable, Equitable Resource Allocation in Rural Schools: Linking Resources and Learning  Dumisani Wilfred Mncube and Thandiwe Ngema 10 Resourcing Rural Schools  Manthekeleng Linake and Sive Makeleni 11 Preparing Rural Learners for Life after High School in South Africa  Bothwell Manyonga and Phiwokuhle Ngubane 12 Prejudice against Female Instructional Leaders in South Africa’s Rural Secondary Schools: A Feminist Perspective  Edmore Mutekwe and Primrose Ntombenhle Khumalo 13 Navigating the Challenges Facing Effective Learning Resulting from Parental Dynamics in the Rural Environment  Fikile Mthethwa and Azwidohwi Philip Kutame 14 The Perspective of Teachers on Parental Involvement in Rural Education  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Nontobeko Prudence Khumalo and Alan Bhekisisa Buthelezi 15 Unleashing Stakeholders in the Role That They Play and Their Impact on the Improvement of Rural Schools  Rachel Gugu Mkhasibe 16 Maximising Rural Education Stakeholder Participation through the Use of Information Communication  Ramashego Shila Mphahlele and Alan Bhekisisa Buthelezi 17 The Impact of the Participation of Stakeholders in the Enhancement of Education in Rural Communities  Bongani Thulani Gamede 18 Revisiting South African Intervention Programmes to Enhance Rural Education  Mncedisi Christian Maphalala and Nontobeko Prudence Khumalo 19 Conclusion: Editors’ Reflection  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele Index

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Book SynopsisSouth Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged. Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele 1 Contextualising the Provision of Basic Education in Rural Public Schools: A Social Justice Issue  Joyce Phikisile Dhlamini and Nicholus Tumelo Mollo 2 Reflections on Rural Education and Rural Realities  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Primrose Ntombenhle Khumalo, Hlengiwe Romualda Mhlongo and Samantha Govender 3 Rural Education for Social Change in South Africa: Opportunities and Challenges  Livhuwani Peter Ramabulana and Nkhensani Maluleke 4 Transforming a Teacher Preparation Programme for the Development of Rurality Education  Maria Tsakeni 5 Making In-service Professional Development Effective in a Rural Context: Enhancing Social Justice for Rural Teachers  Samantha Govender, Oluwatoyin Ayodele Ajani, Nokuthula Hierson Ndaba and Thandiwe Ngema 6 Induction of Novice Educators in Rural Schools: The Praxis of Redefining Rural Education in South Africa  Grace Matodzi Muremela, Clever Ndebele, Takalani Mashau, Azwidohwi Philip Kutame and Lawrence Kehinde 7 Rethinking Rural Education in South African Schools: Towards Inclusion for Success  Sindile Ngubane and Dumisani Nzima 8 Science Education for Deaf Learners in South African Rural Schools: Towards a Support Model for Educators in Challenging Situations  Olufemi Timothy Adigun and Dumisani Nzima 9 Enhancing School Management Teams in Promoting Sustainable, Equitable Resource Allocation in Rural Schools: Linking Resources and Learning  Dumisani Wilfred Mncube and Thandiwe Ngema 10 Resourcing Rural Schools  Manthekeleng Linake and Sive Makeleni 11 Preparing Rural Learners for Life after High School in South Africa  Bothwell Manyonga and Phiwokuhle Ngubane 12 Prejudice against Female Instructional Leaders in South Africa’s Rural Secondary Schools: A Feminist Perspective  Edmore Mutekwe and Primrose Ntombenhle Khumalo 13 Navigating the Challenges Facing Effective Learning Resulting from Parental Dynamics in the Rural Environment  Fikile Mthethwa and Azwidohwi Philip Kutame 14 The Perspective of Teachers on Parental Involvement in Rural Education  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Nontobeko Prudence Khumalo and Alan Bhekisisa Buthelezi 15 Unleashing Stakeholders in the Role That They Play and Their Impact on the Improvement of Rural Schools  Rachel Gugu Mkhasibe 16 Maximising Rural Education Stakeholder Participation through the Use of Information Communication  Ramashego Shila Mphahlele and Alan Bhekisisa Buthelezi 17 The Impact of the Participation of Stakeholders in the Enhancement of Education in Rural Communities  Bongani Thulani Gamede 18 Revisiting South African Intervention Programmes to Enhance Rural Education  Mncedisi Christian Maphalala and Nontobeko Prudence Khumalo 19 Conclusion: Editors’ Reflection  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele Index

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Book SynopsisExploring Practical Knowledge investigates professional practices from a hermeneutic perspective. The book presents, discusses and applies notions such as practical knowledge, practical wisdom, tacit knowledge, and normativity to the professional lifeworld. These contributions focus on both specific practices and more general questions concerning theories and investigations of practice. This volume comes as the result of a cooperation of three research centres: The two Centres for Practical Knowledge in Bodø, Norway and in Södertörn, Sweden, as well as the Research Group Value-Oriented Professionalisation at the University of Applied Sciences in Utrecht, the Netherlands. It offers empirical studies of professionals as well as discussing the underlying theories, approaches and methods of exploring practical knowledge – including the limits to any articulation of these aspects of professional action. In contrast to the objectivist paradigm that otherwise dominates professional studies, each chapter presents central perspectives and possibilities drawing from humanistic and interdisciplinary research traditions. The book explores professions in a style accessible to scholars and practitioners alike. It is interesting for those studying practices within these professions and for vocational studies in education, social work, health care, police work, journalism, etc.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1 Introduction to Practical Knowledge and Normativity Studies  Carl Cederberg, Kåre Fuglseth and Edwin van der Zande 2 Practical Knowledge as an Academic Study of Its Own? A Methodological Approach  Kåre Fuglseth 3 Studies in Practical Knowledge: Discipline, Philosophy, Plurality  Eva Schwarz and James McGuirk 4 The Professional as an Interpreting Subject: Utrecht’s Concern for the Normative Nature of Professionalism and Professional Development  Cok Bakker and Edwin van der Zande 5 Jakob Meløe’s Praxeology: An Ethnographic Approach to Research in Practical Knowledge  Catrine Torbjørnsen Halås 6 Essay as a Critical Exploring Method  Jan Selmer Methi 7 Ultimately, Reflective Professionals Ask Existential Questions  Edwin van der Zande and Cok Bakker 8 A Permissive Atmosphere: On Practical Knowledge and Artistic Forms of Understanding  Katji Lindberg 9 Narrating Alienation: Critical Accounts of the Estrangement of Professional Knowledge  Carl Cederberg 10 On the Role of the ‘Call’ in Professional Work and Practical Knowledge  James McGuirk 11 Theory of Practical Knowledge and Recognition of Prior Learning  Adrian Ratkić 12 A Lens to Reveal the Internal Decision-Making  Remco Coppoolse and Stijn Bollinger Index

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Book SynopsisExploring Practical Knowledge investigates professional practices from a hermeneutic perspective. The book presents, discusses and applies notions such as practical knowledge, practical wisdom, tacit knowledge, and normativity to the professional lifeworld. These contributions focus on both specific practices and more general questions concerning theories and investigations of practice. This volume comes as the result of a cooperation of three research centres: The two Centres for Practical Knowledge in Bodø, Norway and in Södertörn, Sweden, as well as the Research Group Value-Oriented Professionalisation at the University of Applied Sciences in Utrecht, the Netherlands. It offers empirical studies of professionals as well as discussing the underlying theories, approaches and methods of exploring practical knowledge – including the limits to any articulation of these aspects of professional action. In contrast to the objectivist paradigm that otherwise dominates professional studies, each chapter presents central perspectives and possibilities drawing from humanistic and interdisciplinary research traditions. The book explores professions in a style accessible to scholars and practitioners alike. It is interesting for those studying practices within these professions and for vocational studies in education, social work, health care, police work, journalism, etc.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1 Introduction to Practical Knowledge and Normativity Studies  Carl Cederberg, Kåre Fuglseth and Edwin van der Zande 2 Practical Knowledge as an Academic Study of Its Own? A Methodological Approach  Kåre Fuglseth 3 Studies in Practical Knowledge: Discipline, Philosophy, Plurality  Eva Schwarz and James McGuirk 4 The Professional as an Interpreting Subject: Utrecht’s Concern for the Normative Nature of Professionalism and Professional Development  Cok Bakker and Edwin van der Zande 5 Jakob Meløe’s Praxeology: An Ethnographic Approach to Research in Practical Knowledge  Catrine Torbjørnsen Halås 6 Essay as a Critical Exploring Method  Jan Selmer Methi 7 Ultimately, Reflective Professionals Ask Existential Questions  Edwin van der Zande and Cok Bakker 8 A Permissive Atmosphere: On Practical Knowledge and Artistic Forms of Understanding  Katji Lindberg 9 Narrating Alienation: Critical Accounts of the Estrangement of Professional Knowledge  Carl Cederberg 10 On the Role of the ‘Call’ in Professional Work and Practical Knowledge  James McGuirk 11 Theory of Practical Knowledge and Recognition of Prior Learning  Adrian Ratkić 12 A Lens to Reveal the Internal Decision-Making  Remco Coppoolse and Stijn Bollinger Index

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Book SynopsisInspired by those who mothered before and through the COVID-19 pandemic, this is a book about, for, and with those who live different embodiments of academic mothering—mothers, othermothers, academic mothers, and mothering academics. In this book, mothering is defined broadly, encompassing those who are biologically or legally mothers with children; those who are “not-mother” but who nonetheless understand and practice mothering; those who do identify as mothers but not as women; and all those who take on mothering roles in academia and beyond. Through poetry and prose, fiction and nonfiction, image and text, the authors in this edited book creatively explore academic mothering through their unique lived experiences, illuminating three ideas that comprise the three sections of this book: mothering as practice, mothering in precarity, and mothering as relational. Through considering—and in many cases, writing about and through—their own mothering practices, this diverse collection of authors critique the systemic failures of academia in the COVID-19 pandemic and beyond, fabulating new possibilities that envision a future in which mothering is valued and supported in (and by) higher education.Table of ContentsForeword: Of the Passing of COVID: A Motherscholar’s Lamentation Isn’t Sad  Cheryl E. Matias List of Figures Notes on Contributors Introduction  Kelly W. Guyotte, Stephanie Anne Shelton, Shelly Melchior and Carlson H. Coogler PART 1: Mothering as Practice 1 Mothering in the Dirt: Kenning Self and Kin  Carlson H. Coogler 2 The Other Mothers: No, Not the Ugly Stepmothers or the Fairy Godmothers…the Teacher Mothers  Stephanie Anne Shelton and Tamara Brooks 3 Sources of Hope into, through & beyond Academic Mothering during the Pandemic  Melisa (Misha) Cahnmann-Taylor 4 A Graphic Representation of Parenting in the Pandemic: Borders, Binaries, and Boundaries  Kate E. Kedley PART 2: Mothering in Precarity 5 Rejecting Good Mother: Becoming Otherwise in Precarity  Tynetta Jenkins, Erica Warren, Susan Ophelia Cannon and Elaine Thurmond 6 “I’m Not Your Superwoman”: An Exploration of the Strong Black Woman Trope and How It Affected My Doctoral Journey  A. C. Johnson 7 The Miscarrying Mother  Kelsey H. Guy 8 Compelled to Care: Academic Work in a Mother-Fucking Dystopian Hellscape  Mandie Bevels Dunn, Jennifer R. Wolgemuth and Lodi Lipien PART 3: Mothering as Relational 9 Gifts and Grief: Poetic Ruminations on Academic Mothering during the COVID-19 Pandemic (and Beyond)  Kelly W. Guyotte 10 Queer Mothering in Academia as Pandemic Preparation: A Dialogue between QueerMotherScholarFriends  Jill Hermann-Wilmarth and Caitlin L. Ryan 11 Mothering and Working across Difference: Intergenerational Conversations on Living with Uncertainty  Daniela Gachago and Mo Gachago 12 And These Things Are Good  Shelly Melchior Epilogue  Kerry Crawford and Leah Windsor Index

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Book SynopsisInspired by those who mothered before and through the COVID-19 pandemic, this is a book about, for, and with those who live different embodiments of academic mothering—mothers, othermothers, academic mothers, and mothering academics. In this book, mothering is defined broadly, encompassing those who are biologically or legally mothers with children; those who are “not-mother” but who nonetheless understand and practice mothering; those who do identify as mothers but not as women; and all those who take on mothering roles in academia and beyond. Through poetry and prose, fiction and nonfiction, image and text, the authors in this edited book creatively explore academic mothering through their unique lived experiences, illuminating three ideas that comprise the three sections of this book: mothering as practice, mothering in precarity, and mothering as relational. Through considering—and in many cases, writing about and through—their own mothering practices, this diverse collection of authors critique the systemic failures of academia in the COVID-19 pandemic and beyond, fabulating new possibilities that envision a future in which mothering is valued and supported in (and by) higher education.Table of ContentsForeword: Of the Passing of COVID: A Motherscholar’s Lamentation Isn’t Sad  Cheryl E. Matias List of Figures Notes on Contributors Introduction  Kelly W. Guyotte, Stephanie Anne Shelton, Shelly Melchior and Carlson H. Coogler PART 1: Mothering as Practice 1 Mothering in the Dirt: Kenning Self and Kin  Carlson H. Coogler 2 The Other Mothers: No, Not the Ugly Stepmothers or the Fairy Godmothers…the Teacher Mothers  Stephanie Anne Shelton and Tamara Brooks 3 Sources of Hope into, through & beyond Academic Mothering during the Pandemic  Melisa (Misha) Cahnmann-Taylor 4 A Graphic Representation of Parenting in the Pandemic: Borders, Binaries, and Boundaries  Kate E. Kedley PART 2: Mothering in Precarity 5 Rejecting Good Mother: Becoming Otherwise in Precarity  Tynetta Jenkins, Erica Warren, Susan Ophelia Cannon and Elaine Thurmond 6 “I’m Not Your Superwoman”: An Exploration of the Strong Black Woman Trope and How It Affected My Doctoral Journey  A. C. Johnson 7 The Miscarrying Mother  Kelsey H. Guy 8 Compelled to Care: Academic Work in a Mother-Fucking Dystopian Hellscape  Mandie Bevels Dunn, Jennifer R. Wolgemuth and Lodi Lipien PART 3: Mothering as Relational 9 Gifts and Grief: Poetic Ruminations on Academic Mothering during the COVID-19 Pandemic (and Beyond)  Kelly W. Guyotte 10 Queer Mothering in Academia as Pandemic Preparation: A Dialogue between QueerMotherScholarFriends  Jill Hermann-Wilmarth and Caitlin L. Ryan 11 Mothering and Working across Difference: Intergenerational Conversations on Living with Uncertainty  Daniela Gachago and Mo Gachago 12 And These Things Are Good  Shelly Melchior Epilogue  Kerry Crawford and Leah Windsor Index

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Book SynopsisHow can we manifest more relational care in education by harnessing joy in the school setting? Finding Joy suggests it is found in care-based pedagogies, radical collegiality and relational reading practices. Guided by philosophical conversations with educational thinkers whose works have informed the author’s own praxis over a twenty-year career in public education, at the end of each chapter the reader is given provocations for reflection through a series of questions. Finding Joy offers readers the opportunity to spend time with educational philosophers like Gert Biesta, Nel Noddings, Michael Fielding and Maxine Greene. A relational reading of education-adjacent thinkers like D.W. Winnicott and Martha Nussbaum also point to the work that must be done to sustain and grow a thriving collegium in a changing world. Using narrative interviews and a/r/tographical research to help unpack what care looks like in education across various sectors, this book suggests that collegiality and care are required for the support of both teachers and students.Table of ContentsPreface Introduction 1 Social-Emotional Learning (SEL) and Relational Pedagogies in the K-12 Classroom  1 Relational Pedagogy: An Introduction  2 Relational Pedagogy in Action  3 Social-Emotional Learning and Relational Pedagogies  4 Reflection Questions for Educators 2 Finding Joy through Care: Nel Noddings’ Caring Relation  1 Reflection Questions for Educators 3 A Pedagogy of Care  1 The Good Enough Teacher  2 Building the Framework: Hochschild, Noddings and Winnicott  3 Key Tenets: A Pedagogical Model of Car  4 Barriers  5 An Anticipated Future of Educational Care  6 Reflection Questions for Educators 4 Radical Collegiality and Cross-Institutional Partnerships  1 Research Methodology  2 Fielding’s “Radical Collegiality”  3 Student Surveys and Narrative Analysis of Participant Interviews  4 Extending beyond This Study  5 Reflection Questions for Educators 5 Finding Joy through a Relational Reading Practice  1 Relational Learning through Relational Reading  2 Relational Reading with Gert Biesta  3 Biesta’s Relational Reading of Levinas  4 Relational Reading with Maxine Greene  5 Narrative Compassion: Putting Biesta and Greene into Action  6 Compassion, Joy and Relational Care  7 Reflection Questions for Educators 6 Finding Joy: How to Be Good Enough beyond the Classroom  1 Pedagogies of Care and Radical Collegiality in the Virtual Classroom  2 Pedagogies of Care and Radical Collegiality beyond the Classroom References Index

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Book SynopsisOf Books, Barns, and Boardrooms: Exploring Praxis through Reflexive Inquiry is at once scholarly and deeply personal. A rich weave of learning moments across multiple contexts— formal education, workplace learning, relationships with horses—this text explores the various ways that pedagogy and practice emerge with and through our lived experiences. Centring the metaphor of join-up, a relational approach to starting new horses, the book intertwines educational theory with storied experience to uncover opportunities for cultivating collaborative spaces born of trust, deep communication, agency, and relationality. A highly readable text, Of Books, Barns, and Boardrooms models reflexive inquiry as a way of being while inviting us to imagine possibilities for re/humanizing teaching and learning.Trade Review“Ellyn Lyle models reflexive inquiry as a deeply personal textual practice. Her prose is crisply succinct, speaking directly to educators in a refreshingly resonant voice. One hears a scholar who understands the challenges of student engagement that teachers face in schools and university classrooms. Answers are not necessarily to be found in curriculum plans and instructional designs but in the capacity of educators to know themselves more fully and bring their best selves to class each day. Of Books, Barns, and Boardrooms will inspire teachers to dig deeply into their own stories of teacher formation. The reflexivity shining through this text is narratively evocative of the very manner in which educators at all levels may cultivate supple resiliency while responding to the call to re/centre our humanness in teaching and learning.” – Stephen Smith, Ph.D., Professor, Simon Fraser UniversityTable of ContentsPreface: Wading into Reflexive Inquiry About the Author PART 1: An Education Terroir 1 My Entry Point 2 Beginnings in Endings 3 Circling Closer 4 Re/imagining a Future in Education PART 2: Learning with/in Schools 5 Assumptions about Truth 6 A World without Colour 7 Perspective 8 Going Back PART 3: Learning with Horses 9 Join-Up 10 Compassionate Companionship 11 My Inner Horse PART 4: Learning with/in Organisations 12 From Barn to Boardroom 13 Locally Grown 14 Certified Organic 15 Of Best Intentions PART 5: Cultivating the Field of Co-constructed Praxis 16 Centring Reflexive Values 17 Living Reflexively 18 Fostering Co-constructed Praxis Afterword References

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Book SynopsisOf Books, Barns, and Boardrooms: Exploring Praxis through Reflexive Inquiry is at once scholarly and deeply personal. A rich weave of learning moments across multiple contexts— formal education, workplace learning, relationships with horses—this text explores the various ways that pedagogy and practice emerge with and through our lived experiences. Centring the metaphor of join-up, a relational approach to starting new horses, the book intertwines educational theory with storied experience to uncover opportunities for cultivating collaborative spaces born of trust, deep communication, agency, and relationality. A highly readable text, Of Books, Barns, and Boardrooms models reflexive inquiry as a way of being while inviting us to imagine possibilities for re/humanizing teaching and learning.Trade Review“Ellyn Lyle models reflexive inquiry as a deeply personal textual practice. Her prose is crisply succinct, speaking directly to educators in a refreshingly resonant voice. One hears a scholar who understands the challenges of student engagement that teachers face in schools and university classrooms. Answers are not necessarily to be found in curriculum plans and instructional designs but in the capacity of educators to know themselves more fully and bring their best selves to class each day. Of Books, Barns, and Boardrooms will inspire teachers to dig deeply into their own stories of teacher formation. The reflexivity shining through this text is narratively evocative of the very manner in which educators at all levels may cultivate supple resiliency while responding to the call to re/centre our humanness in teaching and learning.” – Stephen Smith, Ph.D., Professor, Simon Fraser UniversityTable of ContentsPreface: Wading into Reflexive Inquiry About the Author PART 1: An Education Terroir 1 My Entry Point 2 Beginnings in Endings 3 Circling Closer 4 Re/imagining a Future in Education PART 2: Learning with/in Schools 5 Assumptions about Truth 6 A World without Colour 7 Perspective 8 Going Back PART 3: Learning with Horses 9 Join-Up 10 Compassionate Companionship 11 My Inner Horse PART 4: Learning with/in Organisations 12 From Barn to Boardroom 13 Locally Grown 14 Certified Organic 15 Of Best Intentions PART 5: Cultivating the Field of Co-constructed Praxis 16 Centring Reflexive Values 17 Living Reflexively 18 Fostering Co-constructed Praxis Afterword References

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Book SynopsisThis edited volume comprises a compilation of autoethnographic evocations from U.S. doctoral students in the fields of social sciences and humanities, who narrate and analyze their experiences in the doctoral journey and beyond. Through 11 select contributions, the book examines the intersections and shifting roles of the personal and the community in the doctoral student journey, illustrating the complex and unique nature of pursuing a doctoral degree. Part 1, Curating the Self, includes five autoethnographic accounts that speak directly to the personal challenges and transformations experienced in the doctoral journey. Part 2, Embracing the Community, includes six autoethnographic accounts illustrating supportive communities’ life-changing power during the doctoral journey. Contributors are: Gabriel T. Acevedo Velázquez, Ahmad A. Alharthi, Afiya Armstrong, Nick Bardo, Caitlin Beare, Rebecca Borowski, Anya Ezhevskaya, Christopher Fornaro, Melinda Harrison, Linda Helmick, Joanelle Morales, Olya Perevalova, Alexis Saba, Kimberly Sterin, Katrina Struloeff, Rebecca L. Thacker, Lisa D. Wood, Erin H. York, Christel Young and Nara Yun.Trade Review"Bravo to all the contributors of this edited collection. The editors, in particular, worked tirelessly to cull a diverse body of experiences, voices, and identities in exploring the (auto) (duo) (collaborative) ethnographies of doctoral journeys. This is a timely collection as the need for doctoral curricula continues to shift with the sociocultural and political demands of the world." – Gloria Park, Professor, Indiana University of Pennsylvania, USA “Curating the Self and Embracing the Community: Autoethnographic Evocations of U.S. Doctoral Students in the Fields of Social Sciences and Humanities is a unique collection of autoethnographic narratives that offers profound insights into the trials and triumphs of pursuing a doctoral degree. The book beautifully weaves together personal accounts from U.S. doctoral students, providing a captivating exploration of the intersection between the personal and the communal in their doctoral journeys. With its carefully curated stories, the book captures the challenges, transformations, and empowering communities that shape personal growth and discovery. This thought-provoking and inspiring volume is a must-read for anyone exploring, or currently engaged in, a doctoral journey in the humanities and social sciences.” – Silvia Vaccino-Salvadore, Assistant Professor, American University of Sharjah, UAE “Curating the Self and Embracing the Community: Autoethnographic Evocations of U.S. Doctoral Students in the Fields of Social Sciences and Humanities offers present and aspiring doctoral students a unique perspective often overlooked in academic discourse. Many embarking on the doctoral journey remain unaware of the profound impact that critical self-examination, repositioning, and personal and professional transformation can have. Through engaging autoethnographic narratives, this work beckons scholars to find camaraderie within an environment marked by both excellence and isolation, all while honing new skills. The captivating, authentic, and insightful accounts presented in this groundbreaking volume make it an indispensable read for anyone venturing into the fields of humanities and social sciences.” – Katie Archer Olson, Associate Professor/Co-Director of Education, Alaska Pacific UniversityTable of ContentsList of Figures Notes on Contributors Introduction  Luis Javier Pentón Herrera, Ethan Trinh and Bedrettin Yazan PART 1: Curating the Self 1 Navigating Queer and Latinx Identities throughout My Doctoral Program Journey  Gabriel T. Acevedo Velázquez 2 I’m Going Back to School: A Fortysomething-Year-Old Urban Appalachian and the Academy  Rebecca L. Thacker 3 Two Birds, One Queer Body, All Negotiation: An Autoethnography on the Pursuit of Dual Terminal Degrees  Erin H. York 4 Asset, Not Deficit: The Growth Mindset of a First-Generation Doctoral Candidate  Melinda Harrison 5 Digging up Bones: A Duoethnography about Marriage, Parenting, and Doctoral Study  Nick Bardo and Joanelle Morales PART 2: Embracing the Community 6 Sailing out of the Drift: A Duoethnographic Study of an Empowered Partnership  Lisa D. Wood and Nara Yun 7 The Balancing Act: A Duoethnographic Study of How Two Strangers Helped Each Other Hold It Together through the Doctoral Process  Afiya Armstrong and Christel Young 8 Tensions in Transition: Visual Collaborative Autoethnography as Analysis of and Healing from the Academic Job Market  Linda Helmick, Rebecca Borowski and Alexis Saba 9 Between Writing and Tutoring: A Duoethnographic Perspective  Ahmad A. Alharthi and Caitlin Beare 10 Resisting Neoliberal Norms through a Pedagogy of Care: A Collaborative Autoethnography of Three Doctoral Students’ Comprehensive Exams Experience  Kimberly Sterin, Katrina Struloeff and Christopher Fornaro 11 Channeling the Inner Astronaut: Exploring Peer Relationships in Online Doctoral Programs  Olya Perevalova and Anya Ezhevskaya Final Thoughts  Luis Javier Pentón Herrera, Ethan Trinh and Bedrettin Yazan

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Book SynopsisThis edited volume comprises a compilation of autoethnographic evocations from U.S. doctoral students in the fields of social sciences and humanities, who narrate and analyze their experiences in the doctoral journey and beyond. Through 11 select contributions, the book examines the intersections and shifting roles of the personal and the community in the doctoral student journey, illustrating the complex and unique nature of pursuing a doctoral degree. Part 1, Curating the Self, includes five autoethnographic accounts that speak directly to the personal challenges and transformations experienced in the doctoral journey. Part 2, Embracing the Community, includes six autoethnographic accounts illustrating supportive communities’ life-changing power during the doctoral journey. Contributors are: Gabriel T. Acevedo Velázquez, Ahmad A. Alharthi, Afiya Armstrong, Nick Bardo, Caitlin Beare, Rebecca Borowski, Anya Ezhevskaya, Christopher Fornaro, Melinda Harrison, Linda Helmick, Joanelle Morales, Olya Perevalova, Alexis Saba, Kimberly Sterin, Katrina Struloeff, Rebecca L. Thacker, Lisa D. Wood, Erin H. York, Christel Young and Nara Yun.Trade Review"Bravo to all the contributors of this edited collection. The editors, in particular, worked tirelessly to cull a diverse body of experiences, voices, and identities in exploring the (auto) (duo) (collaborative) ethnographies of doctoral journeys. This is a timely collection as the need for doctoral curricula continues to shift with the sociocultural and political demands of the world." – Gloria Park, Professor, Indiana University of Pennsylvania, USA “Curating the Self and Embracing the Community: Autoethnographic Evocations of U.S. Doctoral Students in the Fields of Social Sciences and Humanities is a unique collection of autoethnographic narratives that offers profound insights into the trials and triumphs of pursuing a doctoral degree. The book beautifully weaves together personal accounts from U.S. doctoral students, providing a captivating exploration of the intersection between the personal and the communal in their doctoral journeys. With its carefully curated stories, the book captures the challenges, transformations, and empowering communities that shape personal growth and discovery. This thought-provoking and inspiring volume is a must-read for anyone exploring, or currently engaged in, a doctoral journey in the humanities and social sciences.” – Silvia Vaccino-Salvadore, Assistant Professor, American University of Sharjah, UAE “Curating the Self and Embracing the Community: Autoethnographic Evocations of U.S. Doctoral Students in the Fields of Social Sciences and Humanities offers present and aspiring doctoral students a unique perspective often overlooked in academic discourse. Many embarking on the doctoral journey remain unaware of the profound impact that critical self-examination, repositioning, and personal and professional transformation can have. Through engaging autoethnographic narratives, this work beckons scholars to find camaraderie within an environment marked by both excellence and isolation, all while honing new skills. The captivating, authentic, and insightful accounts presented in this groundbreaking volume make it an indispensable read for anyone venturing into the fields of humanities and social sciences.” – Katie Archer Olson, Associate Professor/Co-Director of Education, Alaska Pacific UniversityTable of ContentsList of Figures Notes on Contributors Introduction  Luis Javier Pentón Herrera, Ethan Trinh and Bedrettin Yazan PART 1: Curating the Self 1 Navigating Queer and Latinx Identities throughout My Doctoral Program Journey  Gabriel T. Acevedo Velázquez 2 I’m Going Back to School: A Fortysomething-Year-Old Urban Appalachian and the Academy  Rebecca L. Thacker 3 Two Birds, One Queer Body, All Negotiation: An Autoethnography on the Pursuit of Dual Terminal Degrees  Erin H. York 4 Asset, Not Deficit: The Growth Mindset of a First-Generation Doctoral Candidate  Melinda Harrison 5 Digging up Bones: A Duoethnography about Marriage, Parenting, and Doctoral Study  Nick Bardo and Joanelle Morales PART 2: Embracing the Community 6 Sailing out of the Drift: A Duoethnographic Study of an Empowered Partnership  Lisa D. Wood and Nara Yun 7 The Balancing Act: A Duoethnographic Study of How Two Strangers Helped Each Other Hold It Together through the Doctoral Process  Afiya Armstrong and Christel Young 8 Tensions in Transition: Visual Collaborative Autoethnography as Analysis of and Healing from the Academic Job Market  Linda Helmick, Rebecca Borowski and Alexis Saba 9 Between Writing and Tutoring: A Duoethnographic Perspective  Ahmad A. Alharthi and Caitlin Beare 10 Resisting Neoliberal Norms through a Pedagogy of Care: A Collaborative Autoethnography of Three Doctoral Students’ Comprehensive Exams Experience  Kimberly Sterin, Katrina Struloeff and Christopher Fornaro 11 Channeling the Inner Astronaut: Exploring Peer Relationships in Online Doctoral Programs  Olya Perevalova and Anya Ezhevskaya Final Thoughts  Luis Javier Pentón Herrera, Ethan Trinh and Bedrettin Yazan

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Book SynopsisPrompting this book is the paradox of belonging. What pushes the author to write are art’s questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art’s questions remains akin to art’s acts of belonging. In these lessons of belonging this is done through art’s paradox. Belonging is a matter of art because art belongs to the aporia that writes it.Trade Review"The profundity and scholarship of Baldacchino’s thoughts, coupled with the expanding horizons of his and other artist’s visual work ‘show’ us that belonging is always constituent, a force to originate or to instaur beyond established boundaries." – Dennis Atkinson, Goldsmiths University of London "As in previous works, John Baldacchino’s artistic and philosophical writing challenges the readers to exit into the world. This exit is profoundly implied with today’s politics but also with history and ways of unlearning and imagining other futures for the arts and education." – Catarina Martins, University of Porto "John Baldacchino’s latest work returns to familiar themes in his writings: the Mediterranean, longing, and art’s connection with the makings of possible pasts and futures. [He] take[s] readers on a journey in which art-making challenges us to grasp what we take for granted as the meaning of belonging." – Sandro Barros, Michigan State UniversityTable of ContentsAcknowledgements List of Figures 1 Nowhere: Recurrent Exits  1 Art’s Pagan Intents  2 Renegotiating Belonging  3 The World, Autonomy, and Struggle 2 Scotland, Malta, Palestine: Indirect Belonging  1 Art’s Thirdness  2 Living Somewhere  3 Indirectness, Be-Longing  3 Assumptions of Making  3 Rummiena, Rummeenah, Pomegranates 3 California, Armenia: A Métier for Living  1 Presumed Space  2 Finding Paradox  3 Prosthetic Syntheses  4 Shared Belonging(s)  5 Exiting  6 Impasse  7 Synthetic Prosthesis  8 The Dialectic’s Beyond  9 Paradox’s Pedagogy  10 Wounded by Water 4 Ghana, Crete, Andalusia: Aesthetic Dissonance  1 White Liberal Tolerance  2 Beyond Tolerance  3 Recognition, Specificity, Distinction  4 Aesthetics Contra Aesthetics 5 Harlem, Hellas, Yoruba, Auschwitz: Aesthetic Identity  1 “We Have No Models”  2 Learning to Pray  3 ‘Our’ Contemporaneity  3 The Child and the Tree 6 Paris, Prague: Art’s Foreignness  1 Beauty’s Polity  2 Normalised Deadly Phenomena  2 An Excuse for Bildung’s Attraction  2 Remembering to Forget  2 Avant-Nostalgia’s Inverted Belonging  2 Kundera’s Excuse 7 Alexandria, Monterosso: Nostalgic Salt  1 Performances of Difference  2 Before and after the Shipwreck  2 Journey and Nostalgia  2 Poetic-Pedagogical Hypotheses 8 Al-Baħr al-Abyad, ħa-Yam ħa-Tikhon, Mesógeios, Mediterraneo: Thalassic Lessons  1 Vantage Points  2 “This ‘Inland Sea’ of Ideals”  3 Doing, Undergoing, and Living Deliberately  4 Culture, Revolt and Colonised Economies  5 An Aesthetic Sense of Belonging  6 Lessons of Belonging

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Book SynopsisPrompting this book is the paradox of belonging. What pushes the author to write are art’s questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art’s questions remains akin to art’s acts of belonging. In these lessons of belonging this is done through art’s paradox. Belonging is a matter of art because art belongs to the aporia that writes it.Trade Review"The profundity and scholarship of Baldacchino’s thoughts, coupled with the expanding horizons of his and other artist’s visual work ‘show’ us that belonging is always constituent, a force to originate or to instaur beyond established boundaries." – Dennis Atkinson, Goldsmiths University of London "As in previous works, John Baldacchino’s artistic and philosophical writing challenges the readers to exit into the world. This exit is profoundly implied with today’s politics but also with history and ways of unlearning and imagining other futures for the arts and education." – Catarina Martins, University of Porto "John Baldacchino’s latest work returns to familiar themes in his writings: the Mediterranean, longing, and art’s connection with the makings of possible pasts and futures. [He] take[s] readers on a journey in which art-making challenges us to grasp what we take for granted as the meaning of belonging." – Sandro Barros, Michigan State UniversityTable of ContentsAcknowledgements List of Figures 1 Nowhere: Recurrent Exits  1 Art’s Pagan Intents  2 Renegotiating Belonging  3 The World, Autonomy, and Struggle 2 Scotland, Malta, Palestine: Indirect Belonging  1 Art’s Thirdness  2 Living Somewhere  3 Indirectness, Be-Longing  3 Assumptions of Making  3 Rummiena, Rummeenah, Pomegranates 3 California, Armenia: A Métier for Living  1 Presumed Space  2 Finding Paradox  3 Prosthetic Syntheses  4 Shared Belonging(s)  5 Exiting  6 Impasse  7 Synthetic Prosthesis  8 The Dialectic’s Beyond  9 Paradox’s Pedagogy  10 Wounded by Water 4 Ghana, Crete, Andalusia: Aesthetic Dissonance  1 White Liberal Tolerance  2 Beyond Tolerance  3 Recognition, Specificity, Distinction  4 Aesthetics Contra Aesthetics 5 Harlem, Hellas, Yoruba, Auschwitz: Aesthetic Identity  1 “We Have No Models”  2 Learning to Pray  3 ‘Our’ Contemporaneity  3 The Child and the Tree 6 Paris, Prague: Art’s Foreignness  1 Beauty’s Polity  2 Normalised Deadly Phenomena  2 An Excuse for Bildung’s Attraction  2 Remembering to Forget  2 Avant-Nostalgia’s Inverted Belonging  2 Kundera’s Excuse 7 Alexandria, Monterosso: Nostalgic Salt  1 Performances of Difference  2 Before and after the Shipwreck  2 Journey and Nostalgia  2 Poetic-Pedagogical Hypotheses 8 Al-Baħr al-Abyad, ħa-Yam ħa-Tikhon, Mesógeios, Mediterraneo: Thalassic Lessons  1 Vantage Points  2 “This ‘Inland Sea’ of Ideals”  3 Doing, Undergoing, and Living Deliberately  4 Culture, Revolt and Colonised Economies  5 An Aesthetic Sense of Belonging  6 Lessons of Belonging

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Book SynopsisPedagogies of magic have their own cocooned metaphors waiting to hatch. In literature and the arts, magic ties its practitioners to systems of learning and methods of becoming. Enchanted Pedagogies, edited by Kari Adelaide Razdow, is a collection of essays by artists and writers who reflect on archetypes and tropes of enchantment, intertwining elements such as transformation, imagination, creativity, and empathy. These essays evoke shapeshifters, witches, ghosts, fools, fairies, hags, gnomes, selkies, and more, exploring multi-disciplinary artistic practices. Enchanted Pedagogies presents ways to expand, imagine, and circumvent modes of creativity and pedagogies through personal, theoretical, practice based, and hybrid explorations. The fantastic and poetic intertwine in a space of reflexive storytelling, renewing significant transformational elements of the arts and education. Contributors are: Jesse Bransford, Vanessa Chakour, Trinie Dalton, Lorenzo De Los Angeles, Thom Donovan, Laura Forsberg, Pam Grossman, Amy Hale, Elizabeth Insogna, Candice Ivy, Tiffany Jewell, Alessandro Keegan, Jac Lahav, Ruth Lingford, Maria Pinto, Kris N. Racaniello, Kari Adelaide Razdow, Alicia Smith, Janaka Stucky, Kay Turner, Meg Whiteford and Erin Yerby.Table of ContentsNotes on Contributors 1 Introduction: How Do You Come to Know Magic?  Kari Adelaide Razdow 2 Huldufólk  Jesse Bransford 3 Shedding Skins  Vanessa Chakour 4 The Gnome Report from Mother Lode Country  Trinie Dalton 5 Ghosting Ghosts  Lorenzo De Los Angeles 6 Pedagogy of Necromancy: A Workshop Exercise and Its Enactment  Thom Donovan 7 In the Shadow of Toadstools: Fairies and the Natural World  Laura Forsberg 8 Witch Transmissions  Pam Grossman 9 SMART Goals Are Magic  Amy Hale 10 The Goddess  Elizabeth Insogna 11 Reflections on Alchemy  Candice Ivy 12 Shapeshifter  Tiffany Jewell 13 From the Stars or the Booming Labyrinth of the Mind: UFOs, Memories, and Myths  Alessandro Keegan 14 Historical-Ish Fiction on the Legend of Baba Yaga  Jac Lahav 15 The Hag: Metamorphosis  Ruth Lingford 16 Where Is the Lie: Anansi the Trickster, Traveler, NFT-Minter  Maria Pinto 17 Sibyl Pedagogy//Civic Pedagogy  Kris N. Racaniello 18 Traversing the Boundaries of Fairyland  Kari Adelaide Razdow 19 Medusa  Alicia Smith 20 The Golem: On Language and Becoming  Janaka Stucky 21 Hekate: Goddess for the Twenty-First Century  Kay Turner 22 Fool Party  Meg Whiteford 23 Precipitated Spirit Painting and Visionary Space  Erin Yerby

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Book SynopsisPedagogies of magic have their own cocooned metaphors waiting to hatch. In literature and the arts, magic ties its practitioners to systems of learning and methods of becoming. Enchanted Pedagogies, edited by Kari Adelaide Razdow, is a collection of essays by artists and writers who reflect on archetypes and tropes of enchantment, intertwining elements such as transformation, imagination, creativity, and empathy. These essays evoke shapeshifters, witches, ghosts, fools, fairies, hags, gnomes, selkies, and more, exploring multi-disciplinary artistic practices. Enchanted Pedagogies presents ways to expand, imagine, and circumvent modes of creativity and pedagogies through personal, theoretical, practice based, and hybrid explorations. The fantastic and poetic intertwine in a space of reflexive storytelling, renewing significant transformational elements of the arts and education. Contributors are: Jesse Bransford, Vanessa Chakour, Trinie Dalton, Lorenzo De Los Angeles, Thom Donovan, Laura Forsberg, Pam Grossman, Amy Hale, Elizabeth Insogna, Candice Ivy, Tiffany Jewell, Alessandro Keegan, Jac Lahav, Ruth Lingford, Maria Pinto, Kris N. Racaniello, Kari Adelaide Razdow, Alicia Smith, Janaka Stucky, Kay Turner, Meg Whiteford and Erin Yerby.Table of ContentsNotes on Contributors 1 Introduction: How Do You Come to Know Magic?  Kari Adelaide Razdow 2 Huldufólk  Jesse Bransford 3 Shedding Skins  Vanessa Chakour 4 The Gnome Report from Mother Lode Country  Trinie Dalton 5 Ghosting Ghosts  Lorenzo De Los Angeles 6 Pedagogy of Necromancy: A Workshop Exercise and Its Enactment  Thom Donovan 7 In the Shadow of Toadstools: Fairies and the Natural World  Laura Forsberg 8 Witch Transmissions  Pam Grossman 9 SMART Goals Are Magic  Amy Hale 10 The Goddess  Elizabeth Insogna 11 Reflections on Alchemy  Candice Ivy 12 Shapeshifter  Tiffany Jewell 13 From the Stars or the Booming Labyrinth of the Mind: UFOs, Memories, and Myths  Alessandro Keegan 14 Historical-Ish Fiction on the Legend of Baba Yaga  Jac Lahav 15 The Hag: Metamorphosis  Ruth Lingford 16 Where Is the Lie: Anansi the Trickster, Traveler, NFT-Minter  Maria Pinto 17 Sibyl Pedagogy//Civic Pedagogy  Kris N. Racaniello 18 Traversing the Boundaries of Fairyland  Kari Adelaide Razdow 19 Medusa  Alicia Smith 20 The Golem: On Language and Becoming  Janaka Stucky 21 Hekate: Goddess for the Twenty-First Century  Kay Turner 22 Fool Party  Meg Whiteford 23 Precipitated Spirit Painting and Visionary Space  Erin Yerby

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Book SynopsisWhat do you do that can’t be measured? In this innovative debut on both the practice and study of critical educators, Restler answers back with radical care. Radical care in teaching and research; radical care as embodied and affective; radical care as justice work up against real and imagined deficits and racial capitalist scarcities. Drawing on a collaborative visual study with New York City public school teachers and her own art-research practice, Victoria Restler offers up a framework for radical care as relational, liberatory and fundamentally immeasurable. Slipping between genres and styles—personal narrative, poetic prose, empirical study, and three multimodal artworks—this book brings old and new traditions in arts-based research into dialogue with scholarship on care, affect studies, and Black Feminisms. The volume is essential reading for scholars and practitioners interested in the study of care, qualitative and arts-based research methodologies, as well as teacher practice and assessment.Trade Review"In What Do You Do That Can’t Be Measured, Victoria Restler explores the hard-to-describe aspects of teaching that educators do. Using experimental methods and approaches, this multimodal research study with ten New York City public school teachers weaves between teacher explorations of their own practices and Restler’s expert arts-based analytical interventions and reflections. Central to the whole project is the concept of radical care and how that emerges in human as well as more-than-human ways, which Restler explores via a collection of gestural practices, including rubbings, voicing, and imaginings. Each practice is theoretically rich, told through a wonderful creative narrative that thinks deeply about the ways professional commitment is practised and present in contemporary teaching. Holding the project together are the practices themselves: mappings, rubbings, and stories that collectively convey the pedagogical practices of teachers working in the US school system with its stark differences and how these differences provoke radical caring in deeply committed ways. This is a wonderful and important text that offers a deep dive into the teaching profession in the contemporary context. Restler conveys her deep respect for teaching in times of great challenge and how practices of caring are also forms of radical pedagogy that educators enact every day." -Linda Knight, RMIT "Victoria Restler beautifully braids together art, poetry, theory, stories, images, and sound to gesture toward the unaccounted for in education. Through attentive outlining of teachers' material lives, desires, and acts of radical care and creativity, she traces how measurement works at teachers' and students' subjectivities. This important text is an offering to the unseen and uncounted work of teachers, and a much-needed alert to unsettle the taken for granted in education." -Susan O. Cannon, University of Georgia "In this fascinating account of teachers’ caring labour, Victoria Restler opens up a new and imaginative way of making teachers’ care work both visible and political. The book is a profound and moving critique of the absurdity of reducing teaching and learning to a numerical score via the VAM (Value Added Measurement) system. Her research shows how VAM evaluations both undermine and demoralise teachers (and students) as human persons, while invisibilising the hands-on, care-relational emotional work that teachers must undertake to engage meaningfully and educationally with their students. Drawing on teachers’ own accounts, What Do You Do that Can’t be Measured? is a relational story, mapping the complex spaces, relationships, devices and feelings that make up the very human world of teachers and students. Through ‘mappings, tracing, voicings and rubbings’ the book develops a new and important concept of radical care in education. This is not the ‘soft or easy care’ of low expectations, but a way of caring that recognises the ‘strategic antagonisms and liberatory imaginings’ that radical care offers. The deployment of research methods from the arts and social scientific has added a richness to the text that is fascinating in itself. Through the blending of different ways of knowing, relating and learning, the book offers a route out of the racial-capitalist capture of education as a cultural process. The book is important both for educationalists and social scientists: the blending of visual, haptic and other artistic methodologies with more established social scientific research traditions makes this book is an important work methodologically; the introduction of the concept of radical care enables educators to think differently and more care-fully about what is and is not of value in education. -Kathleen Lynch, University College Dublin "It is Victoria's urgent request that we look deeply within our educational system—its history and its current state— to locate, identify and ultimately make radical changes in our thinking. This timely, powerful challenge cannot be left unmet. It is striking and important that the author, herself a hetero-cis white woman, has chosen to ground her research and the composition of this book within the Black womanist framework. Within this scholarship she finds the insights and the language needed to successfully craft her research into a book that is itself nothing less than a work of art--art crafted and anchored by radical care. Victoria stitches together research, art theory and practice, the everyday, and the extraordinary to offer a new kind of medicine . A medicine made radical by its simplicity , radical by its rituals. This book is a map and a ministry for a time like this. It is a call to care and love at a time when we need these things most." -Vashti DuBois, Executive Director/Founder, The Colored Girls Museum "Victoria Restler’s new book What Do You Do That Can’t Be Measured: On Radical Care in Teaching and Research, very simply put, is innovative and radical in its focus and beautiful in its presentation and production. Placing at the centre the idea of teachers’ care work or radical care, so often hidden (or ignored by policy-makers), the book highlights the rich possibilities for arts-based approaches to research and personal engagement. Indeed, the book serves as a catalogue of sorts of art-making with its close attention to the detail of tracings, rubbings and mappings to name only some of the arts-based methods. It is without doubt one of the most aesthetically rich presentations of arts-based research that I have ever seen in a professional manuscript. Victoria Restler’s own work as an artist is so evident throughout. But in the middle of this art-making are the teacher-participants themselves who share their lives, their challenges and their own care stories. At a time when it is so easy for faculties of education, school district officials, parents and even teachers to get lost in debates about value for money and close scrutiny of test scores, this book reminds us of what education is all about. I was thoroughly captivated by the book and I cannot wait to offer it as a reading for new teachers with whom I am working, and for teacher researchers in the field. Care matters." -Claudia Mitchell, Distinguished James McGill Professor, Fellow of the Royal Society of Canada, and recipient of the of the inaugural Arts Researcher Life-time Achievement Award, Canadian Society for Studies in EducationTable of ContentsAcknowledgements List of Illustrations 1 Beginnings 2 Sitings 3 Rubbings 4 Tracings 5 Mappings 6 Voicings 7 Imaginings Appreciations References

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Book SynopsisUniversities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign. The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice. Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways. Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.Table of ContentsAcknowledgements List of Figures and Tables Introduction PART 1: Blended Learning Course Design and Development 1 Evidence-Based Process Course Design 2 Reading Guide: Practical Questions and Advice in This Book  1 Do You Consider (Re)designing Your Course  2 You Have Specific Questions about Course Design  3 Summary 3 Evidence-Based or Evidence-Informed Course Design?  1 Evidence-Informed or Evidence-Based Learning  2 Basic Features of Evidence-Based Medicine Compared with Course Design  3 Summary: Be Critical 4 Blended and Online Learning  1 Why Consider Using it in he?  2 What Do I Mean by Blended Learning?  3 What Do I Mean by Online Courses?  4 Another More Complex Format of Online Education Is Hybrid Education  5 Preparation for it  6 Activating Online Education in Open Universities in Some Countries  7 Online Education Offered through moocs or spocs  8 Open Educational Resources (OER s) That You Can Use in Your Course  9 Summary 5 Evidence-Based it Options in Education  1 Give Information and Explanation: Explicitly Focus on Knowledge  2 Support Self-Study and Classroom Study (Stimulate Active Learning)  3 Strengthen the Preparation of Students for the Professional Field  4 Incentivise the Communication between Students and between Students and Teacher(s)  5 Apply Tests and Provide Feedback: Testing Is the Motor of Learning  6 Evaluate Your Course  7 Summary 6 Course Development from a Design Perspective  1 Different Design Situations Ask for Different DD Processes  2 The Emerging Ideas of Your New Course  3 Course Design Is an Iterative Process of Alternating Divergent and Convergent Thinking  4 Teacher Designers Are ‘Craftspeople'  5 Design Activities in More Detail  6 Design Activity 1: Prepare and Discuss the Design Brief  7 Design Activity 2: Collect, Analyse and Structure the Information Needed  8 Design Tools 1 Verbs for Learning Objectives, Requirements and Quality Criteria  9 Design Activity 3: Design the Route Map for the Course Programme  10 Design Tools 2 Educational Methods and ITedu-Toolsbr/>  11 Design Activity 4: Develop the Route Map in the Blueprint Format  12 Design Activity 5: Deliver the Blended or Online Course  13 Design Activity 6: Evaluate and Assess the Quality of the Design Results and Decide on Consequences for the DD Process  14 Summary PART 2: Examples of Blended Learning Courses and a Case Study Applying the Basic DD Process 7Examples of Blended and Online Pedagogical Models  1 Pedagogical Model: Stimulate Self-Study to Achieve Deep Learning  2 The Flipped Classroom Model  3 Pedagogical Options on How to Design the Learning Process  4 A Pedagogical Model for Applying it in a Course with Lectures and Tutorials  5 Some Practical Suggestions on How You Can Benefit from it Options  6 Summary Description of Pedagogical Models and Best Practices 8 Redesign Your Course into a Blended Learning Course  1 Introduction  2 Program Course Blended Learning and Moodle  3 The First Part of the Course about Moodle and Blended Learning  4 The Second Part of the Course: Application of the pDD Process  5 Summary 9 Course Program for the 9-Stage DD Process  1 Introduction  2 Pedagogical Description of the Workshop  3 Summary 10 Case Study Design of the Workshop ‘Redesign Your Course in a Blended Learning Course’  1 My Activities as pum Netherland Senior Expert and SEC-Senior Expert Contact  2 Case Study Design Activity 1: Prepare and Discuss the Design Brief  3 Design Activity 2: Collect, Analyse and Structure the Information Needed in Your Design Assignment  4 Design Activity 3: Design the Route Map for the Course Programme  5 Design Activity 4: Develop the Best Route Map in the Blueprint Format  6 Design Activity 5: Deliver the Redesigned Blended or Online Course  7 Design Activity 6: Evaluate, Assess the Quality and Decide on the Consequences  8 Summary: Some Tips When Setting Up the pDD Process PART 3: A Course Design Toolbox for Teacher Designers 11 Input from Instructional Sciences Course Development 12 Curriculum Models in he  1 Case Studies-Oriented Curricula  2 Research-Based Curricula  3 Problem-Based Curricula  4 Project-Based Curricula  5 Traditional Education Combined with New Teaching Methods  6 Task-Oriented Curriculum  7 Module-Based Curricula  8 Summary 13 The Model of Hattie and Donoghue about Learning in Higher Education  1 Introduction  2 Component 1: What Is Meant by Learning in he?  3 Component 2: Students Must Know and Understand the Criteria for Study Success  4 Component 3: The Influence of the Study Environment (Education Spaces)  5 Component 4: Input and Outcomes Knowledge, Skills and (Study) Attitudes  6 Summary 14 Instructional Planning and Building Principles to Be Realised in Your Course  1 The Principles Are Explained and Illustrated with Pedagogical Options  2 Summary 15 Some Common Mistakes (by Earl, 1987)  1 The Missing Imperatives  2 The Missing Overview  3 The Impracticality of a Design  4 The Missing Melody  5 The Non-Integration Problem  6 Some Minor But Critical Faults  7 An Always Avoidable Fault  8 Summary 16 A Serious Game Design of Modern Higher Education (mhe)  1 The Concept of a Design Principle  2 The Serioius Game Modern Higher Education  3 Design Principles (DP) and Their Evidence-Based Options  4 Summary 17 Description of Various Types of Tests  1 Formative and Summative Testing  2 Quality of Tests  3 Safeguarding the Quality of the Tests  4 Different Types of Tests  5 Summary PART 4: Accountability Sources of Features Used in the Basic DD Process 18 Design Features Used in Design Models from Different Domains  1 Introduction  2 The Technical Design Features  3 Examples of Course Design and Development Models  4 Some Examples of Helpful Design Methods for Blended Learning Courses  5 Summary 19 Design Thinking  1 The Importance of Design Thinking  2 Design Thinking as a Process for Problem-Solving  3 The Process of Design Thinking  4 Summary 20 Problem-Solving Features Relevant to Course Design  1 Some Problem-Solving Characteristics  2 Description of the Problem-Solving Process  3 Summary 21 Creativity Is Indispensable in the DD Process  1 Why Pay Particular Attention to Creativity?  2 What Is Meant by Creativity?  3 The Creative Process  4 Your Creative Process Can Be Enhanced  5 Summary: Suggestions on How You Can Stimulate Your Creative Process 22 Why Do Faculty Hesitate to Adopt Evidence-Based Teaching Methods?  1 Introduction  2 Are There Other Reasons?  3 Suggestions to Support and Motivate Faculty to Apply Research Evidence  4 Summary Appendix A: Eight Design Principles and Their Consequences for MHE Appendix B: The Harris profile Glossary Index

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Book SynopsisUniversities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign. The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice. Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways. Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.Table of ContentsAcknowledgements List of Figures and Tables Introduction PART 1: Blended Learning Course Design and Development 1 Evidence-Based Process Course Design 2 Reading Guide: Practical Questions and Advice in This Book  1 Do You Consider (Re)designing Your Course  2 You Have Specific Questions about Course Design  3 Summary 3 Evidence-Based or Evidence-Informed Course Design?  1 Evidence-Informed or Evidence-Based Learning  2 Basic Features of Evidence-Based Medicine Compared with Course Design  3 Summary: Be Critical 4 Blended and Online Learning  1 Why Consider Using it in he?  2 What Do I Mean by Blended Learning?  3 What Do I Mean by Online Courses?  4 Another More Complex Format of Online Education Is Hybrid Education  5 Preparation for it  6 Activating Online Education in Open Universities in Some Countries  7 Online Education Offered through moocs or spocs  8 Open Educational Resources (OER s) That You Can Use in Your Course  9 Summary 5 Evidence-Based it Options in Education  1 Give Information and Explanation: Explicitly Focus on Knowledge  2 Support Self-Study and Classroom Study (Stimulate Active Learning)  3 Strengthen the Preparation of Students for the Professional Field  4 Incentivise the Communication between Students and between Students and Teacher(s)  5 Apply Tests and Provide Feedback: Testing Is the Motor of Learning  6 Evaluate Your Course  7 Summary 6 Course Development from a Design Perspective  1 Different Design Situations Ask for Different DD Processes  2 The Emerging Ideas of Your New Course  3 Course Design Is an Iterative Process of Alternating Divergent and Convergent Thinking  4 Teacher Designers Are ‘Craftspeople'  5 Design Activities in More Detail  6 Design Activity 1: Prepare and Discuss the Design Brief  7 Design Activity 2: Collect, Analyse and Structure the Information Needed  8 Design Tools 1 Verbs for Learning Objectives, Requirements and Quality Criteria  9 Design Activity 3: Design the Route Map for the Course Programme  10 Design Tools 2 Educational Methods and ITedu-Toolsbr/>  11 Design Activity 4: Develop the Route Map in the Blueprint Format  12 Design Activity 5: Deliver the Blended or Online Course  13 Design Activity 6: Evaluate and Assess the Quality of the Design Results and Decide on Consequences for the DD Process  14 Summary PART 2: Examples of Blended Learning Courses and a Case Study Applying the Basic DD Process 7Examples of Blended and Online Pedagogical Models  1 Pedagogical Model: Stimulate Self-Study to Achieve Deep Learning  2 The Flipped Classroom Model  3 Pedagogical Options on How to Design the Learning Process  4 A Pedagogical Model for Applying it in a Course with Lectures and Tutorials  5 Some Practical Suggestions on How You Can Benefit from it Options  6 Summary Description of Pedagogical Models and Best Practices 8 Redesign Your Course into a Blended Learning Course  1 Introduction  2 Program Course Blended Learning and Moodle  3 The First Part of the Course about Moodle and Blended Learning  4 The Second Part of the Course: Application of the pDD Process  5 Summary 9 Course Program for the 9-Stage DD Process  1 Introduction  2 Pedagogical Description of the Workshop  3 Summary 10 Case Study Design of the Workshop ‘Redesign Your Course in a Blended Learning Course’  1 My Activities as pum Netherland Senior Expert and SEC-Senior Expert Contact  2 Case Study Design Activity 1: Prepare and Discuss the Design Brief  3 Design Activity 2: Collect, Analyse and Structure the Information Needed in Your Design Assignment  4 Design Activity 3: Design the Route Map for the Course Programme  5 Design Activity 4: Develop the Best Route Map in the Blueprint Format  6 Design Activity 5: Deliver the Redesigned Blended or Online Course  7 Design Activity 6: Evaluate, Assess the Quality and Decide on the Consequences  8 Summary: Some Tips When Setting Up the pDD Process PART 3: A Course Design Toolbox for Teacher Designers 11 Input from Instructional Sciences Course Development 12 Curriculum Models in he  1 Case Studies-Oriented Curricula  2 Research-Based Curricula  3 Problem-Based Curricula  4 Project-Based Curricula  5 Traditional Education Combined with New Teaching Methods  6 Task-Oriented Curriculum  7 Module-Based Curricula  8 Summary 13 The Model of Hattie and Donoghue about Learning in Higher Education  1 Introduction  2 Component 1: What Is Meant by Learning in he?  3 Component 2: Students Must Know and Understand the Criteria for Study Success  4 Component 3: The Influence of the Study Environment (Education Spaces)  5 Component 4: Input and Outcomes Knowledge, Skills and (Study) Attitudes  6 Summary 14 Instructional Planning and Building Principles to Be Realised in Your Course  1 The Principles Are Explained and Illustrated with Pedagogical Options  2 Summary 15 Some Common Mistakes (by Earl, 1987)  1 The Missing Imperatives  2 The Missing Overview  3 The Impracticality of a Design  4 The Missing Melody  5 The Non-Integration Problem  6 Some Minor But Critical Faults  7 An Always Avoidable Fault  8 Summary 16 A Serious Game Design of Modern Higher Education (mhe)  1 The Concept of a Design Principle  2 The Serioius Game Modern Higher Education  3 Design Principles (DP) and Their Evidence-Based Options  4 Summary 17 Description of Various Types of Tests  1 Formative and Summative Testing  2 Quality of Tests  3 Safeguarding the Quality of the Tests  4 Different Types of Tests  5 Summary PART 4: Accountability Sources of Features Used in the Basic DD Process 18 Design Features Used in Design Models from Different Domains  1 Introduction  2 The Technical Design Features  3 Examples of Course Design and Development Models  4 Some Examples of Helpful Design Methods for Blended Learning Courses  5 Summary 19 Design Thinking  1 The Importance of Design Thinking  2 Design Thinking as a Process for Problem-Solving  3 The Process of Design Thinking  4 Summary 20 Problem-Solving Features Relevant to Course Design  1 Some Problem-Solving Characteristics  2 Description of the Problem-Solving Process  3 Summary 21 Creativity Is Indispensable in the DD Process  1 Why Pay Particular Attention to Creativity?  2 What Is Meant by Creativity?  3 The Creative Process  4 Your Creative Process Can Be Enhanced  5 Summary: Suggestions on How You Can Stimulate Your Creative Process 22 Why Do Faculty Hesitate to Adopt Evidence-Based Teaching Methods?  1 Introduction  2 Are There Other Reasons?  3 Suggestions to Support and Motivate Faculty to Apply Research Evidence  4 Summary Appendix A: Eight Design Principles and Their Consequences for MHE Appendix B: The Harris profile Glossary Index

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Book SynopsisIn this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analyze the kind of informal and formal educational activities that take place under the umbrella of the Maker Movement and then relate this to the field of Technology Education to uncover what researchers, innovators and teachers in this field can learn from the principles, ideas and practices that are central to the Maker Movement and vice versa. The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.Table of ContentsPreface  Marc de Vries and Remke Klapwijk List of Figures and Tables Notes on Contributors PART 1: The Rise of Maker Education across the World 1 Introduction  Remke Klapwijk and Marc de Vries 2 The Development and Evolution of Maker Education in China  Jianjun Gu and Qiuyue Yang 3 A Participatory Design Approach to Sustaining Makerspace Initiatives  Katrine Holm Kanstrup, Ole Sejer Iversen, Maarten Van Mechelen, Christian Dindler and Marie-Louise Wagner PART 2: Case-Studies on Maker Education 4 Informal Learning in a Public Library Makerspace for Youth in the Netherlands  Monique Pijls, Tom van Eijck and Bert Bredeweg 5 Using “EcoMakerKits” to Stimulate Maker Mindset and Circular Thinking in Mexico  Álvaro Núñez-Solís, Suneel Madahar, Nathan Eskue and Miroslava Silva-Ordaz 6 Playful Learning by Design in Kenya: Remote Development of Design Education Workshops for Rural Kenya  Marten B. Westerhof, Mathieu Gielen, Annemiek G. C. van Boeijen and James Otieno Jowi 7 Connecting Maker Education to Secondary School Technology Education in Korea: A Case of the Technology Teachers’ Learning Community in Republic of Korea  Hyuksoo Kwon 8 Case Studies of Maker Education in China  Gu Jianjun and Yang Qiuyue 9 Maker Education in the Applied Physics Bachelor Programme at Delft University of Technology  Freek Pols and Rolf Hut PART 3: Thematic Reflections 10 Maker Pedagogy  P. John Williams 11 Dynamic Roles of Materiality in Maker Education  Varpu Mehto and Kaiju Kangas 12 Social Learning: Does Cooperation Contribute to the Learning of the Makers?  Wendy Fox-Turnbull 13 Reflecting on Maker Education as a Potential Context for the Development of Spatial Ability  Jeffrey Buckley 14 Making in Informal and Formal Settings  Gerald van Dijk and Elwin Savelsbergh 15 Sustainability of the Case Study Maker Education Initiatives  HildaRuth Beaumont 16 Conclusions  Marc de Vries and Remke Klapwijk Index

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Book SynopsisIn this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analyze the kind of informal and formal educational activities that take place under the umbrella of the Maker Movement and then relate this to the field of Technology Education to uncover what researchers, innovators and teachers in this field can learn from the principles, ideas and practices that are central to the Maker Movement and vice versa. The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.Table of ContentsPreface  Marc de Vries and Remke Klapwijk List of Figures and Tables Notes on Contributors PART 1: The Rise of Maker Education across the World 1 Introduction  Remke Klapwijk and Marc de Vries 2 The Development and Evolution of Maker Education in China  Jianjun Gu and Qiuyue Yang 3 A Participatory Design Approach to Sustaining Makerspace Initiatives  Katrine Holm Kanstrup, Ole Sejer Iversen, Maarten Van Mechelen, Christian Dindler and Marie-Louise Wagner PART 2: Case-Studies on Maker Education 4 Informal Learning in a Public Library Makerspace for Youth in the Netherlands  Monique Pijls, Tom van Eijck and Bert Bredeweg 5 Using “EcoMakerKits” to Stimulate Maker Mindset and Circular Thinking in Mexico  Álvaro Núñez-Solís, Suneel Madahar, Nathan Eskue and Miroslava Silva-Ordaz 6 Playful Learning by Design in Kenya: Remote Development of Design Education Workshops for Rural Kenya  Marten B. Westerhof, Mathieu Gielen, Annemiek G. C. van Boeijen and James Otieno Jowi 7 Connecting Maker Education to Secondary School Technology Education in Korea: A Case of the Technology Teachers’ Learning Community in Republic of Korea  Hyuksoo Kwon 8 Case Studies of Maker Education in China  Gu Jianjun and Yang Qiuyue 9 Maker Education in the Applied Physics Bachelor Programme at Delft University of Technology  Freek Pols and Rolf Hut PART 3: Thematic Reflections 10 Maker Pedagogy  P. John Williams 11 Dynamic Roles of Materiality in Maker Education  Varpu Mehto and Kaiju Kangas 12 Social Learning: Does Cooperation Contribute to the Learning of the Makers?  Wendy Fox-Turnbull 13 Reflecting on Maker Education as a Potential Context for the Development of Spatial Ability  Jeffrey Buckley 14 Making in Informal and Formal Settings  Gerald van Dijk and Elwin Savelsbergh 15 Sustainability of the Case Study Maker Education Initiatives  HildaRuth Beaumont 16 Conclusions  Marc de Vries and Remke Klapwijk Index

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Book SynopsisThe purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning. AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.Table of ContentsForeword  Joi L. Moore Series Editors’ Foreword  Christopher Thomas Miller and Anthony A. Piña Acknowledgments List of Figures and Tables PART 1: DVI in the Visual Instruction and Radio Era: 1923–1947 Introduction to Part 1: DVI in the Visual Instruction and Radio Era: 1923–1947  Michael H. Molenda 1 AECT in Its First Fifty Years (DVI and DAVI)  Michael H. Molenda 2 Reading between the Lines: A Herstory of Instructional Design and Technology  Rebecca Clark-Stallkamp, Linda Wiley and Barbara B. Lockee 3 F. Dean McClusky: Leader Spotlight  Michael H. Molenda 4 AECT and the Visual Instruction Movement (1918–1928)  Wendell Johnson 5 Charles F. Hoban, Jr.: Leader Spotlight  Michael H. Molenda 6 James D. Finn’s Contribution to Establishing Infrastructure for Our Field  Jill Stefaniak and Laura Stapleton 7 James D. Finn: Leader Spotlight  Kenneth H. Silber 8 Celluloid Classrooms: Promise and Outcomes of the Visual Instruction Movement  William Sugar 9 Cone of Experience: The Legacy of Edgar Dale  Monalisa Dash 10 Edgar Dale: Leader Spotlight  Michael H. Molenda 11 Elizabeth Golterman: Leader Spotlight  Michael H. Molenda PART 2: DAVI and the Post WWII Audio Visual Education and Television Era: 1947–1969 Introduction to Part 2: DAVI in the Post-World War II AV Education and Television Era: 1947–1969  Michael H. Molenda 12 The Audiovisual Education Era: A Hidden History  Michael H. Molenda and Robert L. Appelman 13 Richard B. Lewis: Leader Spotlight  Michael H. Molenda 14 Anna L. Hyer: Leader Spotlight  Michael H. Molenda 15 James W. Brown: Leader Spotlight  Michael H. Molenda 16 L. C. “Ole” Larson: Leader Spotlight  Michael H. Molenda 17 The Lake Okoboji Leadership Conference: A Legacy of Leadership Development  Christopher Thomas Miller 18 Lee and Lida Cochran: Leader Spotlight  Christopher T. Miller 19 Charles F. Schuller: Leader Spotlight  Michael H. Molenda 20 Programmed Instruction and Its Successor Technologies  Michael H. Molenda and Phillip L. Harris 21 Susan Meyer Markle: Leader Spotlight  Michael H. Molenda 22 Robert Heinich: Leader Spotlight  Michael H. Molenda 23 William F. Kruse—Socialist, Documentary Filmmaker, & DAVI Archivist: Leader Spotlight  Matthew Sheldon Ames PART 3: AECT in the Instructional Design and Computer Era: 1970–1999 Introduction to Part 3: AECT in the Instructional Design and Computer Era: 1970–1999  Michael H. Molenda 24 AECT in Its Second Fifty Years  Michael H. Molenda, Christopher T. Miller, Phillip L. Harris, Barbara B. Lockee and Anthony A. Piña 25 Editors’ Perspectives of Educational Technology Research and Development (ETR&D) Journal: Reflecting the Growth of ETR&D through Editors’ Personal Journeys  Steven Ross, James Klein, J. Michael Spector, Abbas Johari, Gloria Natividad Beltrán del Río, Patricia Young, Tristan Johnson, Hale Ilgaz, Gwendolyn Morel and Lin Lin-Lipsmeyer 26 Jerrold E. Kemp: Leader Spotlight  Michael H. Molenda 27 AECT’s Leadership Role in the Field of Visual Literacy and Message Design: 1975–1995  Lauren Cifuentes 28 Richard E. Clark: Leader Spotlight  Michael H. Molenda 29 The AECT Foundation: Five Decades of Recognizing Achievement and Supporting Leadership Development  Anthony A. Piña 30 What Do a Jet Fighter Trainer, a Drag Racer, and a Long-Distance Canoeist Have in Common?  Robert Doyle 31 Making Visible the History of MIM in AECT: Excavating the History of the Affiliate Minorities in Media (MIM)  Peggy A. Lumpkin and Denise Tolbert 32 Wesley Joseph McJulien: Leader Spotlight  Patricia Young 33 The Evolution of Instructional Design Models  Robert Maribe (Rob) Branch and Rebecca Clark-Stallkamp PART 4: AECT in the Information Age: 2000–2023 Introduction to Part 4: AECT in the Information Age: 2000–2023  Anthony A. Piña 34 Lessons from Hindsight: Revisiting AECT’s Turn of the Century ‘Existential Crisis’  Kerry Burner and Marcy Driscoll (with contributions of Robert Harrell, Phillip Harris and Kyle L. Peck) 35 TechTrends  John Curry, Rebeca Peacock and Hannah Digges-Elliott 36 Culture, Learning, and Technology and the Promise of Diversity, Equity, and Inclusion: Leading AECT into a More Inclusive Future  Angela D. Benson, Bernadette Beavers-Forrest, Lisa Giacumo, Constance Harris, Akesha Horton and Juhong Christie Liu 37 Robert Maribe Branch: Leader Spotlight  Joi L. Moore and Gary Powell 38 The AECT Design and Development Competition History: 2004–2023  Dan Schuch 39 The AECT Summer Research Symposium  Brad Hokanson PART 5: Perspectives: Past, Present, and Future Introduction to Part 5: Perspectives: Past, Present, and Future  Barbara B. Lockee 40 How Much Did Teachers Use Media during the AV Era?  Michael H. Molenda and Robert L. Appelman 41 How Do We Understand the Historic Artifacts That Form the History of Instructional Design and Technology? Research and Recommendations  Matthew Sheldon Ames 42 Association for Educational Communications and Technology (AECT) Legends & Legacies: Historical Narratives  Rebecca Clark-Stallkamp 43 A Critical and Generative History of Systems in Educational Technology  Alison A. Carr-Chellman and Gordon Rowland 44 History of AECT Professional Ethics  Vicki S. Napper, Abbas Johari and Andrew R.J. Yeaman 45 A Bibliometric View of Educational Technology: A Domain Analysis of the Conference Proceedings of the AECT, 1979–2009  Vandy Pacetti-Donelson 46 AECT and Social Justice: A Retrospective Look and a Critical Path Forward  Kristin Herman, Paula Marcelle, Chris Luchs and Kae Novak 47 Challenges for the Epoch ahead and an Undivided World at Large  Jan Visser Appendix A: 100 Years of AECT Presidents Appendix B: AECT Legends and Legacies Notes on Contributors Name Index Subject Index

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Book SynopsisThe purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning. AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.Table of ContentsForeword  Joi L. Moore Series Editors’ Foreword  Christopher Thomas Miller and Anthony A. Piña Acknowledgments List of Figures and Tables PART 1: DVI in the Visual Instruction and Radio Era: 1923–1947 Introduction to Part 1: DVI in the Visual Instruction and Radio Era: 1923–1947  Michael H. Molenda 1 AECT in Its First Fifty Years (DVI and DAVI)  Michael H. Molenda 2 Reading between the Lines: A Herstory of Instructional Design and Technology  Rebecca Clark-Stallkamp, Linda Wiley and Barbara B. Lockee 3 F. Dean McClusky: Leader Spotlight  Michael H. Molenda 4 AECT and the Visual Instruction Movement (1918–1928)  Wendell Johnson 5 Charles F. Hoban, Jr.: Leader Spotlight  Michael H. Molenda 6 James D. Finn’s Contribution to Establishing Infrastructure for Our Field  Jill Stefaniak and Laura Stapleton 7 James D. Finn: Leader Spotlight  Kenneth H. Silber 8 Celluloid Classrooms: Promise and Outcomes of the Visual Instruction Movement  William Sugar 9 Cone of Experience: The Legacy of Edgar Dale  Monalisa Dash 10 Edgar Dale: Leader Spotlight  Michael H. Molenda 11 Elizabeth Golterman: Leader Spotlight  Michael H. Molenda PART 2: DAVI and the Post WWII Audio Visual Education and Television Era: 1947–1969 Introduction to Part 2: DAVI in the Post-World War II AV Education and Television Era: 1947–1969  Michael H. Molenda 12 The Audiovisual Education Era: A Hidden History  Michael H. Molenda and Robert L. Appelman 13 Richard B. Lewis: Leader Spotlight  Michael H. Molenda 14 Anna L. Hyer: Leader Spotlight  Michael H. Molenda 15 James W. Brown: Leader Spotlight  Michael H. Molenda 16 L. C. “Ole” Larson: Leader Spotlight  Michael H. Molenda 17 The Lake Okoboji Leadership Conference: A Legacy of Leadership Development  Christopher Thomas Miller 18 Lee and Lida Cochran: Leader Spotlight  Christopher T. Miller 19 Charles F. Schuller: Leader Spotlight  Michael H. Molenda 20 Programmed Instruction and Its Successor Technologies  Michael H. Molenda and Phillip L. Harris 21 Susan Meyer Markle: Leader Spotlight  Michael H. Molenda 22 Robert Heinich: Leader Spotlight  Michael H. Molenda 23 William F. Kruse—Socialist, Documentary Filmmaker, & DAVI Archivist: Leader Spotlight  Matthew Sheldon Ames PART 3: AECT in the Instructional Design and Computer Era: 1970–1999 Introduction to Part 3: AECT in the Instructional Design and Computer Era: 1970–1999  Michael H. Molenda 24 AECT in Its Second Fifty Years  Michael H. Molenda, Christopher T. Miller, Phillip L. Harris, Barbara B. Lockee and Anthony A. Piña 25 Editors’ Perspectives of Educational Technology Research and Development (ETR&D) Journal: Reflecting the Growth of ETR&D through Editors’ Personal Journeys  Steven Ross, James Klein, J. Michael Spector, Abbas Johari, Gloria Natividad Beltrán del Río, Patricia Young, Tristan Johnson, Hale Ilgaz, Gwendolyn Morel and Lin Lin-Lipsmeyer 26 Jerrold E. Kemp: Leader Spotlight  Michael H. Molenda 27 AECT’s Leadership Role in the Field of Visual Literacy and Message Design: 1975–1995  Lauren Cifuentes 28 Richard E. Clark: Leader Spotlight  Michael H. Molenda 29 The AECT Foundation: Five Decades of Recognizing Achievement and Supporting Leadership Development  Anthony A. Piña 30 What Do a Jet Fighter Trainer, a Drag Racer, and a Long-Distance Canoeist Have in Common?  Robert Doyle 31 Making Visible the History of MIM in AECT: Excavating the History of the Affiliate Minorities in Media (MIM)  Peggy A. Lumpkin and Denise Tolbert 32 Wesley Joseph McJulien: Leader Spotlight  Patricia Young 33 The Evolution of Instructional Design Models  Robert Maribe (Rob) Branch and Rebecca Clark-Stallkamp PART 4: AECT in the Information Age: 2000–2023 Introduction to Part 4: AECT in the Information Age: 2000–2023  Anthony A. Piña 34 Lessons from Hindsight: Revisiting AECT’s Turn of the Century ‘Existential Crisis’  Kerry Burner and Marcy Driscoll (with contributions of Robert Harrell, Phillip Harris and Kyle L. Peck) 35 TechTrends  John Curry, Rebeca Peacock and Hannah Digges-Elliott 36 Culture, Learning, and Technology and the Promise of Diversity, Equity, and Inclusion: Leading AECT into a More Inclusive Future  Angela D. Benson, Bernadette Beavers-Forrest, Lisa Giacumo, Constance Harris, Akesha Horton and Juhong Christie Liu 37 Robert Maribe Branch: Leader Spotlight  Joi L. Moore and Gary Powell 38 The AECT Design and Development Competition History: 2004–2023  Dan Schuch 39 The AECT Summer Research Symposium  Brad Hokanson PART 5: Perspectives: Past, Present, and Future Introduction to Part 5: Perspectives: Past, Present, and Future  Barbara B. Lockee 40 How Much Did Teachers Use Media during the AV Era?  Michael H. Molenda and Robert L. Appelman 41 How Do We Understand the Historic Artifacts That Form the History of Instructional Design and Technology? Research and Recommendations  Matthew Sheldon Ames 42 Association for Educational Communications and Technology (AECT) Legends & Legacies: Historical Narratives  Rebecca Clark-Stallkamp 43 A Critical and Generative History of Systems in Educational Technology  Alison A. Carr-Chellman and Gordon Rowland 44 History of AECT Professional Ethics  Vicki S. Napper, Abbas Johari and Andrew R.J. Yeaman 45 A Bibliometric View of Educational Technology: A Domain Analysis of the Conference Proceedings of the AECT, 1979–2009  Vandy Pacetti-Donelson 46 AECT and Social Justice: A Retrospective Look and a Critical Path Forward  Kristin Herman, Paula Marcelle, Chris Luchs and Kae Novak 47 Challenges for the Epoch ahead and an Undivided World at Large  Jan Visser Appendix A: 100 Years of AECT Presidents Appendix B: AECT Legends and Legacies Notes on Contributors Name Index Subject Index

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Book SynopsisFirst Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country. Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education. Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.Table of ContentsAcknowledgement List of Figures and Tables List of Abbreviations About the Author 1 Introduction  1 Apmer Akely-Akely  2 Re-imagining Curriculum and Pedagogy 2 Validating Indigenous Pedagogies in Mathematics Education  1 Are First Nations Identities and Cultural Intelligences Invoked in Mathematics Learning?  2 A Framework for Validating Indigenous Pedagogy  3 Cultural Respect Framework  4 Critical Self-Reflection 3 Embedding Living Stories in Mathematics Education  1 Utopia Community  2 My Positionality – An Insider/Outsider  3 Why Was Intervention in My Pedagogic Practice Necessary? 4 Preferencing Utopia Eastern Anmatyerr and Alyawarr Voice in Pedagogy  1 Creating the Space and Place for Merging Epistemologies in Measurement Curriculum  2 Decolonising Mathematics Education 5 The Goompi Model  1 Goompi Iterative Pedagogical Cycles in Four Phases  2 Goompi Pedagogical Cycles: Akatyerr Quadrat Study Iterations 6 Narrative: The Experience and Story of Decolonising Mathematics Education  1 Narrative: The Experience of Change  2 Understanding the Experiences of Change 7 Theory of Social Change – Decolonising Mathematics Education  1 Major Findings  2 Solutions to Problematic Pedagogic Practices  3 The Contribution of the Theoretical Frameworks to the Study  4 The Contribution of the Thematic Analysis  5 Limitations of the Study  6 Recommendations for Mathematics Education  7 Directions for Further Research 8 Future Generations  1 Anti-Colonial Educational Perspectives for Transformative Change  2 Lessons for Future Teachers  3 Mathematisation of Wild Akatyerr Harvest  4 Future Questions  5 Summarising Thoughts Glossary Index

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Book SynopsisFirst Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country. Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education. Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.Table of ContentsAcknowledgement List of Figures and Tables List of Abbreviations About the Author 1 Introduction  1 Apmer Akely-Akely  2 Re-imagining Curriculum and Pedagogy 2 Validating Indigenous Pedagogies in Mathematics Education  1 Are First Nations Identities and Cultural Intelligences Invoked in Mathematics Learning?  2 A Framework for Validating Indigenous Pedagogy  3 Cultural Respect Framework  4 Critical Self-Reflection 3 Embedding Living Stories in Mathematics Education  1 Utopia Community  2 My Positionality – An Insider/Outsider  3 Why Was Intervention in My Pedagogic Practice Necessary? 4 Preferencing Utopia Eastern Anmatyerr and Alyawarr Voice in Pedagogy  1 Creating the Space and Place for Merging Epistemologies in Measurement Curriculum  2 Decolonising Mathematics Education 5 The Goompi Model  1 Goompi Iterative Pedagogical Cycles in Four Phases  2 Goompi Pedagogical Cycles: Akatyerr Quadrat Study Iterations 6 Narrative: The Experience and Story of Decolonising Mathematics Education  1 Narrative: The Experience of Change  2 Understanding the Experiences of Change 7 Theory of Social Change – Decolonising Mathematics Education  1 Major Findings  2 Solutions to Problematic Pedagogic Practices  3 The Contribution of the Theoretical Frameworks to the Study  4 The Contribution of the Thematic Analysis  5 Limitations of the Study  6 Recommendations for Mathematics Education  7 Directions for Further Research 8 Future Generations  1 Anti-Colonial Educational Perspectives for Transformative Change  2 Lessons for Future Teachers  3 Mathematisation of Wild Akatyerr Harvest  4 Future Questions  5 Summarising Thoughts Glossary Index

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Book SynopsisOver the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.Table of ContentsForeword: Choreographing the Governing of Education  Susan L. Robertson List of Figures and Tables PART 1: The Large-scale Assessment Assemblage 1 Introduction: Problematizing Large-scale Assessment Programs  1 Locating the Problem  2 Large-scale Assessment Arrangements in a Global Context  3 Large-scale Assessment and Governance Literatures  4 Purpose of the Research  5 Theoretical and Methodological Approach  6 Layout of the Book 2 The Rise and Development of Large-scale Assessments as Tools for Governing  1 Understanding Large-scale Assessments  2 Large-scale Assessments Today, a Complex and Neglected Concept  3 Efforts to Improve Education Systems  2 Governing the Education Sector  3 Conclusions 3 Expanding Our Understandings of Large-scale Assessments and Governance  1 Large-scale Assessments and Governance  2 Thinking and Pedagogical Tools  3 Conclusions 4 Mexico’s Cacophony or Harmony of Large-scale Assessments?  1 Large-scale Assessment Programs in Mexico  2 PISA  3 ERCE-LLECE  4 PLANEA and Predecessors  5 LSA s and Claims to Aiding Policy Decisions and Education Practices  6 Conclusions PART 2: Large-scale Assessments at the Local, Subnational and National 5 Local Scale: Teachers  1 Sources of Data for Unit One  2 Context of the Local Unit of Analysis  3 Large-scale Assessments in the Subnational State  4 Large-scale Assessment Data for Aiding Practice Improvement  5 What Do Educators Know about Large-scale Assessments?  6 Program Knowledge, Depth and Acquaintance  7 Offering Data to Which Educators?  8 PISA and PLANEA Publications  9 Perceived Usefulness of Large-scale Assessment Data  10 Unintended Large-scale Assessment Data Effects at the Local Scale  11 Relevance of Large-scale Assessment Programs, What about the Bigger Picture?  12 Conclusions 6 Subnational Scale: Municipal and State Policymakers  1 Sources of Data for the Subnational Case  2 EXCALE Large-scale Assessment  3 Context of Preschool Education  4 The EXCALE’s Use in Kindergarten Initiative  5 Use of Results?  6 Math and Literacy: A Myth?  7 Conclusions 7 National Scale: Legislators and Secretariat Officials  1 Policy I: The General Law for the Professional Teaching Service  2 Policy II: Key Learnings for an Integral Education  3 Conclusions PART 3: Expanding Our Understandings of Large-scale Assessments 8 Governing Tools: How Large-scale Assessments Shape Visions?  1 Scales, Bits and Tools  2 Shaping Vertical Vision  3 Governing Tools and the ERCE-LLECE Case  4 Conclusions 9 Conclusions  1 Main Research Concluding Thoughts  2 Contributions of This Study  3 The Large-Scale Assessment Landscape in Mexico Since the Study  4 Future Research References Index

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Book SynopsisOver the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.Table of ContentsForeword: Choreographing the Governing of Education  Susan L. Robertson List of Figures and Tables PART 1: The Large-scale Assessment Assemblage 1 Introduction: Problematizing Large-scale Assessment Programs  1 Locating the Problem  2 Large-scale Assessment Arrangements in a Global Context  3 Large-scale Assessment and Governance Literatures  4 Purpose of the Research  5 Theoretical and Methodological Approach  6 Layout of the Book 2 The Rise and Development of Large-scale Assessments as Tools for Governing  1 Understanding Large-scale Assessments  2 Large-scale Assessments Today, a Complex and Neglected Concept  3 Efforts to Improve Education Systems  2 Governing the Education Sector  3 Conclusions 3 Expanding Our Understandings of Large-scale Assessments and Governance  1 Large-scale Assessments and Governance  2 Thinking and Pedagogical Tools  3 Conclusions 4 Mexico’s Cacophony or Harmony of Large-scale Assessments?  1 Large-scale Assessment Programs in Mexico  2 PISA  3 ERCE-LLECE  4 PLANEA and Predecessors  5 LSA s and Claims to Aiding Policy Decisions and Education Practices  6 Conclusions PART 2: Large-scale Assessments at the Local, Subnational and National 5 Local Scale: Teachers  1 Sources of Data for Unit One  2 Context of the Local Unit of Analysis  3 Large-scale Assessments in the Subnational State  4 Large-scale Assessment Data for Aiding Practice Improvement  5 What Do Educators Know about Large-scale Assessments?  6 Program Knowledge, Depth and Acquaintance  7 Offering Data to Which Educators?  8 PISA and PLANEA Publications  9 Perceived Usefulness of Large-scale Assessment Data  10 Unintended Large-scale Assessment Data Effects at the Local Scale  11 Relevance of Large-scale Assessment Programs, What about the Bigger Picture?  12 Conclusions 6 Subnational Scale: Municipal and State Policymakers  1 Sources of Data for the Subnational Case  2 EXCALE Large-scale Assessment  3 Context of Preschool Education  4 The EXCALE’s Use in Kindergarten Initiative  5 Use of Results?  6 Math and Literacy: A Myth?  7 Conclusions 7 National Scale: Legislators and Secretariat Officials  1 Policy I: The General Law for the Professional Teaching Service  2 Policy II: Key Learnings for an Integral Education  3 Conclusions PART 3: Expanding Our Understandings of Large-scale Assessments 8 Governing Tools: How Large-scale Assessments Shape Visions?  1 Scales, Bits and Tools  2 Shaping Vertical Vision  3 Governing Tools and the ERCE-LLECE Case  4 Conclusions 9 Conclusions  1 Main Research Concluding Thoughts  2 Contributions of This Study  3 The Large-Scale Assessment Landscape in Mexico Since the Study  4 Future Research References Index

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Book SynopsisArts Education: A Global Affair highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to the changes in arts education practices as a consequence of the global pandemic and its ongoing variants. Moreover, teaching and research in arts education have changed significantly as a consequence of the world-wide pandemic, COVID-19. Emerging variants have exacerbated the situation and show no signs of subsiding. In response to these challenges, arts educators and researchers have developed new modes of instructional delivery and data collection. These include asynchronous, synchronous, hybrid and bi-modal online learning, and online questionnaires, surveys, focus groups, and video interviews. This volume highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to this new reality in education.Table of ContentsForeword  Emily Achieng’ Akuno Preface Acknowledgements List of Figures and Tables Notes on Contributors 1 Artistic Creation and Dissemination of Landscape in Hybrid Online Learning: Approach outside the Classroom through Local Arboreal Heritage  Maria Luz Ruiz-Bañon, Victoria Sánchez and Manuel Fernández 2 Community of Practice in Game Art and Design Education with Discord Application  Lee Cheng and Baris Isikguner 3 Adapting Acting Education for Pandemic-Friendly Mediums: A Play about Self-Preservation and Self-Presentation  Kara Flanagan, Danu Anthony Stinson and Anita Prest 4 A Rack for Memories: Between Theory and Praxis, the Real and the Digital  Vendula Fremlová 5 Music Technology and the Hybrid Classroom Model  Samuel Graden 6 Community-Based Art Education in a Pandemic World: Maintaining and Building an “Art-Home” in a Time of Isolation  David LeRue, Catherine Wells, Kristina Urquhart, Jeannie Kyunjin Kim, Breanna Shanahan, Simone Aresnault-May and Nadia Kuehn 7 “Drama Education in the Distance, Really?! … Really!”: Ways of Adapting Drama Education in Czechia and Slovakia in the First COVID-19 Lockdown in Spring 2020  Kateřina Žarnikov 8 Teaching Is about Human Relationships: Art Education Graduate Students as Teachers and Learners in the Pandemic  Nancy Long, Amy Atkinson and David LeRue 9 Are Talking Heads the Only Answer? Remote and Hybrid Drama Education in a New Zealand Secondary School  Jane Isobel Luton and Jacqueline Hood 10 University Students’ Experiences Using Digital Technology in Choral Music Performance: A Case of Maseno University Choir Members  Nancy Masasabi 11 Inside the Online Location: Inquiring into Musical Narratives through PhD Mentorship  Anneke McCabe and Shelley M. Griffin 12 Canadian K-12 Music Educators’ Pandemic Teaching Experiences: The Silver Lining  Francine Morin 13 The Provision of Art Education for Children in Kenya Using WhatsApp  Lucy Mugambi 14 A Pedagogy of Arts and Multiliteracies  Beryl Peters and Julie Mongeon-Ferré 15 An Alternative Art Museum Engagement in the Era of COVID-19 Pandemic: A Pedagogical Experimentation  Elmira Sarreshehdari and Yasaman Moussavi 16 Hiroshima-Concordia: A Transnational Art Education Commons in Action  Anita Sinner, Kazuyo Nakamura, Natalie Pavlik, Congmao Li, Nao Kameishi and Motoki Wada 17 Reflections on Research and Studio Teaching in an Online Environment  Michelle Wiebe 18 The Arts Cure: Innovating Equitable Education and Research during and after the Pandemic  Kari-Lynn Winters, Catherine Hands, Snežana Obradović-Ratković and Julianne Burgess 19 What a Child Can Learn from Visual Arts: An Observation from a Math Education Researcher during the Pandemic  Xiong Wang 20 The Genesis Project: An Investigation of Contemporary Music Composition  Bernard W. Andrews

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Book SynopsisArts Education: A Global Affair highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to the changes in arts education practices as a consequence of the global pandemic and its ongoing variants. Moreover, teaching and research in arts education have changed significantly as a consequence of the world-wide pandemic, COVID-19. Emerging variants have exacerbated the situation and show no signs of subsiding. In response to these challenges, arts educators and researchers have developed new modes of instructional delivery and data collection. These include asynchronous, synchronous, hybrid and bi-modal online learning, and online questionnaires, surveys, focus groups, and video interviews. This volume highlights the adaptations that arts educators and researchers have undertaken to successfully adjust to this new reality in education.Table of ContentsForeword  Emily Achieng’ Akuno Preface Acknowledgements List of Figures and Tables Notes on Contributors 1 Artistic Creation and Dissemination of Landscape in Hybrid Online Learning: Approach outside the Classroom through Local Arboreal Heritage  Maria Luz Ruiz-Bañon, Victoria Sánchez and Manuel Fernández 2 Community of Practice in Game Art and Design Education with Discord Application  Lee Cheng and Baris Isikguner 3 Adapting Acting Education for Pandemic-Friendly Mediums: A Play about Self-Preservation and Self-Presentation  Kara Flanagan, Danu Anthony Stinson and Anita Prest 4 A Rack for Memories: Between Theory and Praxis, the Real and the Digital  Vendula Fremlová 5 Music Technology and the Hybrid Classroom Model  Samuel Graden 6 Community-Based Art Education in a Pandemic World: Maintaining and Building an “Art-Home” in a Time of Isolation  David LeRue, Catherine Wells, Kristina Urquhart, Jeannie Kyunjin Kim, Breanna Shanahan, Simone Aresnault-May and Nadia Kuehn 7 “Drama Education in the Distance, Really?! … Really!”: Ways of Adapting Drama Education in Czechia and Slovakia in the First COVID-19 Lockdown in Spring 2020  Kateřina Žarnikov 8 Teaching Is about Human Relationships: Art Education Graduate Students as Teachers and Learners in the Pandemic  Nancy Long, Amy Atkinson and David LeRue 9 Are Talking Heads the Only Answer? Remote and Hybrid Drama Education in a New Zealand Secondary School  Jane Isobel Luton and Jacqueline Hood 10 University Students’ Experiences Using Digital Technology in Choral Music Performance: A Case of Maseno University Choir Members  Nancy Masasabi 11 Inside the Online Location: Inquiring into Musical Narratives through PhD Mentorship  Anneke McCabe and Shelley M. Griffin 12 Canadian K-12 Music Educators’ Pandemic Teaching Experiences: The Silver Lining  Francine Morin 13 The Provision of Art Education for Children in Kenya Using WhatsApp  Lucy Mugambi 14 A Pedagogy of Arts and Multiliteracies  Beryl Peters and Julie Mongeon-Ferré 15 An Alternative Art Museum Engagement in the Era of COVID-19 Pandemic: A Pedagogical Experimentation  Elmira Sarreshehdari and Yasaman Moussavi 16 Hiroshima-Concordia: A Transnational Art Education Commons in Action  Anita Sinner, Kazuyo Nakamura, Natalie Pavlik, Congmao Li, Nao Kameishi and Motoki Wada 17 Reflections on Research and Studio Teaching in an Online Environment  Michelle Wiebe 18 The Arts Cure: Innovating Equitable Education and Research during and after the Pandemic  Kari-Lynn Winters, Catherine Hands, Snežana Obradović-Ratković and Julianne Burgess 19 What a Child Can Learn from Visual Arts: An Observation from a Math Education Researcher during the Pandemic  Xiong Wang 20 The Genesis Project: An Investigation of Contemporary Music Composition  Bernard W. Andrews

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Book SynopsisReading has been touted as the most crucial and lacking skill for young South African children. This book delves into the issues and measurement considerations surrounding reading literacy using the Progress in International Reading Literacy Study (PIRLS) data. The contributors to this volume explore the complexities of measuring reading literacy with an international survey, curricula misalignment, and how the PIRLS framework can inform teaching and learning. Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.Table of ContentsForeword  Hans Wagemaker Acknowledgements List of Figures and Tables Notes on Contributors 1 The Complexities of International Large-Scale Assessments in a Developing Context  Celeste Combrinck and Surette van Staden 2 The PIRLS Assessment Framework: Implications for Teacher Education  Nick Taylor 3 Explaining Improved Learning Outcomes in South African Primary Schools  Martin Gustafsson and Stephen Taylor 4 Reading Literacy in Multilingual Societies: An Exploration of Relevant Learning Opportunities for Teacher Education and Their Implications for Large-Scale Assessment  Tobias Schroedler, Caroline Böning and Surette van Staden 5 When Comprehension Barely Occurs: Examining Low Performance in South Africa to Better Support and Monitor Reading Comprehension  Elizabeth Pretorius and Karen Roux 6 Shaping National Use of International Large-Scale Assessment Data: Translating Descriptive Patterns into Meaningful Contextual Scales of Teacher Reading Practice  Surette van Staden and Claudia Schreiner 7 Bridging the 20-Year Literacy Divide: African Language Reading Progress in South Africa  Nompumelelo L. Mohohlwane, Nangamso Mtsatse and Peter Courtney 8 Looking Back, Looking Forward: The Future of Reading for South African Children  Surette van Staden and Celeste Combrinck Index

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Book SynopsisIn Moral and Political Dimensions of Critical-Democratic Citizenship Education, Wiel Veugelers analyses theory, policy and practice of moral education and citizenship education in the past few decades. He shows that there are different orientations in national and global moral education and citizenship education. He criticises the strong orientation on the individual and on adaptation, and argues for more emphasises on social justice, equity and democracy. This volume brings together articles Veugelers published in the past 25 years. Each article is introduced by a reflection on the reasons for the article, its responses, and lessons that are still relevant. The book ends with a large chapter that overviews central developments and presents a programme for future theory, research, policy and practice in moral education and citizenship education with a strong focus on democracy and empowerment: the moral should become more political and the political more moral.

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Book SynopsisLeaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States. ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.

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Book SynopsisLeaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States. ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.

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Book SynopsisTheories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices. An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person. Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.Table of ContentsNotes on Original Publications List of Figures Introduction  Liwen Ma and Joseph L. Subbiondo PART 1: Deep Connections and New Integrations for Education 1 Integral Drama Based Pedagogy as a Practice of Integral Education: Facilitating the Journey of Personal Transformation  Liwen Ma and Joseph L. Subbiondo PART 2: Theory 2 A Review of Drama Education (UK) and Integral Drama Based Pedagogy (China), Western and Eastern Perspectives and Influences  Clive Holmwood 3 Awakening the Intuitive Mind: Self-Cultivation in the Practical Philosophies of Wang Yangming and Sri Aurobindo  Richard Hartz 4 The Foundations of Hiroshi Motoyama’s Integral Education  Thomas Brophy 5 On Becoming a Person: Perspectives from Carl Rogers, Huineng, Wang Yangming, and Ken Wilber  Caifang Zhu and Hongyu Liu PART 3: Practice 6 Integrating Conflict Management Learning into the Curriculum  John O’Toole 7 Participatory Drama: A Pedagogy for Integrating Language Learning and Moral Development  Joe Winston 8 Experiencing and Learning through Story and Educational Drama: A Workshop Example  Stig A. Eriksson 9 Applying the Role Drama Approaches of die in Teaching English Famous Play: Taking “The Cop and the Anthem” in a High School as an Example  Hsiao-hua Chang and Shan Jing 10 Vivescer: An Online Integral Teacher Development Platform: An Integral Education Case Study from Brazil  Sean Esbjörn-Hargens 11 Growing Drama: A New Integral Paradigm through Children’s Drama Experience Construction in Early Childhood  Jinmei Zhang PART 4: Community Service 12 Family Tradition Theater  Liao Xiaoyi

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Book SynopsisTheories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices. An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person. Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.Table of ContentsNotes on Original Publications List of Figures Introduction  Liwen Ma and Joseph L. Subbiondo PART 1: Deep Connections and New Integrations for Education 1 Integral Drama Based Pedagogy as a Practice of Integral Education: Facilitating the Journey of Personal Transformation  Liwen Ma and Joseph L. Subbiondo PART 2: Theory 2 A Review of Drama Education (UK) and Integral Drama Based Pedagogy (China), Western and Eastern Perspectives and Influences  Clive Holmwood 3 Awakening the Intuitive Mind: Self-Cultivation in the Practical Philosophies of Wang Yangming and Sri Aurobindo  Richard Hartz 4 The Foundations of Hiroshi Motoyama’s Integral Education  Thomas Brophy 5 On Becoming a Person: Perspectives from Carl Rogers, Huineng, Wang Yangming, and Ken Wilber  Caifang Zhu and Hongyu Liu PART 3: Practice 6 Integrating Conflict Management Learning into the Curriculum  John O’Toole 7 Participatory Drama: A Pedagogy for Integrating Language Learning and Moral Development  Joe Winston 8 Experiencing and Learning through Story and Educational Drama: A Workshop Example  Stig A. Eriksson 9 Applying the Role Drama Approaches of die in Teaching English Famous Play: Taking “The Cop and the Anthem” in a High School as an Example  Hsiao-hua Chang and Shan Jing 10 Vivescer: An Online Integral Teacher Development Platform: An Integral Education Case Study from Brazil  Sean Esbjörn-Hargens 11 Growing Drama: A New Integral Paradigm through Children’s Drama Experience Construction in Early Childhood  Jinmei Zhang PART 4: Community Service 12 Family Tradition Theater  Liao Xiaoyi

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