Educational strategies and policy: inclusion Books

Book SynopsisWorking with scientists has been suggested as a powerful activity that can stimulate students’ interest and career aspirations in science. However, how to address challenges of power-over issues and communication barriers in youth-scientist partnerships? In Youths’ Cogenerative Dialogues with Scientists, the author describes a pioneering study to improve internship communications between youth and scientists through cogenerative dialogues. The findings show that cogenerative dialogues can help youth and scientists recognize, express, and manage their challenges and emotions as they arise in their internships. As a result, cogenerative dialogues help youth and scientists work productively as a team and enhance their social boding. Suggestions are also provided for science educators to design more innovative and effective projects for future youth-scientist partnerships.Table of ContentsPreface Acknowledgments Figures and Tables 1 Challenging the Status Quo of Youth-Scientist Partnerships with Cogenerative Dialogues  1 Models of Youth-Scientist Partnerships  2 Benefijits of Youth-Scientist Partnerships  3 Challenges of Youth-Scientist Partnerships  4 The Potential of Cogenerative Dialogues to Advance the Status Quo of Youth-Scientist Partnerships  5 Coda 2 The Design Principles and Overall Structure of the “Work With A Scientist” Program  1 Theoretical Frameworks for the Program  2 Program Timeline, Milestones, & Forms  3 Program Collaborators and Resources  4 Ethical Considerations  5 Coda 35 3 Nuts and Bolts in the Recruitment and Retention of Scientists and Youth  1 Scientist Recruitment  2 Scientist Retention  3 Youth Recruitment  4 Youth Application Procedures  5 Youth Retention  6 Coda 4 Training of Cogenerative Dialogues for Mediators, Scientists, and Youth  1 The Rules and Structure of Cogens  2 Training for Cogen Mediators  3 Training for Scientists  4 Training for Youth  5 Coda 5 Challenges and Solutions of Implementing Cogenerative Dialogues  1 Challenge 1: Cogens Sometimes Became Lecture-Like Talk  2 Challenge 2: Cogen Mediators Sometimes Had a Hard Time Mediating Dialogues  3 Challenge 3: Participants Thought That Cogen Sometimes Is a Negative Space  4 Challenge 4: Participants Thought Cogens Were Sometimes Useless Because Consensus Was Not Fully Implemented  5 Challenge 5: Some Participants Sometimes Dominated the Conversation during Cogens  6 Challenge 6: Participants Could Not Differentiate Cogens from Other Types of Conversation  7 Challenge 7: Participants Sometimes Had Difficulty Coming up with Ideas for Discussions  8 Challenge 8: Participants Sometimes Preferred to Stop Cogens in Order to Catch up Scientifijic Practice Progress by Deadline  9 Challenge 9: Participants Would Not Express Their True Voices When the Conversation Might Single out Particular Individuals  10 Challenge 10: Participants Sometimes Were off Topic or Shared Too-Personal Matters during Cogens  11 Coda 6 Issues and Solutions Discussed in Cogenerative Dialogues to Improve Internship Teaching and Learning  1 One Example of an Issue Raised by a Student  2 One Example of an Issue Raised by a Scientist  3 Issues and Solutions Identified during Cogens  4 Using Cogens to Transform Contradictions between Different Cultural Groups  5 Coda 7 Using Cogenerative Dialogues as Boundary Crossing Pedagogy  1 Boundary Crossing, Boundary Objects, and Brokers  2 Cogenerative Dialogues as a Transformation Tool  3 Facilitating Boundary Crossing through Cogenerative Dialogues  4 Coda 8 Using Cogenerative Dialogues to Dissolve Negative Emotions among Scientists and Youth  1 Cogens Enhanced Social Bonding  2 Transforming Negative Emotions through Cogens  3 The Lily Incident  4 Coda 9 Using Cogenerative Dialogue to Cultivate a Constructivist Learning Environment  1 Survey Results  2 Building a Constructivist Internship with Cogens  3 Coda 10 Youths’ Experiences of Cogenerative Dialogues  1 Lily’s Journal Entries about Cogens during the Beginning, Middle, and End of the Internship  2 Lily’s Exit Interviews about Cogens  3 Lily’s Follow-up Interview about Cogens  4 Coda 11 Future Research on Youth-Scientist Partnerships  1 Future Research Based on the “Work With A Scientist” Program  2 Coda Appendix 1: Program Syllabus Appendix 2: Rules and Structures of Cogenerative Dialogues Appendix 3: Cogenerative Dialogues Worksheet Appendix 4: Project Song “Utopia”—Lyrics Appendix 5: Cogenerative Dialogue Heuristic Appendix 6: Constructivist Learning Environment Survey-Internship Appendix 7: Constructivist Learning Environment Survey-School Index

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Book SynopsisThe social dimension of higher education emphasises the need to create more flexible learning and participation pathways within higher education for all students. In recent years, several projects have been developed and research groups created that have allowed considerable progress in the promotion and monitoring of more inclusive policies in this field. However, designing and implementing programmes providing attention to vulnerable groups remains a challenge for universities. Including the most significant contributions of the European project ACCESS4ALL, the book presents conceptual aspects related to the inclusive university, such as the quality and transitions linked to the treatment of diversity, good inclusion practices in six European countries, and a set of tools to identify dysfunctions and promote inclusion in higher education. Contributors are: Kati Clements, Fabio Dovigo, Joaquín Gairín, Romiță Iucu, Miguel Jerónimo, Lisa Lucas, Tiina Mäkelä, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, David Rodríguez-Gómez, Cecilia Inés Suárez, Mihaela Stîngu and Sue Timmis.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Joaquín Gairín, David Rodríguez-Gómez and Fabio Dovigo PART 1: Conceptual Framework 1 Quality and Equity in Higher Education  Joaquín Gairín 2 Diversity, Access, and Success in Higher Education: A Transnational Overview  Fabio Dovigo PART 2: Fostering Good Practices for Inclusion 3 Good Practices and Experiences for Inclusion in Finland  Saana Mehtälä, Kati Clements and Tiina Mäkelä 4 Fostering Good Practices for Vulnerable Students in Higher Education: Suggestions from Italy  Fabio Dovigo 5 Good Practices and Experiences for Inclusion in Portugal  Miguel Jerónimo and Fernanda Paula Pinheiro 6 Good Practices and Experiences for Inclusion in Higher Education in Romania  Elena Marin, Miaela Stîngu and Romiță Iucu 7 Good Practices and Experiences for Inclusion in Spain  Cecilia Inés Suárez 8 Policies and Strategies on Widening Access and Experiences of Inclusive Practices in Higher Education in England  Lisa Lucas and Sue Timmis PART 3: Promoting Strategic Change for Inclusion in Higher Education 9 Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education  Fabio Dovigo 10 The ACCESS4ALL Toolkit for Promoting Inclusion in Higher Education  David Rodríguez-Gómez Index

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Book SynopsisThe social dimension of higher education emphasises the need to create more flexible learning and participation pathways within higher education for all students. In recent years, several projects have been developed and research groups created that have allowed considerable progress in the promotion and monitoring of more inclusive policies in this field. However, designing and implementing programmes providing attention to vulnerable groups remains a challenge for universities. Including the most significant contributions of the European project ACCESS4ALL, the book presents conceptual aspects related to the inclusive university, such as the quality and transitions linked to the treatment of diversity, good inclusion practices in six European countries, and a set of tools to identify dysfunctions and promote inclusion in higher education. Contributors are: Kati Clements, Fabio Dovigo, Joaquín Gairín, Romiță Iucu, Miguel Jerónimo, Lisa Lucas, Tiina Mäkelä, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, David Rodríguez-Gómez, Cecilia Inés Suárez, Mihaela Stîngu and Sue Timmis.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Joaquín Gairín, David Rodríguez-Gómez and Fabio Dovigo PART 1: Conceptual Framework 1 Quality and Equity in Higher Education  Joaquín Gairín 2 Diversity, Access, and Success in Higher Education: A Transnational Overview  Fabio Dovigo PART 2: Fostering Good Practices for Inclusion 3 Good Practices and Experiences for Inclusion in Finland  Saana Mehtälä, Kati Clements and Tiina Mäkelä 4 Fostering Good Practices for Vulnerable Students in Higher Education: Suggestions from Italy  Fabio Dovigo 5 Good Practices and Experiences for Inclusion in Portugal  Miguel Jerónimo and Fernanda Paula Pinheiro 6 Good Practices and Experiences for Inclusion in Higher Education in Romania  Elena Marin, Miaela Stîngu and Romiță Iucu 7 Good Practices and Experiences for Inclusion in Spain  Cecilia Inés Suárez 8 Policies and Strategies on Widening Access and Experiences of Inclusive Practices in Higher Education in England  Lisa Lucas and Sue Timmis PART 3: Promoting Strategic Change for Inclusion in Higher Education 9 Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education  Fabio Dovigo 10 The ACCESS4ALL Toolkit for Promoting Inclusion in Higher Education  David Rodríguez-Gómez Index

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Book SynopsisLearner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings. The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book’s primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners. This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners’ needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.Trade Review"This book makes a very important contribution to the growing literature on how learner-centred education plays out in different contexts: in this case, the context of adult education for migrants in four European settings. The four cases (and their ‘cartographies’) are presented vividly. The comparisons are thoughtful and provide models of effective comparative education methods, including how to manage a framework and units of analysis. Accessible and well organised, it is an excellent resource for anyone interested in any of these themes." – Michele Schweisfurth, Professor of Comparative and International Education, University of GlasgowTable of ContentsForeword  Peter Mayo Acknowledgements Notes on Contributors PART 1: Conceptualisation 1 Setting the Context for a Comparative Exploration of Learner-Centred Education (LCE) in Programmes for Adult Migrants in Europe  Maria N. Gravani and Bonnie Slade 2 Learner-Centred Education: Debating Conceptual, Theoretical and Empirical Approaches  Maria N. Gravani and Pavlos Hatzopoulos PART 2: Contextualisation 3 Comparative Cartography of Adult Education for Migrants in the Four Countries  Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jõgi 4 Learner-Centred Education and Adult Education for Migrants in Estonia  Larissa Jõgi and Katrin Karu 5 Learner-Centred Education and Adult Education for Migrants in Glasgow  Bonnie Slade and Nicola Dickson 6 Learner-Centred Education and Adult Education for Migrants in Malta  Maria Brown 7 Learner-Centred Education and Adult Education for Migrants in Cyprus  Maria N. Gravani, Pavlos Hatzopoulos and Eleni Papaioannou PART 3: Comparative Analysis & Reflections 8 Learner-Centred Education and Adult Education for Migrants: A Cross-Case Analysis of the Four Cases  Pavlos Hatzopoulos, Maria N. Gravani, Bonnie Slade, Larissa Jõgi and Maria Brown 9 Reading the Migrants’ World through Emancipatory Learner-Centred Education: Parting Reflections on the Micro Pedagogical Contexts  Carmel Borg Index

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Book SynopsisLearner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings. The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book’s primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners. This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners’ needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.Trade Review"This book makes a very important contribution to the growing literature on how learner-centred education plays out in different contexts: in this case, the context of adult education for migrants in four European settings. The four cases (and their ‘cartographies’) are presented vividly. The comparisons are thoughtful and provide models of effective comparative education methods, including how to manage a framework and units of analysis. Accessible and well organised, it is an excellent resource for anyone interested in any of these themes." – Michele Schweisfurth, Professor of Comparative and International Education, University of GlasgowTable of ContentsForeword  Peter Mayo Acknowledgements Notes on Contributors PART 1: Conceptualisation 1 Setting the Context for a Comparative Exploration of Learner-Centred Education (LCE) in Programmes for Adult Migrants in Europe  Maria N. Gravani and Bonnie Slade 2 Learner-Centred Education: Debating Conceptual, Theoretical and Empirical Approaches  Maria N. Gravani and Pavlos Hatzopoulos PART 2: Contextualisation 3 Comparative Cartography of Adult Education for Migrants in the Four Countries  Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jõgi 4 Learner-Centred Education and Adult Education for Migrants in Estonia  Larissa Jõgi and Katrin Karu 5 Learner-Centred Education and Adult Education for Migrants in Glasgow  Bonnie Slade and Nicola Dickson 6 Learner-Centred Education and Adult Education for Migrants in Malta  Maria Brown 7 Learner-Centred Education and Adult Education for Migrants in Cyprus  Maria N. Gravani, Pavlos Hatzopoulos and Eleni Papaioannou PART 3: Comparative Analysis & Reflections 8 Learner-Centred Education and Adult Education for Migrants: A Cross-Case Analysis of the Four Cases  Pavlos Hatzopoulos, Maria N. Gravani, Bonnie Slade, Larissa Jõgi and Maria Brown 9 Reading the Migrants’ World through Emancipatory Learner-Centred Education: Parting Reflections on the Micro Pedagogical Contexts  Carmel Borg Index

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Book SynopsisHow should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia’s unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia.

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Book SynopsisHow should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia’s unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia.

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Book SynopsisThe current socio-political climate in the United States sheds a critical, glaring light on the racism and white supremacy which has been part of the fabric of this country since the seventeenth century. Barack Obama’s tenure as president resulted in a major increase in white hate groups, hate crimes, and unrelenting violence against innocent Black men and women by police. In response, people of different races, ethnicities, genders, sexual orientations, religions, ages and classes have taken to the streets in protest, and increased decades long efforts to organize against racism and for a more empathetic, just, democratic society. Social change about racism must begin with acknowledgement followed by open, focused, critical dialogue. Still Hanging: Using Performance Texts to Deconstruct Racism, referencing both the resilience of Black people in the face of institutionalized racism and systemic oppression, and the fact that Black people continue to be literally and metaphorically lynched in 2020, is designed to use the power of lived experience specific performance texts as frames for engaging faculty, students and others interested in beginning to deconstruct racism and construct an anti-racist way of being.Table of ContentsAcknowledgements Message about Cover Art List of Figures About the Authors Introduction PART 1: Sounds of Blackness 1 Still Hanging/On: ‘Strange Fruit’ and ‘Glory’ — Songs of/as/in Protest: Or, from Stage to Page: Documenting Ideological Performance  Bryant Keith Alexander Interlude 1: On Blackouts and Black Notes  Bryant Keith Alexander 2 Black Notes  Mary E. Weems Interlude 2: Confluences of Pain  Bryant Keith Alexander 3 Let the People See What They Did to My Child  Mary E. Weems 4 George Floyd’s Mama  Mary E. Weems 5 Wendy’s, Me, and Rayshard Brooks: Another Black Man Killed (June 12, 2020)  Bryant Keith Alexander 6 Where’s the Beef?  Mary E. Weems Interlude 3: A Moment of Prayer  Bryant Keith Alexander 7 Three Meditations on Prayer and Particularity: Or: On Black Mothers, Social Justice, and Queering Catholicism  Bryant Keith Alexander Interlude 4: Courageous Conversations  Bryant Keith Alexander 8 Three Conversations  Mary E. Weems Interlude 5: Trigger Warnings  Bryant Keith Alexander Interlude 6: Bamboozled  Mary E. Weems 9 Eat Fresh  Mary E. Weems 10 Not a Fan Letter: Or, Trigger Warning: An Autoethnographic Rant on Jussie Smollett  Bryant Keith Alexander Interlude 7: Hanging Chads?  Bryant Keith Alexander PART 2: Bodies on the Line 11 Attached?  Mary E. Weems 12 Still Hanging?  Bryant Keith Alexander Interlude 8: A Crack in My Heart  Bryant Keith Alexander 13 Crack the Door for Some Air  Mary E. Weems PART 3: Black/White Double Consciousness 14 Is There a White Double Consciousness? A Short Dialogue  Mary E. Weems and Bryant Keith Alexander Study Questions, Prompts, and Probes  Bryant Keith Alexander Notes for Teachers, Faculty, and Facilitators on Establishing a Learning Community  Mary E. Weems Bibliography and Further Reading

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Book SynopsisThe current socio-political climate in the United States sheds a critical, glaring light on the racism and white supremacy which has been part of the fabric of this country since the seventeenth century. Barack Obama’s tenure as president resulted in a major increase in white hate groups, hate crimes, and unrelenting violence against innocent Black men and women by police. In response, people of different races, ethnicities, genders, sexual orientations, religions, ages and classes have taken to the streets in protest, and increased decades long efforts to organize against racism and for a more empathetic, just, democratic society. Social change about racism must begin with acknowledgement followed by open, focused, critical dialogue. Still Hanging: Using Performance Texts to Deconstruct Racism, referencing both the resilience of Black people in the face of institutionalized racism and systemic oppression, and the fact that Black people continue to be literally and metaphorically lynched in 2020, is designed to use the power of lived experience specific performance texts as frames for engaging faculty, students and others interested in beginning to deconstruct racism and construct an anti-racist way of being.Table of ContentsAcknowledgements Message about Cover Art List of Figures About the Authors Introduction PART 1: Sounds of Blackness 1 Still Hanging/On: ‘Strange Fruit’ and ‘Glory’ — Songs of/as/in Protest: Or, from Stage to Page: Documenting Ideological Performance  Bryant Keith Alexander Interlude 1: On Blackouts and Black Notes  Bryant Keith Alexander 2 Black Notes  Mary E. Weems Interlude 2: Confluences of Pain  Bryant Keith Alexander 3 Let the People See What They Did to My Child  Mary E. Weems 4 George Floyd’s Mama  Mary E. Weems 5 Wendy’s, Me, and Rayshard Brooks: Another Black Man Killed (June 12, 2020)  Bryant Keith Alexander 6 Where’s the Beef?  Mary E. Weems Interlude 3: A Moment of Prayer  Bryant Keith Alexander 7 Three Meditations on Prayer and Particularity: Or: On Black Mothers, Social Justice, and Queering Catholicism  Bryant Keith Alexander Interlude 4: Courageous Conversations  Bryant Keith Alexander 8 Three Conversations  Mary E. Weems Interlude 5: Trigger Warnings  Bryant Keith Alexander Interlude 6: Bamboozled  Mary E. Weems 9 Eat Fresh  Mary E. Weems 10 Not a Fan Letter: Or, Trigger Warning: An Autoethnographic Rant on Jussie Smollett  Bryant Keith Alexander Interlude 7: Hanging Chads?  Bryant Keith Alexander PART 2: Bodies on the Line 11 Attached?  Mary E. Weems 12 Still Hanging?  Bryant Keith Alexander Interlude 8: A Crack in My Heart  Bryant Keith Alexander 13 Crack the Door for Some Air  Mary E. Weems PART 3: Black/White Double Consciousness 14 Is There a White Double Consciousness? A Short Dialogue  Mary E. Weems and Bryant Keith Alexander Study Questions, Prompts, and Probes  Bryant Keith Alexander Notes for Teachers, Faculty, and Facilitators on Establishing a Learning Community  Mary E. Weems Bibliography and Further Reading

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Book SynopsisThis volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula  Loïse Jeannin, Caroline Long and Phefumula Nyoni 2 Indigenous Culinary Knowledge, Culinary Curriculum and Students’ Perceptions of Indigenous Culinary Knowledge  Mohlakoane Ledile and Hewson Daryl 3 Eloquence in African and Inherited French Teaching Traditions: Convergence and the Need for Transformative Pedagogy Inadvertent  N’Dri Thérèse Assié-Lumumba 4 Rwanda’s Language-in-Education Policy Shift from French-Dominant to English-Only Medium: 2009–2017 Prospects and Implementation Success in Higher Education  Epimaque Niyibizi and Juliet Perumal 5 Collaborative Learning among Diverse Online Students at an Open Distance Learning Institution in South Africa: Pedagogical Considerations for Online Learning Development  Anneke Venter 6 Exploring Culturally Responsive Teaching amongst Pre-Service Teachers  Boitumelo Khunou 7 Coursework Assignments: Higher Expectations for Deeper Engagement  Caroline Long and Gift Cheva 8 Culturally Responsive Differentiated Instruction: What Lessons for Economics Lecturers in South Africa?  Loise Jeannin and Emmanuel Ojo 9 Corporeity in PhD Thesis Writing: Rituals and ‘Writing Gestures’  Elsa Chachkine and Anne Jorro 10 Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency  Michael Cross 11 ‘Assessment for Learning’ Over ‘Assessment of Learning’: A Quest for Mastery Rather Than Performance Orientation in Postgraduate Research Degrees  Dennis Zami Atibuni 12 Higher Education Opportunities for Students with Disabilities: Patched onto the System to Access Professional Education  Sibonokuhle Ndlovu 13 Myths Surrounding the Extended Curriculum in South Africa’s Higher Education Sector  Phefumula Nyoni and Olaide Agbaje 14 In Retrospect: Context, Diversity and Human Agency Matter  Michael Cross and Sibonokuhle Ndlovu Index

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Book SynopsisThis volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula  Loïse Jeannin, Caroline Long and Phefumula Nyoni 2 Indigenous Culinary Knowledge, Culinary Curriculum and Students’ Perceptions of Indigenous Culinary Knowledge  Mohlakoane Ledile and Hewson Daryl 3 Eloquence in African and Inherited French Teaching Traditions: Convergence and the Need for Transformative Pedagogy Inadvertent  N’Dri Thérèse Assié-Lumumba 4 Rwanda’s Language-in-Education Policy Shift from French-Dominant to English-Only Medium: 2009–2017 Prospects and Implementation Success in Higher Education  Epimaque Niyibizi and Juliet Perumal 5 Collaborative Learning among Diverse Online Students at an Open Distance Learning Institution in South Africa: Pedagogical Considerations for Online Learning Development  Anneke Venter 6 Exploring Culturally Responsive Teaching amongst Pre-Service Teachers  Boitumelo Khunou 7 Coursework Assignments: Higher Expectations for Deeper Engagement  Caroline Long and Gift Cheva 8 Culturally Responsive Differentiated Instruction: What Lessons for Economics Lecturers in South Africa?  Loise Jeannin and Emmanuel Ojo 9 Corporeity in PhD Thesis Writing: Rituals and ‘Writing Gestures’  Elsa Chachkine and Anne Jorro 10 Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency  Michael Cross 11 ‘Assessment for Learning’ Over ‘Assessment of Learning’: A Quest for Mastery Rather Than Performance Orientation in Postgraduate Research Degrees  Dennis Zami Atibuni 12 Higher Education Opportunities for Students with Disabilities: Patched onto the System to Access Professional Education  Sibonokuhle Ndlovu 13 Myths Surrounding the Extended Curriculum in South Africa’s Higher Education Sector  Phefumula Nyoni and Olaide Agbaje 14 In Retrospect: Context, Diversity and Human Agency Matter  Michael Cross and Sibonokuhle Ndlovu Index

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Book SynopsisIn Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices.Table of ContentsList of Figures Notes on Contributors 1 Self-Study and Diversity III: Inclusivity and Diversity in Teacher Education  Linda Fitzgerald, Julian Kitchen and Deborah Tidwell 2 Drawing on Privilege to Advance Social Justice: Reflections on My Identity and Practice as a Privileged Teacher Educator  Julian Kitchen 3 A Tale of Becoming and Radiance: Our Evolving Teacher Educator Identities in Post-Apartheid South Africa  Anita Hiralaal and Lungile Masinga 4 Wrestling with Dilemmas, Vulnerabilities, andHopes: Being an Immigrant Mother and a Transnational Teacher Educator  Jinhee Kim 5 Reconciling Knowledge: Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies  Makie Kortjass and Nosipho Mbatha 6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education: An Indigenous Educator’s Self-Study  Jennifer Markides 7 The Freedom to Be All at Once: My Journey from Literacy to Hip Hop Literacy  Shuaib J. Meacham 8 Building the Boat with Funds of Knowledge: Metaphors of a Japanese Immigrant Educator at an Icelandic Preschool  Megumi Nishida 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education: A Collective Self-Study  Gunnhildur Óskarsdóttir and Karen Rut Gísladóttir 10 A Racialized Canadian Professor’s Self Study: Teaching about Multiculturalism during the Trump Era  Manu Sharma 11 Navigating Shifting Waters: Reflections from a Critical Anti-Racist Teacher Educator  Leanne Taylor Index

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Book SynopsisIn Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices.Table of ContentsList of Figures Notes on Contributors 1 Self-Study and Diversity III: Inclusivity and Diversity in Teacher Education  Linda Fitzgerald, Julian Kitchen and Deborah Tidwell 2 Drawing on Privilege to Advance Social Justice: Reflections on My Identity and Practice as a Privileged Teacher Educator  Julian Kitchen 3 A Tale of Becoming and Radiance: Our Evolving Teacher Educator Identities in Post-Apartheid South Africa  Anita Hiralaal and Lungile Masinga 4 Wrestling with Dilemmas, Vulnerabilities, andHopes: Being an Immigrant Mother and a Transnational Teacher Educator  Jinhee Kim 5 Reconciling Knowledge: Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies  Makie Kortjass and Nosipho Mbatha 6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education: An Indigenous Educator’s Self-Study  Jennifer Markides 7 The Freedom to Be All at Once: My Journey from Literacy to Hip Hop Literacy  Shuaib J. Meacham 8 Building the Boat with Funds of Knowledge: Metaphors of a Japanese Immigrant Educator at an Icelandic Preschool  Megumi Nishida 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education: A Collective Self-Study  Gunnhildur Óskarsdóttir and Karen Rut Gísladóttir 10 A Racialized Canadian Professor’s Self Study: Teaching about Multiculturalism during the Trump Era  Manu Sharma 11 Navigating Shifting Waters: Reflections from a Critical Anti-Racist Teacher Educator  Leanne Taylor Index

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Book SynopsisThis book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.Table of ContentsPreface List of Figures and Tables 1 Introducing This Book: Arts-and-Science-in-the-Making  1 Preamble  2 Human Action  3 Cultivating Humanity  4 Human Transformation  5 Artistic Imagination  6 Humanistic Mathematics  7 Arts-and-Science-in-the-Making: Coda 2 Classroom Teaching: Schools Are for Teachers Too  1 Preamble  2 Where the Mind Is without Fear  3 Human Beings Who Are Integrated  4 The Rollercoaster of Teaching  5 Personal Practical Knowledge  6 Vygotsky in Educational Psychology  7 Schools Are for Teachers Too: Coda 3 Doctoral Research: Ascending to the Concrete  1 Preamble  2 Cooperative Learning | zpd  3 Collaborative Classroom Practice  4 Cultural Tools | Development | Methodology  5 Artefacts | Mediated Action | Mediated Agency  6 Activity | as Unit of Analysis  7 Ascending to the Concrete: Coda 4 Wider CHAT Research: From Activity to Directivity  1 Preamble  2 Making Human Beings Human  3 Situated Learning  4 Functional Approach to Literacy  5 Funds of Knowledge  6 Rousing Minds to Life  7 From Activity to Directivity: Coda 5 Practitioner Research: Art and Life Are Not One  1 Preamble  2 Narrative Research  3 Action Research  4 Teacher Research  5 Life History Research  6 Person Centric Research  7 Art and Life Are Not One: Coda 6 Pedagogical Perspectives: The Tone of Teaching  1 Preamble  2 Contexts for Local Change  3 Lads and Ear’oles  4 Socio-Institutional Pedagogy  5 Pedagogical Categories  6 Leading Activity across Ages  7 The Tone of Teaching: Coda 7 Critical Perspectives: Dialectical Inquiry  1 Preamble  2 Critical Consciousness  3 Critical Ontology for Teachers  4 Hidden Curriculum of Work  5 Research as Praxis  6 Research as Bricolage  7 Dialectical Inquiry: Coda 8 Curriculum Studies: Schooling Is a Bold and Risky Means  1 Preamble  2 Teacher as Artist Is Researcher  3 Deliberating the Practical  4 Arts in Education  5 Cases – Portfolios – Tasks  6 Taking Intelligent Action  7 Schooling Is a Bold and Risky Means: Coda 9 Taking Transformative Action: Gaining from Triangulation  1 Preamble  2 Relational Knowing | The Equal to Sign  3 Relational Agency | Problem Posing  4 Cogenerative Dialogue | Making Measurements  5 Expansive Learning | Meaningful Activities  6 Forests and Trees | A Multilectic  7 Gaining from Triangulation: Coda 10 Epilogue: Practitioner-as-Artist-and-Scientist  1 Preamble  2 Promising CHAT Avenues  3 Short Summary of Key Findings  4 Nature of Action, Theory and Dialectic at Play  5 Practitioner-as-Artist-and-Scientist: Coda Subject Index Author Index

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Book SynopsisThis book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.Table of ContentsPreface List of Figures and Tables 1 Introducing This Book: Arts-and-Science-in-the-Making  1 Preamble  2 Human Action  3 Cultivating Humanity  4 Human Transformation  5 Artistic Imagination  6 Humanistic Mathematics  7 Arts-and-Science-in-the-Making: Coda 2 Classroom Teaching: Schools Are for Teachers Too  1 Preamble  2 Where the Mind Is without Fear  3 Human Beings Who Are Integrated  4 The Rollercoaster of Teaching  5 Personal Practical Knowledge  6 Vygotsky in Educational Psychology  7 Schools Are for Teachers Too: Coda 3 Doctoral Research: Ascending to the Concrete  1 Preamble  2 Cooperative Learning | zpd  3 Collaborative Classroom Practice  4 Cultural Tools | Development | Methodology  5 Artefacts | Mediated Action | Mediated Agency  6 Activity | as Unit of Analysis  7 Ascending to the Concrete: Coda 4 Wider CHAT Research: From Activity to Directivity  1 Preamble  2 Making Human Beings Human  3 Situated Learning  4 Functional Approach to Literacy  5 Funds of Knowledge  6 Rousing Minds to Life  7 From Activity to Directivity: Coda 5 Practitioner Research: Art and Life Are Not One  1 Preamble  2 Narrative Research  3 Action Research  4 Teacher Research  5 Life History Research  6 Person Centric Research  7 Art and Life Are Not One: Coda 6 Pedagogical Perspectives: The Tone of Teaching  1 Preamble  2 Contexts for Local Change  3 Lads and Ear’oles  4 Socio-Institutional Pedagogy  5 Pedagogical Categories  6 Leading Activity across Ages  7 The Tone of Teaching: Coda 7 Critical Perspectives: Dialectical Inquiry  1 Preamble  2 Critical Consciousness  3 Critical Ontology for Teachers  4 Hidden Curriculum of Work  5 Research as Praxis  6 Research as Bricolage  7 Dialectical Inquiry: Coda 8 Curriculum Studies: Schooling Is a Bold and Risky Means  1 Preamble  2 Teacher as Artist Is Researcher  3 Deliberating the Practical  4 Arts in Education  5 Cases – Portfolios – Tasks  6 Taking Intelligent Action  7 Schooling Is a Bold and Risky Means: Coda 9 Taking Transformative Action: Gaining from Triangulation  1 Preamble  2 Relational Knowing | The Equal to Sign  3 Relational Agency | Problem Posing  4 Cogenerative Dialogue | Making Measurements  5 Expansive Learning | Meaningful Activities  6 Forests and Trees | A Multilectic  7 Gaining from Triangulation: Coda 10 Epilogue: Practitioner-as-Artist-and-Scientist  1 Preamble  2 Promising CHAT Avenues  3 Short Summary of Key Findings  4 Nature of Action, Theory and Dialectic at Play  5 Practitioner-as-Artist-and-Scientist: Coda Subject Index Author Index

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Book SynopsisThe reality of disability—of what it means to be disabled—has primarily been written by non-disabled people. Disability and disabled individuals are often described with pity, presented as burdens, or are background figures in larger non-disabled narratives. Redefining Disability challenges the outsider-dominated approach to disability by centering the disabled experience. This edited volume, featuring all disabled authors and creators, combines traditional academic works with personal reflections, visual art, and poetry. These works address disability and race, sexuality and disability, disability cultures, accommodation, self-diagnosis, and how we manage the obstacles ableist institutions place in our way. The authors address a variety of disabilities, including sensory, chronic pain, mobility, developmental disorders, and mental illness. It is through these testimonies that we hope to redefine disability on our terms; to clearly state that disability is not a bad word, and that all disabled lives have value. Redefining Disability is interdisciplinary, with broad application for undergraduate courses, graduate seminars, or to read for pleasure. Each entry contains discussion questions and/or activities for educators to use in the classroom.Trade ReviewPraise for Redefining Disability: Redefining Disability offers a unique and vivid combination of lucid explanations and evocative accounts. Featuring essay, narrative, poetry, and photography, this outstanding collection opens a creative window into the richness of disabled experience and calls out systemic ableism that radically diminishes the lives of disabled folks. This provocative, insightful book is essential reading for anyone committed to the work of inclusivity, diversity, equity, and access. - Laura L. Ellingson, PhD, Patrick A. Donohoe, S.J. Professor of Communication, Santa Clara University and author of Embodiment in Qualitative Research Redefining Disability brilliantly takes readers on a tour through disabled people's lives. It skillfully talks frankly and directly to readers through a delightful array of short and pithy chapters covering expansive topics such as disability and pets, the COVID-19 pandemic, disclosure in higher ed, and being chronically ill. There are photographs and poems, short essays and longer ones. It’s at times emotionally raw and other times fun. To make this book extra-teachable, each chapter ends with discussion questions. A celebration of the act of telling disabled people’s stories, Redefining Disability is a must-read. - Laura Mauldin, PhD, NIC, Associate Professor at the University of Connecticut and author of Made to Hear: Cochlear Implants and Raising Deaf Children Redefining Disability is a collection 100% shaped by disabled people, not just through the individual chapters and the perspectives contained in the book, but all the way through editing and indexing. The book takes aim at ableism and discrimination against disabled people through critique, with humour, with powerful imagery and art, with indelible writing, and does so from a diverse range of perspectives. But the book, its authors and editors, are also very intentional about accessibility, modeling the values it promotes with a clear and engaging introduction, through plain language and careful explanations and definitions, and with terrific discussion questions. The result is a book that could be taught in high school, College or University, but also is distinctly non-academic in its appeal. Redefining Disability captures and conveys disability culture and community more successfully, accessibly, and compellingly than any other book you could pick up. - Jay Dolmage, PhD, Professor of English, University of Waterloo and author of Academic Ableism: Disability and Higher Education and the founding editor of the Canadian Journal of Disability Studies.Table of ContentsPreface Acknowledgments Notes on Contributors Introduction  Paul D. C. Bones, Jessica Smartt Gullion and Danielle Barber 1 Existing in a Mortal Form and Other Disabling Experiences  E. J. K. Brimner and R. McGuire 2 Disabled Humans and Our Non-Human Animal Companions  Paul D. C. Bones Pet Profile: Charlie  Aparna Nair 3 Disability Discourse Stuck in a Black/White Binary: Embodying a Black and Disabled Identity as a Mixed-Race Person  Cassandra Lovelock 4 Plum Tomato: Solanum lycopersicum  Ellen Samuels 5 Disability Aesthetics: A Crip Artistry Manifesto  Aurora Berger 6 Life on the Line  Aurora Berger 7 Finding My Way in a Society Where I Don’t Fit  Jill Richardson Pet Profile: Mac  Valerie and Chase Novack 8 Misfit in the Academy: Succeeding as a Visually Impaired Scholar in Australia  Sheelagh Daniels-Mayes Pet Profile: Mudkip  Ari 9 Justice vs. Injustice: Poetic Dialogue about the Meaning of Disability Justice among People Labelled/with Intellectual Disability  Anonymous, Anonymous, Anonymous, Nicholas Herd, Anonymous, Doreen Kalifer, with support from Erin Kuri and Ann Fudge Schormans 10 Inspiration Porn and Desperation Porn: Disrupting the Objectification of Disability in Media Kara B. Ayers and Katherine A. Reed Pet Profile: Scribbles  Melanie Coughlin 11 Tap Tap Tap  Marie Gagnon 12 Adaptation from the Margins: Toward a Crip Theatre  Christopher Bryant Pet Profile: Pepper  Brian 13 Diagnosis Limbo  Danielle Barber Pet Profile: Luther & Layla  Danielle Barber 14 Successful Sad  Vanessa Ellison Pet Profile: Monkey  Emily Dall’Ora Warfield 15 Ddeaf Adjacency: Liminal Conditions of Not Hearing  Megan Marshall 16 S-I-L-I-C-O-N-E Inject-Ear | Silicone Injections: In American Sign Language (ASL) Gloss and English  Raymond Luczak 17 Utensils and Fire  Jessica Spears Williams 18 Seeing Brains: Shakespeare, Autism, and Self-Identification  Nicholas R. Helms Pet Profile: Pike Trickleg  Lauren (aka L.W. Salinas) 19 Hot Girl Bummer: Achieving Disabled Sexual Liberation in an Ableist World  Katherine O’Connell Pet Profile: Abacus  Kimberly C. Merenda 20 Selected Poems  Jessi Aaron Pet Profile: Opal, Orbit, & Ruby  Aubree Evans 21 Maybe Do Talk to Strangers on the Internet? An Interview with Corin de Parsons Frietas  Corin Parsons de Frietas (with Paul D. C. Bones) Pet Profile: Finn & Bear  Corin Parsons de Freitas 22 Finding Empowerment in the Middle: Navigating Hidden Disabilities in Academia  Summer M. Jackson Pet Profile: Rocko (More Formally Known as Rocko Taco)  Summer M. Jackson 23 Taking Center Stage in the Face of Shame and Scars  Jasmine (Jaz) Gray Pet Profile: Aisling & Truthe  Jennifer Stahl 24 Assistive Tech, Assertive Tech  Cole Sorensen 25 Modern Day Changelings: On Being an Autistic Parent of an Autistic Child  Alison Kelly 26 Stone, Water, Land, Spine  Elizabeth Glass Pet Profile: Maximus Aurelius Gullion, Guardian of the Realm, Slayer of Demons, Friend to Unicorn and Dragon, Defender of Squeaky Toys & Spartacus the Mighty  Jessica Smartt Gullion 27 Cancer Isn’t Like a Movie, But If It Was It’d Be a Horror Flick  Terri Juneau Eklund Pet Profile: Bacon & Pancake  Terri Juneau Eklund 28 “It’s Meant to Be a Hazing Process”: Deciphering Ableism Surrounding Academic Accommodations  Corey Reutlinger Pet Profile: Captain Jack Harkness & Pippa Millicent Tiny Panther  Tara Elliot 29 Night of the Living Ableds: Disability, Representation, and Horror Film  Paul D. C. Bones Pet Profile: Mildred Sausage, Allan Hamsteak, & Inara Bacon  Paul D. C. Bones 30 A Bright Green: After Lou Ferrigno, A Deaf Bodybuilder Who Played the Incredible Hulk (1977–1982)  Raymond Luczak 31 Manifesto  The Committee for the Sick and Useless

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Book SynopsisThe reality of disability—of what it means to be disabled—has primarily been written by non-disabled people. Disability and disabled individuals are often described with pity, presented as burdens, or are background figures in larger non-disabled narratives. Redefining Disability challenges the outsider-dominated approach to disability by centering the disabled experience. This edited volume, featuring all disabled authors and creators, combines traditional academic works with personal reflections, visual art, and poetry. These works address disability and race, sexuality and disability, disability cultures, accommodation, self-diagnosis, and how we manage the obstacles ableist institutions place in our way. The authors address a variety of disabilities, including sensory, chronic pain, mobility, developmental disorders, and mental illness. It is through these testimonies that we hope to redefine disability on our terms; to clearly state that disability is not a bad word, and that all disabled lives have value. Redefining Disability is interdisciplinary, with broad application for undergraduate courses, graduate seminars, or to read for pleasure. Each entry contains discussion questions and/or activities for educators to use in the classroom.Trade ReviewPraise for Redefining Disability: Redefining Disability offers a unique and vivid combination of lucid explanations and evocative accounts. Featuring essay, narrative, poetry, and photography, this outstanding collection opens a creative window into the richness of disabled experience and calls out systemic ableism that radically diminishes the lives of disabled folks. This provocative, insightful book is essential reading for anyone committed to the work of inclusivity, diversity, equity, and access. - Laura L. Ellingson, PhD, Patrick A. Donohoe, S.J. Professor of Communication, Santa Clara University and author of Embodiment in Qualitative Research Redefining Disability brilliantly takes readers on a tour through disabled people's lives. It skillfully talks frankly and directly to readers through a delightful array of short and pithy chapters covering expansive topics such as disability and pets, the COVID-19 pandemic, disclosure in higher ed, and being chronically ill. There are photographs and poems, short essays and longer ones. It’s at times emotionally raw and other times fun. To make this book extra-teachable, each chapter ends with discussion questions. A celebration of the act of telling disabled people’s stories, Redefining Disability is a must-read. - Laura Mauldin, PhD, NIC, Associate Professor at the University of Connecticut and author of Made to Hear: Cochlear Implants and Raising Deaf Children Redefining Disability is a collection 100% shaped by disabled people, not just through the individual chapters and the perspectives contained in the book, but all the way through editing and indexing. The book takes aim at ableism and discrimination against disabled people through critique, with humour, with powerful imagery and art, with indelible writing, and does so from a diverse range of perspectives. But the book, its authors and editors, are also very intentional about accessibility, modeling the values it promotes with a clear and engaging introduction, through plain language and careful explanations and definitions, and with terrific discussion questions. The result is a book that could be taught in high school, College or University, but also is distinctly non-academic in its appeal. Redefining Disability captures and conveys disability culture and community more successfully, accessibly, and compellingly than any other book you could pick up. - Jay Dolmage, PhD, Professor of English, University of Waterloo and author of Academic Ableism: Disability and Higher Education and the founding editor of the Canadian Journal of Disability Studies.Table of ContentsPreface Acknowledgments Notes on Contributors Introduction  Paul D. C. Bones, Jessica Smartt Gullion and Danielle Barber 1 Existing in a Mortal Form and Other Disabling Experiences  E. J. K. Brimner and R. McGuire 2 Disabled Humans and Our Non-Human Animal Companions  Paul D. C. Bones Pet Profile: Charlie  Aparna Nair 3 Disability Discourse Stuck in a Black/White Binary: Embodying a Black and Disabled Identity as a Mixed-Race Person  Cassandra Lovelock 4 Plum Tomato: Solanum lycopersicum  Ellen Samuels 5 Disability Aesthetics: A Crip Artistry Manifesto  Aurora Berger 6 Life on the Line  Aurora Berger 7 Finding My Way in a Society Where I Don’t Fit  Jill Richardson Pet Profile: Mac  Valerie and Chase Novack 8 Misfit in the Academy: Succeeding as a Visually Impaired Scholar in Australia  Sheelagh Daniels-Mayes Pet Profile: Mudkip  Ari 9 Justice vs. Injustice: Poetic Dialogue about the Meaning of Disability Justice among People Labelled/with Intellectual Disability  Anonymous, Anonymous, Anonymous, Nicholas Herd, Anonymous, Doreen Kalifer, with support from Erin Kuri and Ann Fudge Schormans 10 Inspiration Porn and Desperation Porn: Disrupting the Objectification of Disability in Media Kara B. Ayers and Katherine A. Reed Pet Profile: Scribbles  Melanie Coughlin 11 Tap Tap Tap  Marie Gagnon 12 Adaptation from the Margins: Toward a Crip Theatre  Christopher Bryant Pet Profile: Pepper  Brian 13 Diagnosis Limbo  Danielle Barber Pet Profile: Luther & Layla  Danielle Barber 14 Successful Sad  Vanessa Ellison Pet Profile: Monkey  Emily Dall’Ora Warfield 15 Ddeaf Adjacency: Liminal Conditions of Not Hearing  Megan Marshall 16 S-I-L-I-C-O-N-E Inject-Ear | Silicone Injections: In American Sign Language (ASL) Gloss and English  Raymond Luczak 17 Utensils and Fire  Jessica Spears Williams 18 Seeing Brains: Shakespeare, Autism, and Self-Identification  Nicholas R. Helms Pet Profile: Pike Trickleg  Lauren (aka L.W. Salinas) 19 Hot Girl Bummer: Achieving Disabled Sexual Liberation in an Ableist World  Katherine O’Connell Pet Profile: Abacus  Kimberly C. Merenda 20 Selected Poems  Jessi Aaron Pet Profile: Opal, Orbit, & Ruby  Aubree Evans 21 Maybe Do Talk to Strangers on the Internet? An Interview with Corin de Parsons Frietas  Corin Parsons de Frietas (with Paul D. C. Bones) Pet Profile: Finn & Bear  Corin Parsons de Freitas 22 Finding Empowerment in the Middle: Navigating Hidden Disabilities in Academia  Summer M. Jackson Pet Profile: Rocko (More Formally Known as Rocko Taco)  Summer M. Jackson 23 Taking Center Stage in the Face of Shame and Scars  Jasmine (Jaz) Gray Pet Profile: Aisling & Truthe  Jennifer Stahl 24 Assistive Tech, Assertive Tech  Cole Sorensen 25 Modern Day Changelings: On Being an Autistic Parent of an Autistic Child  Alison Kelly 26 Stone, Water, Land, Spine  Elizabeth Glass Pet Profile: Maximus Aurelius Gullion, Guardian of the Realm, Slayer of Demons, Friend to Unicorn and Dragon, Defender of Squeaky Toys & Spartacus the Mighty  Jessica Smartt Gullion 27 Cancer Isn’t Like a Movie, But If It Was It’d Be a Horror Flick  Terri Juneau Eklund Pet Profile: Bacon & Pancake  Terri Juneau Eklund 28 “It’s Meant to Be a Hazing Process”: Deciphering Ableism Surrounding Academic Accommodations  Corey Reutlinger Pet Profile: Captain Jack Harkness & Pippa Millicent Tiny Panther  Tara Elliot 29 Night of the Living Ableds: Disability, Representation, and Horror Film  Paul D. C. Bones Pet Profile: Mildred Sausage, Allan Hamsteak, & Inara Bacon  Paul D. C. Bones 30 A Bright Green: After Lou Ferrigno, A Deaf Bodybuilder Who Played the Incredible Hulk (1977–1982)  Raymond Luczak 31 Manifesto  The Committee for the Sick and Useless

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Book SynopsisThe ways in which research and scholarship are co-produced, co-performed and proclaimed as particular kinds of knowledges and truths in and beyond the academy is radically changing. The capacity to write rebelliously, in varying registers and voices, tempos and volumes, as featured across this book, is boundaryless. In this edited volume, we ask new questions which simultaneously trouble and open up what the ‘product’ and ‘performance’ of academic work, words and worlds might come to be. At the heart of this book, we move between departing radically from academic writing to arriving at a new academic endeavor and transaction between reader and text driven by the invitation to open rebellion in academic research and writing. This unique volume brings together an extraordinary range of international scholars, researchers and artists, that include contemporary social scientists, critical theorists, visual artists, poets, musicians, hip-hoppers, choreographers, activists, film-makers, theatre-makers, magicians, and circus artists from both within and outside the academy in Europe, UK, India, Africa, USA, Canada, Australia and New Zealand. They articulate new concepts for thinking differently, generate new theories differently, and present new methods of writing differently. This book provides ‘permission’ to depart radically in academic writing and creative practice – particularly for doctoral and higher degree research students, and those who work alongside them as supervisors and advisors and higher research degree educators. The claim here is that rebellious departures and performances in academic research and writing are the future of academia. This book provides a series of steps toward preparing for that future.Trade Review“Write fewer papers, take more risks (…): Researchers call for ‘rebellion’ against academic convention (…) which define academic scholarship, arguing that different approaches are needed in an age of climate change, COVID-19 and rising populism.” - Faculty of Education News (4 June 2022), in , University of Cambridge “Meet the rebellious researchers embracing rap, magic and circus acts” in order “to make their work more effective and help them spread their findings among a wider audience” by “calling for a ‘rebellion’ against traditional forms of output”. - Richard Adams (4 June 2022), in , The GuardianTable of ContentsA Visual Mapping of Topic Flows Acknowledgements List of Illustrations Notes on Contributors Prologue  Elizabeth Mackinlay, Pamela Burnard, David Rousell, Tatjana Dragovic and Trisha McCrae PART 1: Rebellious Theories and Research Methodologies Performed Differently Part 1: Guidance for Readers  Pamela Burnard 1 Critical Openings in Performing Transdisciplinary Research as/in Rebellion  Pamela Burnard 2 Ten Incitements to Rebellion: Spoken Word as a Social Scientific Research Tool of, and for, Rebellious Research  Helen Johnson 3 Instructions on How to Research with Circus: Or, How Circus Research Rebels against Circus and Research at Stockholm University of the Arts  Alisan Funk 4 Walking with(in) Transdisciplinary-Scapes  Carolyn Cooke 5 Paying Attention: A Bakhtin-Inspired Dialogue about Embodiment and Inclusion in the Musicking Classroom  Mary Earl and Jennie Francis 6 Academic (In)Discipline, Research (In)Sanity and the Conundrum of (Indigenous) Timescapes  Bernd Brabec de Mori 7 Performing Transdisciplinary Creativity by Emersiology with the Living Body  Antonella Poli and Bernard Andrieu Part 1: Reflective Questions PART 2: Rebellious Writings Written Differently: A Manifesto Part 2: Guidance for Readers  Elizabeth Mackinlay 8 Departing Radically in Academic Writing: Because, a Manifesto  Elizabeth Mackinlay 9 The Zoom Room Rebels: Worlding and Writing a Diffractive Ethics with Performance of Research in the Zoom-I-Verse  Naomi Lee McCarthy and Eleanor Ryan 10 100 Words Exactly: The Art of Thesis Drabbling  Elizabeth Allotta, Dewi Andriani, Emma Cooke, Eloise Doherty, Mel Green, Karen Madden, Renee Mickelburgh, Muhammad Ali Musofer, Rebecca Ream, Preeti Vayada and Elizabeth Mackinlay 11 The Affect of Writing to It: A Collaborative Response to Encountering Deleuze and Guattari for the First Time  Elizabeth Allotta, Eloise Doherty, Dewi Andriani, Kathy Burke, Emma Cooke, Bonnie Evans, Mel Green, Karen Madden, Renee Mickelburgh, Muhammad Ali Musofer, Preeti Vayada, Elizabeth Mackinlay and Jonathan Wyatt 12 Twin Stars: Circling with the Trouble of ‘Co-diffraction’? Nurturing Permission to Imagine Together Rebelliously in a Doctoral Peer Learning Environment  Portia Ungley and Kieran Sheehan 13 Don’t Just Do Something … Stand There! Two Women Dance Their Academic Trajectories  Simone Eringfeld and Hilary Cremin Part 2: Reflective Questions PART 3: Rebellious Transdisciplinarity Researched Differently Part 3: Guidance for Readers  David Rousell 14 Performing Rebellious Theory and Methodology: Going All City  David Rousell 15 Animist Pedagogies and the Endings of Worlds: Rituals for the Pluriverse  David Rousell, Eleanor Ryan, Birgitte Bauer-Nilsen and Rachel Lai 16 The Heart of Research: Fictioning and Diffractive Writing as Critical Research Practice  Annouchka Bayley 17 Surfacing the Image-inary: Exchanging Sensations of Time through Art, Media, and Pedagogy  Trisha McCrae, David Rousell and Portia Ungley 18 dreams in the margem: stories from the river  Marta Cotrim and Mindy R. Carter Part 3: Reflective Questions PART 4: Rebellious Leadership Leading Differently Part 4: Guidance for Readers: Rebelling against What and Rebelling How?  Tatjana Dragovic (with Leaders around the World) 19 Critical Openings in Leading Rebelliously  Tatjana Dragovic 20 Leading Rebellious Leaders/ship through Radical Trust and Playfulness  Tatiana Chemi, Anne Pässilä and Allan Owens 21 ‘It’s Our Museum Too!’: Enacting Change through Rebellious Research in the University Art Museum  Kate Noble 22 Enchanting Educational Settings: Creative Practices from the World of Illusion to Improve Collaborative Learning Schemes and Educational Leadership Protocols  Antonia Symeonidou, Danilo Audiello and Caterina Garone 23 Hallå STEAM! Performative Recasting of History, Science, Art, Language and Education  Kristof Fenyvesi and Christopher Brownell 24 The Hip-Hopification of Education?  BREIS (Brother Reaching Each Inner Soul) Part 4: Reflective Questions Epilogue: What Happened Here? Writing with a Rebellious Community  Pamela Burnard, Elizabeth Mackinlay and Trisha McCrae Glossary Index

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Book SynopsisThe ways in which research and scholarship are co-produced, co-performed and proclaimed as particular kinds of knowledges and truths in and beyond the academy is radically changing. The capacity to write rebelliously, in varying registers and voices, tempos and volumes, as featured across this book, is boundaryless. In this edited volume, we ask new questions which simultaneously trouble and open up what the ‘product’ and ‘performance’ of academic work, words and worlds might come to be. At the heart of this book, we move between departing radically from academic writing to arriving at a new academic endeavor and transaction between reader and text driven by the invitation to open rebellion in academic research and writing. This unique volume brings together an extraordinary range of international scholars, researchers and artists, that include contemporary social scientists, critical theorists, visual artists, poets, musicians, hip-hoppers, choreographers, activists, film-makers, theatre-makers, magicians, and circus artists from both within and outside the academy in Europe, UK, India, Africa, USA, Canada, Australia and New Zealand. They articulate new concepts for thinking differently, generate new theories differently, and present new methods of writing differently. This book provides ‘permission’ to depart radically in academic writing and creative practice – particularly for doctoral and higher degree research students, and those who work alongside them as supervisors and advisors and higher research degree educators. The claim here is that rebellious departures and performances in academic research and writing are the future of academia. This book provides a series of steps toward preparing for that future.Trade Review“Write fewer papers, take more risks (…): Researchers call for ‘rebellion’ against academic convention (…) which define academic scholarship, arguing that different approaches are needed in an age of climate change, COVID-19 and rising populism.” - Faculty of Education News (4 June 2022), in , University of Cambridge “Meet the rebellious researchers embracing rap, magic and circus acts” in order “to make their work more effective and help them spread their findings among a wider audience” by “calling for a ‘rebellion’ against traditional forms of output”. - Richard Adams (4 June 2022), in , The GuardianTable of ContentsA Visual Mapping of Topic Flows Acknowledgements List of Illustrations Notes on Contributors Prologue  Elizabeth Mackinlay, Pamela Burnard, David Rousell, Tatjana Dragovic and Trisha McCrae PART 1: Rebellious Theories and Research Methodologies Performed Differently Part 1: Guidance for Readers  Pamela Burnard 1 Critical Openings in Performing Transdisciplinary Research as/in Rebellion  Pamela Burnard 2 Ten Incitements to Rebellion: Spoken Word as a Social Scientific Research Tool of, and for, Rebellious Research  Helen Johnson 3 Instructions on How to Research with Circus: Or, How Circus Research Rebels against Circus and Research at Stockholm University of the Arts  Alisan Funk 4 Walking with(in) Transdisciplinary-Scapes  Carolyn Cooke 5 Paying Attention: A Bakhtin-Inspired Dialogue about Embodiment and Inclusion in the Musicking Classroom  Mary Earl and Jennie Francis 6 Academic (In)Discipline, Research (In)Sanity and the Conundrum of (Indigenous) Timescapes  Bernd Brabec de Mori 7 Performing Transdisciplinary Creativity by Emersiology with the Living Body  Antonella Poli and Bernard Andrieu Part 1: Reflective Questions PART 2: Rebellious Writings Written Differently: A Manifesto Part 2: Guidance for Readers  Elizabeth Mackinlay 8 Departing Radically in Academic Writing: Because, a Manifesto  Elizabeth Mackinlay 9 The Zoom Room Rebels: Worlding and Writing a Diffractive Ethics with Performance of Research in the Zoom-I-Verse  Naomi Lee McCarthy and Eleanor Ryan 10 100 Words Exactly: The Art of Thesis Drabbling  Elizabeth Allotta, Dewi Andriani, Emma Cooke, Eloise Doherty, Mel Green, Karen Madden, Renee Mickelburgh, Muhammad Ali Musofer, Rebecca Ream, Preeti Vayada and Elizabeth Mackinlay 11 The Affect of Writing to It: A Collaborative Response to Encountering Deleuze and Guattari for the First Time  Elizabeth Allotta, Eloise Doherty, Dewi Andriani, Kathy Burke, Emma Cooke, Bonnie Evans, Mel Green, Karen Madden, Renee Mickelburgh, Muhammad Ali Musofer, Preeti Vayada, Elizabeth Mackinlay and Jonathan Wyatt 12 Twin Stars: Circling with the Trouble of ‘Co-diffraction’? Nurturing Permission to Imagine Together Rebelliously in a Doctoral Peer Learning Environment  Portia Ungley and Kieran Sheehan 13 Don’t Just Do Something … Stand There! Two Women Dance Their Academic Trajectories  Simone Eringfeld and Hilary Cremin Part 2: Reflective Questions PART 3: Rebellious Transdisciplinarity Researched Differently Part 3: Guidance for Readers  David Rousell 14 Performing Rebellious Theory and Methodology: Going All City  David Rousell 15 Animist Pedagogies and the Endings of Worlds: Rituals for the Pluriverse  David Rousell, Eleanor Ryan, Birgitte Bauer-Nilsen and Rachel Lai 16 The Heart of Research: Fictioning and Diffractive Writing as Critical Research Practice  Annouchka Bayley 17 Surfacing the Image-inary: Exchanging Sensations of Time through Art, Media, and Pedagogy  Trisha McCrae, David Rousell and Portia Ungley 18 dreams in the margem: stories from the river  Marta Cotrim and Mindy R. Carter Part 3: Reflective Questions PART 4: Rebellious Leadership Leading Differently Part 4: Guidance for Readers: Rebelling against What and Rebelling How?  Tatjana Dragovic (with Leaders around the World) 19 Critical Openings in Leading Rebelliously  Tatjana Dragovic 20 Leading Rebellious Leaders/ship through Radical Trust and Playfulness  Tatiana Chemi, Anne Pässilä and Allan Owens 21 ‘It’s Our Museum Too!’: Enacting Change through Rebellious Research in the University Art Museum  Kate Noble 22 Enchanting Educational Settings: Creative Practices from the World of Illusion to Improve Collaborative Learning Schemes and Educational Leadership Protocols  Antonia Symeonidou, Danilo Audiello and Caterina Garone 23 Hallå STEAM! Performative Recasting of History, Science, Art, Language and Education  Kristof Fenyvesi and Christopher Brownell 24 The Hip-Hopification of Education?  BREIS (Brother Reaching Each Inner Soul) Part 4: Reflective Questions Epilogue: What Happened Here? Writing with a Rebellious Community  Pamela Burnard, Elizabeth Mackinlay and Trisha McCrae Glossary Index

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Book SynopsisAt a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education. In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past. Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.Table of ContentsList of Figures and Tables 1 Introduction  Cathryn Magno, Jamie Lew and Sophia Rodriguez 2 “I Feel Like I Am in-between. I Am Not from Here or There. I Don’t Belong”: Using Ecomaps to Investigate the Relational Spaces of Latinx Im/migrant Teachers in South Carolina  Timothy Monreal 3 Mobility Trajectory Mapping for Researching the Lives and Learning Experiences of Transnational Youth  Valentina Mazzucato, Gladys Akom Ankobrey, Sarah Anschütz, Laura J. Ogden and Onallia Esther Osei 4 Critical (Curricular) Encounters: Lived Curriculum of Belonging for Newcomer Migrant Youth  Sophia Rodriguez, Courtney Douglass and Manny Zapata 5 Urban Refugees and Education Advocacy: A Case of Syrian Refugees and Coalition Building in Urban Education  Jamie Lew and Vania Villanueva 6 “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization  Reva Jaffe-Walter and Iram Khawaja 7 Cognitive Migration through Language: Capturing Linguistic Movement and Barriers in Language Portraits  Anna Becker and Cathryn Magno 8 “Todos Somos Humanos, Danos Una Oportunidad”: Amplifying Voices of Asylum Seekers through Activism Accompaniment  Belinda Hernandez Arriaga and Amy Argenal 9 Legible and Liberating: Methodologies against Governance  Jordan Corson 10 Research Team Composition as Methodology: The Value of Pluri-national Research Teams for Studying Education and Migration  Edmund T. Hamann, Betsabé Román, Juan Sánchez García and Víctor Zúñiga Index

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Book SynopsisAt a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education. In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past. Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.Table of ContentsList of Figures and Tables 1 Introduction  Cathryn Magno, Jamie Lew and Sophia Rodriguez 2 “I Feel Like I Am in-between. I Am Not from Here or There. I Don’t Belong”: Using Ecomaps to Investigate the Relational Spaces of Latinx Im/migrant Teachers in South Carolina  Timothy Monreal 3 Mobility Trajectory Mapping for Researching the Lives and Learning Experiences of Transnational Youth  Valentina Mazzucato, Gladys Akom Ankobrey, Sarah Anschütz, Laura J. Ogden and Onallia Esther Osei 4 Critical (Curricular) Encounters: Lived Curriculum of Belonging for Newcomer Migrant Youth  Sophia Rodriguez, Courtney Douglass and Manny Zapata 5 Urban Refugees and Education Advocacy: A Case of Syrian Refugees and Coalition Building in Urban Education  Jamie Lew and Vania Villanueva 6 “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization  Reva Jaffe-Walter and Iram Khawaja 7 Cognitive Migration through Language: Capturing Linguistic Movement and Barriers in Language Portraits  Anna Becker and Cathryn Magno 8 “Todos Somos Humanos, Danos Una Oportunidad”: Amplifying Voices of Asylum Seekers through Activism Accompaniment  Belinda Hernandez Arriaga and Amy Argenal 9 Legible and Liberating: Methodologies against Governance  Jordan Corson 10 Research Team Composition as Methodology: The Value of Pluri-national Research Teams for Studying Education and Migration  Edmund T. Hamann, Betsabé Román, Juan Sánchez García and Víctor Zúñiga Index

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Book SynopsisHow can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)? Such discussions can have many benefits: students can learn from each other, can bring their out-of-school ways of talking into classroom dialog, can make evidence-based, collaborative arguments, and can begin to communicate like historians, scientists, or other members of disciplinary communities. Yet classroom discussions often fail, teaching students implicitly that they have little to learn from school or each other, that their home-language practices are not welcome, that the loudest voice wins the argument, and that academic discourse is as mystifying and alien as the views of anyone who disagrees with them. Outside the classroom, dialog has never been more important. From climate-change summits or peace talks among neighboring nations, to clashes between rival ethnic groups or political-party mudslinging, to wTable of ContentsChapter 1 – Two People Talking by Themselves?Chapter 2 – Transforming Recitations into Dialogic DiscussionsChapter 3 – Organizing Student-led Dialogic DiscussionsChapter 4 – Facilitating Disciplinary Dialogic DiscussionsChapter 5 – Inviting Out-of-school Cultural Practices into Dialogic DiscussionsChapter 6 – Developing Dialogic Discussions Over TimeChapter 7 – Designing Dialogic Online DiscussionsChapter 8 – Listening to the Silence in Difficult Dialogic DiscussionsAppendix A – Key TermsAppendix B – Classroom ExamplesAppendix C – Activities for Promoting Dialogic DiscussionsReferencesAbout the Author

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Book Synopsis

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Book Synopsis

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