Higher education, tertiary education Books

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisProviding coherence in understanding the role that education and higher education played in the colonizing purposes of the rich nations of the North, this book draws from multiple geopolitical spaces across the world to consider how epistemic injustice has characterized colonial higher education systems. Within this text, carefully chosen international contributors explore how colonialism, coloniality, and colonization have impacted indigenous people's ways of knowing, feeling, behaving, valuing, being, and becoming in fundamental ways and how the West's idea of education and schooling have been used as key instruments in the project of world domination and subjugation. Beyond these key entry concepts, chapters use ideas of modernity, post-modernism, globalization, internationalization, and neo-liberalism to examine how higher education in colonial and post-colonial societies still answers to a colonial narrative and what can be done to decolonize the system.UnpTable of Contents1. The conceptual ‘jungle’ of the decolonisation of higher education: Contestations, contradictions and opportunities 2. Is Canadian higher education under attack by neoliberal policies? 3. Long road to decolonization of neoliberal and Eurocentric South African higher education 4. Cwélelep: Dissonance and new learning at the University of Victoria 5. Decolonization and internationalization of higher education in Vietnam: A historical perspective 6. The politics of knowing in African universities: A search for decolonised epistemologies 7. The Decolonization of History at the Universities of Malaysia and Singapore: Historical and Philosophical Antecedents 8. Australian higher education: God bless you if it’s good to you 9. From the ideal to non-ideal: Towards decolonized higher education in Africa 10. Colonisation and epistemic injustice revisited: A reflection on emerging themes

Read more less

Book SynopsisMindfulness-Based Teaching and Learning is the first comprehensive survey text exploring the history, research, theory, and best practices of secular-scientific mindfulness. With a focus on how mindfulness is taught and learned, this book is an invaluable resource for aspiring or expert mindfulness specialists. Integrating and defining the emerging field of MBTL within a common purpose, evidence-base, and set of transprofessionaland transformationalpractices, the book provides both a visionary agenda and highly practical techniques and tools. Chapters provide curriculum design and teaching tips, explore the expert-validated MBTL-TCF competency framework, and reveal insights into the ways self-awareness can evolve into ecological awareness through intensive retreats.Trade Review"Combining rigorous scholarship with an intuitive understanding of contemplative practice, this impressive book makes a compelling case for mindfulness as an embodied bridge linking the broad domains of education and self-growth. It is a wonderful resource for educators, mindfulness teachers, and professionals interested in fostering curiosity, sensory processing, and awareness as platforms for lifelong learning and well-being." Zindel Segal, PhD, Distinguished Professor, University of Toronto, Scarborough"Seonaigh MacPherson and Patricia Rockman have integrated material from a wealth of disciplines, distilling the teaching and learning of secular-scientific mindfulness to cultivate personal and societal wellbeing. In so doing, they bring divergent views of western mindfulness together, emphasizing a common and critical goal in a western world that is in dire need of working toward well-being on all levels." Ellen Katz, PhD, associate professor, Factor-Inwentash Faculty of Social Work, University of Toronto"This book is a deep dive into the mindfulness field, exploring many of its significant questions, themes, and controversies: its history, how mindfulness emerged in multiple sectors, and scientific and clinical issues. A standout is the useful rubric for evaluating and training mindfulness teachers. Thoroughly researched, meticulous, and comprehensive, this book will be a landmark text for the mindfulness field for years to come." Diana Winston, director of mindfulness education, UCLA Mindful Awareness Research Center, and author of The Little Book of BeingTable of ContentsSection 1. Histories - Why MBTL: From Mindfulness to Mindfulness-Based Teaching and Learning 1. How We Got Here: From Traditional to Secular-Scientific Mindfulness 2. Where We Are Now: Secular-Scientific Mindfulness and the Malaise of Modernity 3. What Happened: The Mainstreaming of Mindfulness Section 2. - Contexts - Where We Teach: MBTL in Institutional Contexts 4. Community and Continuing Education: Beyond Institutional Constraints 5. Healthcare: The Medicalization of Mindfulness 6. Higher Education: From Contemplative Studies to "Student Success" 7. PreK-12 Education: Where Social-Emotional and Inquiry-Based Learning Intersect 8. Workplace and Organizational Contexts Section 3. Theories - Why Mindfulness Works: Theories Informing MBTL 9. Biological Theories of Embodied Cognition and Mindfulness 10. Cognitive Processing Theories 11. Buddhist Theories of Mindfulness and Learning Section 4. Practices - What We Teach: The What, Why, and How of MBTL 12. Mindfulness as Body-Mind Communication 13. Mindfulness as Social-Emotional Learning 14. Mindfulness as Inquiry-Based Learning Section 5. Methods - What We Do: Competencies and Professional Practice in MBTL 15. Transprofessional Competencies for MBTL Specialists: The MBTL-TCF 16. Curriculum Design for MBTL Specialists 17. Trauma-Informed Practice in MBTL Section 6. Limits - What We Don't See: The Post-Modern Frontier of MBTL 18. The Limits of Professionalism: Navigating the Wilds of the (Post)Modern 19. From Self-Awareness to Ecological Awareness: Mindful Encounters with Wildlife During Intensive Silent Retreats

Read more less

Book SynopsisThis original and challenging book introduces the ground-breaking concept of âinvisible educationâ, theorising it with critical posthuman concepts and demonstrating it through a wide range of empirical research. Invisible education is the learning that happens in everyday life: it is invisible because it is purposively ignored and devalued, and it is education because it is powerful and formative. Far from being marginal, this is where the future is being formed. The book challenges the feel-good fiction of social mobility through formal education, replacing it with the new concept of future mutabilities, shaped through invisible education. The book is the first to bring together lifelong learning and critical posthumanism and does so in ways that are mutually illuminating. The book draws on a wide range of funded empirical research on invisible education: exploring landscapes, animals and things (material, immaterial and uncanny), activism, volunteering and work, home lives and carTrade Review“This is an utterly compelling book that left me mesmerised by its poetic tone, that I have only felt when reading literature. Combined with a fresh and original conceptual rigour, the central notion of the book, ‘invisible education’ unfolds effortlessly through the author’s elegant deployment of what she configures as ‘the epistemology of the ineffable’. Drawing on a critical post-humanist perspective that highlights our immanent relationality with the world, the book thus joins the ‘invisible chain’ of real people, fictional characters, ineffable discourses, as well as aesthetic objects of the everyday that keep educating us invisibly and yet deeply and forcefully, without imposing any restrictions within the unbearable heaviness of formal education.” Maria Tamboukou, Professor of Feminist Studies and Leverhulme Major Research Fellow, University of East London, UK Table of ContentsForeword Preface Acknowledgements 1. Introduction: Invisible Education 2. Social Mobility and Future Mutabilities 3. Invisible Others: Land, Animals, Machines and Things 4. Invisible Knowledges: Activism, Volunteering and Work 5. Invisible Beings: Postverbal People and the Invisible Education of Care 6. Invisible Communities: The Contributions of Invisible Education 7. Index

Read more less

Book SynopsisThe Museums and Collections of Higher Education provides an analysis of the historic connections between materiality and higher education, developed through diverse examples of global practice. Outlining the different value propositions that museums and collections bring to higher education, the historic link between objects, evidence and academic knowledge is examined with reference to the origin point of both types of organisation. Museums and collections bring institutional reflection, cross-disciplinary bridges, digital extension options and participatory potential. Given the two primary sources of text and object, a singular source type predisposes a knowledge system to epistemic stasis, whereas mixed sources develop the potential for epistemic disruption and possible change. Museums and collections, therefore, are essential in the academies of higher learning. With the many challenges confronting humanity, it is argued that connecting intellect with social actionTable of ContentsChapter 1 An introduction to the museums and collections of higher education; Chapter 2 Developing institutional narratives; Chapter 3 Crossing discipline boundaries; Chapter 4 Getting more from objects and collections; Chapter 5 Involving people and communities; Chapter 6 Lessons from university museums and collections; References; Index.

Read more less

Book SynopsisBy presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries. With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for indivTrade Review"It is hard to imagine a more needed or timely contribution than the one presented by the book, Unintended Consequences of Internationalization in Higher Education. Kamyab and Raby go beyond critical analysis of important cases, and lay out a framework for exploring internationalization beyond intent. This book will surely become required reading in the field." Gerardo L. Blanco, Ph.D, Academic Director, Center for International Higher Education, Boston College, USA."This book, Unintended Consequences of Internationalization in Higher Education: Comparative International Perspectives on the Impacts of Policy and Practice is a diagnosis of the current situation of the process of internationalization worldwide. It is also drawing guidelines for countries seeking the internationalization. Reading this book means learning from best practices and getting knowledgeable to prepare plans for higher education reform and development."Noureddine Kaabi, Former Secretary of State of Tunisia for Development and International Cooperation"We are going through a period of profound reflection on the roles and rationales of internationalisation of higher education. This book is both timely and necessary to explore unintended consequences and how they are affecting national and institutional policies and practices. The framework presented here offers us a new way to think about internationalisation in order to make it more meaningful both within our institutions and beyond, to the communities we serve."Fiona Hunter, Ph.D., Associate Director, Centre for Higher Education Internationalisation (CHEI) Università Cattolica del Sacro Cuore, Milan, Italy"This book by a truly global team of authors and scholars asks the bold yet timely question: Is internationalization always a good thing? Most importantly, what are its implications for the Global South and how can we best harness the intended and unintended impacts of internationalization? A much-needed and candid addition that can inform practice and scholarship in our field."Rajika Bhandari, Ph.D., scholar-practitioner in international higher education, author, and founder of Rajika Bhandari Advisors."As an age-old practice in learning, internationalization policy carries forth unintended outcomes. In the 21st century, the policy has been dominated by the Global North, and in this book, authors craft a novel framework to analyze and evaluate the unintended outcomes of such dominance on the Global South, offering a long-awaited perspective to enrich the field of comparative international higher education!"Yovana Parmeswaree Soobrayen Veerasamy, Ph.D., Assistant Professor, Stony Brook University, New York, USA. Executive Researcher for the World Council on Intercultural & Global Competence, Founder of MENA group & the Africa group "As the world becomes more complex, so does the work of internationalizing higher education. The unintended consequences that inevitably follow are seldom part of the scholarly discourse. Fortunately, in this pioneering study, Kamyab and Raby provide us with language and tools to embrace this phenomenon. Unintended Consequences of Internationalization in Higher Education offers a useful framework for identifying and analyzing instances where intent and outcome diverge. The impressive lineup of authors the editors have assembled to explore unintended consequences around the world is further testament to the global relevance of this new area of study."Kyle A. Long, Ph.D., Senior Director, Office of Organizational Strategy and Change Northwestern University, USA"Today, globalization is a strategic mainstream factor that affects all sectors of all countries. This book talks about the internationalization in Higher Education focusing on unintended outcomes of internationalization by reporting a very relevant expertise in a comparative study of a range of countries. A very exciting and pleasant investigation!"Khalid Berrada, Ph.D., Professor, Mohammed V University in Rabat, Expert-consultant in Higher Education, Unesco Chairholder "Teaching physics by doing", Morocco"A wide-ranging invitation to think internationally about the layers, facets, and challenges of higher education internationalization. The book unfolds a variety of cases with new perspectives." Adnan El-Amine, Ph.D., Professor of Education, Lebanese University"We would like to think it is safe to assume that practitioners who work to advance higher education internationalization objectives are driven by clear goals that are mostly tied to measurable outcomes. We would also hope that scholars who study internationalization take pains to empirically document and accurately assess the wide range of possible factors. But what about the things the practitioners did not expect, or the outcomes the scholars did not anticipate, the ‘unintended consequences’? This deliberate wording of ‘consequences, both positive and negative, is of critical importance in this new book, for what plays out in one country undoubtedly is never the same in another. This book’s wide geographic scope, particularly on as yet under-explored countries, makes a critical addition to the evolving study of internationalization today and adds depth to the puzzle of evolving internationalization."Bernhard Streitwieser, Ph.D., Associate Professor of International Education & International Affairs, Director, International Education Program, Co-Chair, UNESCO Chair in International Education for Development, Director, Refugee Educational Advancement Laboratory (REAL), Graduate School of Education and Human Development, The George Washington University, Washington, DC "Though the often-referenced iceberg analogy reminds us that much of what is important to a given context remains unseen, hidden below the surface, research on the internationalization of higher education has still largely focused on the direct, intended aspects of our efforts. This timely and insightful book introduces us to the importance of drawing clearer connections with the indirect, unintended outcomes of internationalization. By looking below the surface, we can better avoid missteps in evaluation, underestimation of outcomes and inaccurate projections of goals and outcomes."Anthony C. Ogden, PhD., Founder & Managing Director, Gateway International Group, LLC"This book highlights an important, but often overlooked, concept in the internationalization of higher education – its unintended consequences. In calling individuals working in the field to take a closer look at the purported intents of internationalization, this book calls for a reconsideration of the policies, products, and processes of internationalization as they relate to consequence – particularly those counter to intent. A strength of this book is that it conceptualizes unintended consequences not only as binary – positive or negative – but also as a composite, wherein positive and negative consequences occur simultaneously. Conceptually, the framework presented in this book is useful to practitioners in helping to think more deeply about the impacts of their programs, even if those impacts are not as intended."Melissa Whatley, Ph.D. (she/her/hers), Assistant Professor of International and Global Education, SIT Graduate Institute"The road to hell is paved with good intentions, says the old proverb. For scholars of internationalisation in higher education, this volume provides an excellent collection of cases to explain how misguided aspirations, uncritical thinking and educational malpractices cause unintended consequences which make international teachers and students equally unhappy in the long run. This book should serve as a moral and intellectual guide for all planners and practitioners of higher education internationalisation." Anatoly Oleksiyenko, Ph.D. (Toronto), Associate Professor, Higher Education, Director, Comparative Education Research Centre (CERC), Editor-in-Chief, Universities & Intellectuals HKU Faculty of Education"It is hard to imagine a more needed or timely contribution than the one presented by the book, Unintended Consequences of Internationalization in Higher Education. Kamyab and Raby go beyond critical analysis of important cases, and lay out a framework for exploring internationalization beyond intent. This book will surely become required reading in the field." Gerardo L. Blanco, Ph.D, Academic Director, Center for International Higher Education, Boston College, USA."This book, Unintended Consequences of Internationalization in Higher Education: Comparative International Perspectives on the Impacts of Policy and Practice is a diagnosis of the current situation of the process of internationalization worldwide. It is also drawing guidelines for countries seeking the internationalization. Reading this book means learning from best practices and getting knowledgeable to prepare plans for higher education reform and development."Noureddine Kaabi, Former Secretary of State of Tunisia for Development and International Cooperation"We are going through a period of profound reflection on the roles and rationales of internationalisation of higher education. This book is both timely and necessary to explore unintended consequences and how they are affecting national and institutional policies and practices. The framework presented here offers us a new way to think about internationalisation in order to make it more meaningful both within our institutions and beyond, to the communities we serve."Fiona Hunter, Ph.D., Associate Director, Centre for Higher Education Internationalisation (CHEI) Università Cattolica del Sacro Cuore, Milan, Italy"This book by a truly global team of authors and scholars asks the bold yet timely question: Is internationalization always a good thing? Most importantly, what are its implications for the Global South and how can we best harness the intended and unintended impacts of internationalization? A much-needed and candid addition that can inform practice and scholarship in our field."Rajika Bhandari, Ph.D., scholar-practitioner in international higher education, author, and founder of Rajika Bhandari Advisors."As an age-old practice in learning, internationalization policy carries forth unintended outcomes. In the 21st century, the policy has been dominated by the Global North, and in this book, authors craft a novel framework to analyze and evaluate the unintended outcomes of such dominance on the Global South, offering a long-awaited perspective to enrich the field of comparative international higher education!"Yovana Parmeswaree Soobrayen Veerasamy, Ph.D., Assistant Professor, Stony Brook University, New York, USA. Executive Researcher for the World Council on Intercultural & Global Competence, Founder of MENA group & the Africa group "As the world becomes more complex, so does the work of internationalizing higher education. The unintended consequences that inevitably follow are seldom part of the scholarly discourse. Fortunately, in this pioneering study, Kamyab and Raby provide us with language and tools to embrace this phenomenon. Unintended Consequences of Internationalization in Higher Education offers a useful framework for identifying and analyzing instances where intent and outcome diverge. The impressive lineup of authors the editors have assembled to explore unintended consequences around the world is further testament to the global relevance of this new area of study."Kyle A. Long, Ph.D., Senior Director, Office of Organizational Strategy and Change Northwestern University, USA"Today, globalization is a strategic mainstream factor that affects all sectors of all countries. This book talks about the internationalization in Higher Education focusing on unintended outcomes of internationalization by reporting a very relevant expertise in a comparative study of a range of countries. A very exciting and pleasant investigation!"Khalid Berrada, Ph.D., Professor, Mohammed V University in Rabat, Expert-consultant in Higher Education, Unesco Chairholder "Teaching physics by doing", Morocco"A wide-ranging invitation to think internationally about the layers, facets, and challenges of higher education internationalization. The book unfolds a variety of cases with new perspectives." Adnan El-Amine, Ph.D., Professor of Education, Lebanese University"We would like to think it is safe to assume that practitioners who work to advance higher education internationalization objectives are driven by clear goals that are mostly tied to measurable outcomes. We would also hope that scholars who study internationalization take pains to empirically document and accurately assess the wide range of possible factors. But what about the things the practitioners did not expect, or the outcomes the scholars did not anticipate, the ‘unintended consequences’? This deliberate wording of ‘consequences, both positive and negative, is of critical importance in this new book, for what plays out in one country undoubtedly is never the same in another. This book’s wide geographic scope, particularly on as yet under-explored countries, makes a critical addition to the evolving study of internationalization today and adds depth to the puzzle of evolving internationalization."Bernhard Streitwieser, Ph.D., Associate Professor of International Education & International Affairs, Director, International Education Program, Co-Chair, UNESCO Chair in International Education for Development, Director, Refugee Educational Advancement Laboratory (REAL), Graduate School of Education and Human Development, The George Washington University, Washington, DC "Though the often-referenced iceberg analogy reminds us that much of what is important to a given context remains unseen, hidden below the surface, research on the internationalization of higher education has still largely focused on the direct, intended aspects of our efforts. This timely and insightful book introduces us to the importance of drawing clearer connections with the indirect, unintended outcomes of internationalization. By looking below the surface, we can better avoid missteps in evaluation, underestimation of outcomes and inaccurate projections of goals and outcomes."Anthony C. Ogden, PhD., Founder & Managing Director, Gateway International Group, LLC"This book highlights an important, but often overlooked, concept in the internationalization of higher education – its unintended consequences. In calling individuals working in the field to take a closer look at the purported intents of internationalization, this book calls for a reconsideration of the policies, products, and processes of internationalization as they relate to consequence – particularly those counter to intent. A strength of this book is that it conceptualizes unintended consequences not only as binary – positive or negative – but also as a composite, wherein positive and negative consequences occur simultaneously. Conceptually, the framework presented in this book is useful to practitioners in helping to think more deeply about the impacts of their programs, even if those impacts are not as intended."Melissa Whatley, Ph.D. (she/her/hers), Assistant Professor of International and Global Education, SIT Graduate Institute"The road to hell is paved with good intentions, says the old proverb. For scholars of internationalisation in higher education, this volume provides an excellent collection of cases to explain how misguided aspirations, uncritical thinking and educational malpractices cause unintended consequences which make international teachers and students equally unhappy in the long run. This book should serve as a moral and intellectual guide for all planners and practitioners of higher education internationalisation." Anatoly Oleksiyenko, Ph.D. (Toronto), Associate Professor, Higher Education, Director, Comparative Education Research Centre (CERC), Editor-in-Chief, Universities & Intellectuals HKU Faculty of EducationTable of Contents1. Unintended Consequences of Internationalization Framework Part 1: Unintended Consequences of Internationalization as a response to New actions and processes that enable innovation 2. Internationalizing Higher Education in Costa Rica: Unintended Consequences of a Diversified Public and Private Implementation 3. Russia’s Successes and Unintended Consequences to Internationalizing Higher Education through International Student Recruitment Initiatives 4. Internationalization of Higher Education in India - A new strength in the Making? 5. Internationalization of Higher Education at the University of Latvia: Unintended Consequences in the Country-Specific Context 6. The Internationalization of Higher Education in the United Arab Emirates, Kuwait and Oman: Inspirations, aspirations, and unintended consequences Part 2: Unintended Consequences of Internationalization as an unanticipated action that rejects intended actions or processes and fundamentally changes that outcome. 7. Internationalization of Higher Education in Iran and its Unintended Consequences: A Historical Perspective 8. Higher Education Internationalization in Tunisia: A Non-Functioning Process 9. The Internationalization of Moroccan Higher Education: Achievements, Intended & Unintended Outcomes and Future Prospects 10. Internationalization of Higher Education in Nigeria: Unintended Positive and Negative Consequences 11. Impact of Internationalization: The Lebanese Context Part 3: Unintended Consequences of Internationalization as a calculated movement forward that moves intent into new directions. 12. Internationalization Constituting a Force against Northern Hegemony and Promoting Client Friendly Higher Education: The case of a Zimbabwean State University 13. The Internationalization of Higher Education in Mexico: Intended and Unintended Consequences 14. The Unintended Consequences of Relying on Economic Rationales in Canadian Internationalization 15. The United Nations and its partnerships with higher education revisited: 75 years of being inclusive or exclusive? 16. Internationalization of Higher Education in South Africa: Unintended consequences brought from contextual contours 17. The Unintended Consequences of Internationalizing Turkish Higher Education 18. Comparing Unintended Consequences of Internationalization Across Case Studies

Read more less

Book SynopsisArts-Based Research Methods for Educational Researchers is a book for early-career and established scholars who aim to use the arts to spark new ideas and empower participants in educational research. It will allow readers to conduct arts-based research in their own projects.The book starts with a brief history of the arts in research, going on to provide an in-depth understanding of the philosophical foundations of arts-based research â different research designs, material preparation, ethical considerations, data collection, analysis and reporting. Chapters highlight the impact of arts-based research, how it can be used to facilitate positive changes in educational research, practice, and policymaking. Tian suggests avenues for those who want to further develop these methods, guiding readers to reflect on their positionality and ethical issues involved in the research process.This insightful book is ideal for early career and experienced edTrade Review‘This book offers a passionate and persuasive case for using arts-based research methods in educational research. Filled with many different practical examples it shows how arts-based methods extend the repertoire of research approaches and open new research routes for attending to relationships, affects, bodies and language. In showing how arts-based methods help promote rigour in research, contribute to decolonising knowledge, shift hierarchies of knowledge-power relations, and inform policy making, it makes an important argument for arts-based methods as a form of research activism.’Carol A. Taylor, Professor of Higher Education and Gender, University of Bath, UK‘Based on the author’s ‘hands-on’ experience, this book provides a much-needed, accessible text on the power and possibilities of arts-based methods. It explores their transformative potential and how they can facilitate the agency of research participants and reframe power relationships. Whilst shining a light on the value of arts-based methods, Dr Tian does not shy away from exploring controversies and risks that researchers need to be aware of in using these methods. The result is an invaluable text for those new to and for those experienced in arts-based methods.’Philip A. Woods, Professor of Educational Policy, Democracy and Leadership, University of Hertfordshire, UK‘Exactly the kind of critically oriented, unique, and insightful book that set the stage for Art-based Research Methods for Educational Researchers grounded on enriching articulation of both ontology, epistemology, and vast research close-to-practice in using this methodology as a form of advocacy and activism. This deep, comprehensive, solid, and thorough foundational book is highly recommended for instructors, postgraduate students, and practitioners alike for a deeper understanding and use of art-based educational research.’Khalid Arar, Professor of Education and Community Leadership, Texas State University, USA.Table of Contents1. A New Way of Seeing and Conducting Educational Research 2. Ontological, Epistemological, and Axiological Foundations 3. Research Designs, Preparation, and Ethical Considerations 4. Research rigour and data collection 5. Reporting, interpreting, and discussing findings 6. Impact of arts-based research methods and controversies surrounding them 7. Future development and conclusion

Read more less

Book SynopsisThis book provides a contemporary view of the characteristics of expertise for teaching in higher education, based on the strong foundation of research into expertise, and empirical and practical knowledge of the development of teaching in higher education. Taking key themes related to the characteristics of expertise, this edited collection delivers practical ideas for supporting and enabling professional learning and development in higher education as well as theoretical constructs for the basis of personal reflection on practice. Providing an accessible, evidence-informed theoretical framework designed to support individuals wishing to improve their teaching, Developing Expertise for Teaching in Higher Education considers teaching excellence from an expertise perspective and discusses how it might be supported and available to all. It invites a call to action to all policymakers and strategic leaders who make a claim for teaching excellence to consider how professioTable of ContentsPart I: Perspectives on expertise for teaching in higher education 1. The characteristics of expertise for teaching in higher education 2. Critical reflection as a tool to develop expertise in teaching in higher education 3. Zhuangzi and the phenomenology of expertise: implications for educators 4. A whole-university approach to building expertise in higher education teaching 5. The importance of collaboration: valuing the expertise of disabled people through social confluence 6. Supportive woman, engaging man: gendered differences in student perceptions of teaching excellence Part II: Pedagogical content knowledge 7. Exploring and developing Pedagogical Content Knowledge in higher education 8. Professional identity in clinical legal education, re-enacting the disciplinary concept of ‘thinking like a lawyer’ 9. Reflective practice as a threshold concept in the development of Pedagogical Content 10. Developing Pedagogical Content Knowledge through the integration of education research and practice in higher education Part III: Professional learning for higher education teaching 11. Professional learning for higher education teaching: an expertise perspective 12. Educative case-making: a learner-centred approach to supporting the development of pedagogical expertise in higher education 13. Collaboration and mentoring to enhance professional learning in higher education Part IV: The artistry of teaching 14. Developing adaptive expertise: what can we learn from improvisation and the performing arts? 15. Developing the improvising teacher: implications for professionalism and the development of expertise 16. Emotion work and the artistry of teaching

Read more less

Book SynopsisDigital Futures for Learning offers a methodological and pedagogical way forward for researchers and educators who want to work imaginatively with what's next in higher education and informal learning. Today's debates around technological transformations of social, cultural and educational spaces and practices need to be informed by a more critical understanding of how visions of the future of learning are made and used, and how they come to be seen as desirable, inevitable or impossible. Integrating innovative methods, key research findings, engaging theories and creative pedagogies across multiple disciplines, this book argues for and explores speculative approaches to researching and analysing post-compulsory and informal learning futures  where we are, where we might go and how to get there.Trade Review“Ross shows pathways to how futures perspectives can inventively change research and education. [She] convincingly shows that we cannot afford to refuse facing uncertainties of the future . . . speculative practices are entangled with theories and conceptual skills, and ways in which speculative practices blur borders between learning and research. These insights have been inspirational for my own team’s experiments with speculative methods.”—Ylva Lindberg, Jönköping University, Sweden, for Postdigital Science and Education“This is an incredibly important book . . . about the future of education [and] how we can think differently about what education is for and how we deliver it.”—Dave O’Brien, Professor of Cultural and Creative Industries, University of Manchester, UKTable of ContentsPart 1: Understanding learning futures 1. Introduction 2. How learning futures are made 3. Complexity, emergence and learning futures 4. Speculative approaches to research and teaching Part 2: Speculative objects to think with 5. Teaching at scale, automation and a speculative teacherbot 6. Working with digital futures for learning through student-generated open educational resources 7. Artcasting and digital cultural heritage engagement futures 8. Telling data stories to explore the future of surveillance Part 3: Keeping learning futures moving 9. Speculative methods and digital futures research 10. Speculative pedagogies and teaching 11. Keeping learning futures moving

Read more less

Supporting Disabled Students in Higher Education is a practical and inclusive handbook designed to ensure disabled students are supported in their journey through mainstream higher education. Informed by case studies, this essential guide highlights how this can be achieved through the adoption of practical, reasonable adjustments. Coupled with recommendations for best practice across higher education, this book outlines experiences and barriers to inclusion and provides detailed guidance for inclusive practices including adjustments to accommodation, accessing physical and virtual learning spaces, teaching activities, developing the curriculum and assessment.Written by an experienced dyslexia and disability coordinator within higher education, chapters encourage readers to develop a greater understanding of the impact that disabilities may have on students' academic progress. Areas explored include: Specific learning difficulties (SpLD)

Read more less

Book SynopsisStopping Gender-based Violence in Higher Education provides a unique insight into how gender-based violence at universities is impacting students and staff and outlines the path toward tangible changes that can prevent it. Bringing together perspectives from academics, activists, practitioners, and university administrators, the book presents a diverse range of voices to constructively critique the field. Structured in three parts, the book begins by addressing the context, theory, and law that stipulates how universities can effectively respond to reports of gender-based violence. It goes on to discuss the most pragmatic ways to address the issue while contributing to prevention and supporting victim-survivors. Finally, the book advocates for the development of beneficial working partnerships with key external services available to university communities and also working with students as partners in an ethical and safe way. Throughout the book, contributors are inviTrade ReviewSexual violence is a global crisis in institutions of higher education, and the UK is far from immune. While many survivors have often been forced to carry the weight of advocacy on their own, it has always been clear that the fight for safer campuses must involve the entire university. Stopping Gender-based Violence in Higher Education is a call to higher education professionals to understand the causes of violence, and encourage them to see ending gender-based violence as an occupational responsibility. Towl and Humphreys do an excellent job of assembling a collection of thoughts from experts across the UK, and send an urgent message to educators: it’s time to follow the lead of survivors, and join the fight to make our universities safer for all. - Andrea L. Pino-Silva, co-author of "We Believe You: Survivors of Campus Sexual Assault Speak Out," and Co-Founder of End Rape on Campus, USAStopping Gender-Based Violence in Higher Education is an essential handbook that covers student-student, staff-student, and staff-staff violence. This collection will educate experts even as it provides direction for those new to handling complaints. Most importantly, the chapters centre in bold relief the experiences of victim-survivors. - Mara Keire, University of Oxford, UKThis comprehensive exploration into the many facets, manifestations and intersections of gender-based violence in higher education is long overdue. The insightful and well researched contributions make this essential reading for all those who work in the sector. - Amatey Doku, former Vice President Higher Education, National Union of Students (NUS) and Independent Board member, Guildhall School of Music and Drama, UKThis volume is essential reading for anyone interested in tackling campus violence. Drawing on diverse perspectives from across fields, it paints a sophisticated tableau of the problems faced, root causes, and possible solutions. Achieving a diverse and inclusive higher education sector requires the ambition and inclusive approach that this volume reflects. - Georgina Calvert-Lee, Senior Litigation Counsel, McAllister Olivarius, UK"Sexual violence is a global crisis in institutions of higher education, and the UK is far from immune. While many survivors have often been forced to carry the weight of advocacy on their own, it has always been clear that the fight for safer campuses must involve the entire university. Stopping Gender-based Violence in Higher Education is a call to higher education professionals to understand the causes of violence, and encourage them to see ending gender-based violence as an occupational responsibility. Towl and Humphreys do an excellent job of assembling a collection of thoughts from experts across the UK, and send an urgent message to educators: it’s time to follow the lead of survivors, and join the fight to make our universities safer for all." Andrea L. Pino-Silva, co-author of We Believe You: Survivors of Campus Sexual Assault Speak Out, and co-Founder of End Rape on Campus, USA"Stopping Gender-based Violence in Higher Education is an essential handbook that covers student–student, staff–student, and staff–staff violence. This collection will educate experts even as it provides direction for those new to handling complaints. Most importantly, the chapters centre in bold relief the experiences of victim-survivors."Mara Keire, University of Oxford, UK"This comprehensive exploration into the many facets, manifestations and intersections of gender-based violence in higher education is long overdue. The insightful and well-researched contributions make this essential reading for all those who work in the sector."Amatey Doku, former Vice President Higher Education, National Union of Students (NUS) and Independent Board member, Guildhall School of Music and Drama, UK"This volume is essential reading for anyone interested in tackling campus violence. Drawing on diverse perspectives from across fields, it paints a sophisticated tableau of the problems faced, root causes, and possible solutions. Achieving a diverse and inclusive higher education sector requires the ambition and inclusive approach that this volume reflects."Georgina Calvert-Lee, Senior Litigation Counsel, McAllister Olivarius, UKTable of ContentsTable of ContentsContributors List of Abbreviations List of Tables List of Figures Introduction: We still have work to do Clarissa J. Humphreys and Graham J. Towl Part 1 Context, Theory and Law The significance of culture in the prevention of gender-based violence in universities Melanie McCarry, Cassandra Jones and Anni Donaldson Hidden marks: The contribution of student leaders to tackling gender-based violence on campus Jim Dickinson and Sunday Blake Intersectional approaches to gender-based violence in universities: Experiences and interventions Geetanjali Gangoli and Cassandra Jones Violence and abuse, universities and LGBTQ+ students Catherine Donovan and Nicola Roberts Perceptions of consent in UK Higher Education: Implications for policy and training Ngozi Anyadike-Danes Sexual violence in Higher Education: Prevalence and characteristics of perpetrators Samuel T. Hales The legal framework: Limitations and opportunities Rachel Fenton and Janet Keliher Part 2 Practice EmilyTest: From tragedy to change Fiona Drouet and Poppy Gerrard-Abbott Comprehensive institution-wide approach: What is means to be comprehensive Clarissa J. Humphreys and Graham J. Towl Staff sexual misconduct in Higher Education: Impacts, responses and challenges Anna Bull Case management as a dedicated role responding to gender-based violence in Higher Education Kelly Prince and Peta Franklin-Corben Investigation and interviewing: Responding to formal reports of sexual violence in Higher Education Carl Norcliffe and Andrea Pescod Primary prevention in Higher Education: Progress and opportunity Kelsey Paske Reflections on accessing and reporting on employee wellbeing data: Implications for hybrid-working and gender-based violence Rosanna Bellini We should do something (someday): Identifying and working through resistance to gender-based violence prevention Clarissa J. Humphreys and Graham J. Towl Part 3 Partnerships How to involve students in work on gender-based violence Sunday Blake and Jim Dickinson Gender-based violence and Higher Education partnerships with sexual assault services Elizabeth Hughes and Tammi Walker Rape Crisis: Taking a partnership approach to addressing gender-based violence with universities and colleges across Scotland Niamh Kerr and Kathryn Dawson The role of regulation in addressing gender-based violence in Higher Education Amy Norton and Graham J. Towl Working with schools to tackle online harms and gender-based violence Andy Phippen and Emma Bond Conclusion: Future directions in addressing our problem with gender-based violence in Higher Education Graham J. Towl and Clarissa J. HumphreysIndex

Read more less

Helping you get to grips with online learning, this book contains a wealth of practical tips and strategies that will make studying online easier.

Read more less

Book SynopsisArtificial Intelligence and Learning Futures: Critical Narratives of Technology and Imagination in Higher Education explores the implications of artificial intelligence's adoption in higher education and the challenges to building sustainable instead of dystopic schooling. As AI becomes integral to both pedagogy and profitability in today's colleges and universities, a critical discourse on these systems and algorithms is urgently needed to push back against their potential to enable surveillance, control, and oppression. This book examines the development, risks, and opportunities inherent to AI in education and curriculum design, the problematic ideological assumptions of intelligence and technology, and the evidence base and ethical imagination required to responsibly implement these learning technologies in a way that ensures quality and sustainability. Leaders, administrators, and faculty as well as technologists and designers will find these provocative and accesTable of ContentsIntroduction Section 1: Education, Artificial Intelligence and Ideology 1. The Ideological Roots of Intelligence. 2. Imaginations, Education and the American Dream 3. The Narrative Construction of AI Section 2: Higher Learning 4. Automation of Teaching and Learning 5. Surveillance, Control and Power – the AI Challenge 6. Beauty and the Love for Learning Section 3: The Future of Higher Education 7. Imagination and Education 8. Scenarios for Higher Education 9. Re-storying Higher Learning

Read more less

Book SynopsisShould academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called excellence' in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on one big thing', to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery thrTrade Review"This book is wonderfully refreshing and very inspiring. It is vital reading for any of us who have felt we are invisible, on the margins or do not comfortably belong in the academy. Reading this book assures me I am not alone in how I have experienced my academic life and it inspires me to authentically own my professional path." Hannah Rumble, Centre for Death and Society, University of Bath, UK"Academic careers have a long-lasting history with very deep roots. Over the last fifteen years, academic careers have changed immensely, and few of us have discussed these changes. That is why this is a welcomed book analyzing different sides, dimensions and contexts of academic careers. It brings a collection of very thought-provoking and inspiring chapters written by some outstanding academics. This is a must-read book for new and experienced academics. More importantly, it inspires new futures." Rafael Alcadipani, FGV-EAESP, Brazil"Doing Academic Careers Differently challenges linear accounts of the academic career and it rebukes the hegemonic moves that push academics into impossible, unsustainable, unhealthy conduct, values, and practices. By collaborating, theorizing, and writing differently 79 academics from 21 countries tell stories with images, poetry, prose, interviews, and essays on contemporary academic lives. The stories thrive on complexity, difference, dialogue, creativity, divergence, and ambiguity. Robinson, Bristow, and Ratle beautifully curate the emerging richness in this book that becomes an enthralling and contemplative new archive of academics' lives where finally alternative voices, knowledges, and experiences can be heard over the conformism and pain of career as individual/ individualizing competition and instrumentality. The book offers a refreshing, powerful, and life-affirming read." Alessia Contu, UMass Boston, USA"Many academics lose their sense of direction in a university environment that prioritises journal rankings and other forms of ‘excellence’. It is easy to end up believing that there is only one kind of academic career – the type that is laid out by performance management systems. The enthralling stories of struggle, hope, and leap of faiths shared in this timely book demonstrate the narrowness of this perspective and offer a powerful reminder of the many different ways in which one can be an academic. Doing Academic Careers Differently is essential reading for anyone pursuing or considering an academic career today." Sverre Spoelstra, Associate Professor in Leadership and Strategy, Copenhagen Business School, Denmark."A courageous book that inspires, surprises, awes, and eventually heals. Creatively and thoughtfully written and curated, this book restores hope in academics despite the brute corporatization contemporary academia has subjected them to. I felt such longing to walk through such a place as I read through this beautiful manuscript." Ghazal M. Zulfiqar, Lahore University of Management Sciences, Pakistan"The most creative inspiring enjoyable exhilarating academic work of art on academia I have ever come across. These playful, sardonic, ironic and heartful stories are in a garden of delights that will provide a wonderful learning experience as well as a rigorous piece of research" Damian Ruth, Massey Business School, New Zealand.Table of ContentsIntroduction: entrance hall and cloakroom Alexandra Bristow, Olivier Ratle, Sarah Robinson The Meandering Gallery Curated by Alexandra Bristow 1. I hope your journey is a long one: a guide to meandering careers Alexandra Bristow 2. Meandering academics Linda M. Sama, Mark Egan, Victor Friedman, David Jones, Nicholas Rhew, and Sarah Robinson 3. The all-over-the-place academic: how to fit in an academic niche but also be free to pursue new and exciting research ideas Lucas Lauriano 4. A pebble skipper’s tale Mark Saunders 5. The general academic Rweyemamu Alphonce Ndibalema, Essa Bah, and Sophia Ndibalema Against Careerism Curated by Sarah Robinson 6. On ducks and vocations: notes against careerism Sarah Robinson 7. Careering through my career: how I failed to become a business school Dean Mark Learmonth 8. Ducks at the university? Two connected biographies in seven images Jesús Rodríguez Pomeda 9. Excellence and disruption: a mid-career dialogue Eugenie Hunsicker and Clare Hutton 10. Collectively creating conditions that nurture: the bushland as metaphor for the academic ecosystem Sumati Ahuja, Mihajla Gavin, Simone Grabowski, Najmeh Hassanli, Anja Hergesell, Walter Jarvis, Pavlina Jasovska, Ece Kaya, Alice Klettner, Helena Liu, Jennie Small, Christopher N. Walker, and Ruth Weatherall Navigating Belonging Curated by Sarah Robinson 11. Across hostile waters to brave new lands? Notes on navigating academic belonging Sarah Robinson 12. The collective academic: a conversation across worlds Jurdene Coleman, Mac Benavides, Aliah Mestrovich Seay, and Tess Hobson 13. Before you decolonize, let me into the game: virtue, a key to unbridling the shackles of oppression Armand Bam 14. How to become an academic, and alienate people: the working-class academic Suzanne Albary 15. The back-door academic Sarah Stookey 16. The ingenuous communitarian Emma Newport 17. The journey of a surprised academic Laurie DiPadova-Stocks 18. The self-made academic: From business to a business school Adrian Zicari Nurturing Careers Curated by Olivier Ratle 19. Nurturing careers: on the importance of care and relationships Olivier Ratle 20. The permaculture academic Maribel Blasco 21. A room for three: living academic, feminist lives (or the unfinished reading of A room of one’s own) Jenny Helin, Nina Kivinen, and Alison Pullen 22. The non-conformist Academic: professor, parent, provider Mary Godwyn 23. The mom academic (fragmentation) Elizabeth Siler The Hall of Mirrors Curated by Sarah Robinson 24. Mirroring academia: reflections from a hall of mirrors Sarah Robinson 25. Reflections, distortions - the mirrored academic Victoria Pagan 26. Academic misfits Magnus Hoppe, Anton Hasselgren, Fatemeh Seifan, Steffi Siegert, and Serdar Temiz 27. Becoming a (never) good enough critical scholar? On precarious academic subjectification processes Mie Plotnikof 28. The art of being a reflexive academic: painting a never-complete self-portrait Russ Vince 29. The poetic academic - [un]grounding the writing self Friederike Landau-Donnelly 30. I am you, as you are me: academic lives as a mirror of ourselves Oscar Javier Montiel Méndez, Duncan Pelly, and Araceli Almaraz The Transgressive Gallery Curated by Alexandra Bristow 31. In the garden of dreams: a guide to transgressive careers Alexandra Bristow 32. Seek & destroy - from transgression to contestation. And back Sophie Del Fa 33. Meeting the threads that pull: a feminist declaration of consequence towards academia Camila Fredes Ortiz 34. The absurd academic Jaime Andrés Bayona 35. Crafting a career in ‘academic journalism’ Todd Bridgman 36. Blinds and bananas: metaphor in the margins Stephen Linstead 37. A clown's tale Ralf Wetzel The late entrance Curated by Olivier Ratle 38. The late entrance: muddy water and dry grass? Olivier Ratle 39. Late portrait arrival Catherine Heggerud 40. Disturbing bodies? Prospective and retrospective second-careering within the doctoral candidature Margaret Ying Wei Lee, Olivia Davies, and Kathleen Riach 41. Better late than never: the ‘up the hill backwards’ academic Mark Stringer Living Precariously Gallery Curated by Olivier Ratle 42. Living precariously and overcoming the odds Olivier Ratle 43. The happy and smiling, but inwardly crumbling gig academic: reflections on early career precarity and anxiety Emily Yarrow 44. The ‘sack-race’ academic: a post-socialist portrait of a single mother facing social expectations and the trade-offs of an academic career path Gabriella Kiss 45. Re-imagining the dialectic of work and motherhood in academia Chrysavgi Sklaveniti 46. Waiting for Godot: the impaired academic Garance Marechal 47. Some counsel to doctoral students from a naïve and shell-shocked academic Ann Armstrong 48. ‘Why even bother?’ The defiant practice of the independent scholar Molly Hand The Haunted Gallery Curated by Alexandra Bristow 49. A guide to haunting careers: the realm of academic ghosts Alexandra Bristow 50. Higher Education in India: the academic outsider and the lived experiences of a reclusive rebel Subir Rana 51. Morals of the demoralised: The non-collaborative academic Alexia Cameron 52. Doing philosophy differently: learning to fight gender-bias by giving up on stereotypical academic norms Tone Grosen Dandanell 53. Being an academic ghostwriter: be(com)ing me(thodology) Martha Emilie Ehrich 54. Unwaged and repurposed: transitions from accidental to non-institutionalised academic Ruth Slater 55. The redundant academic: am I academic, or am I still an academic? Mark Hughes Exit via the gift shop Olivier Ratle, Sarah Robinson, Alexandra Bristow

Read more less

Book SynopsisShould academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called excellence' in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on one big thing', to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery thrTrade Review"This book is wonderfully refreshing and very inspiring. It is vital reading for any of us who have felt we are invisible, on the margins or do not comfortably belong in the academy. Reading this book assures me I am not alone in how I have experienced my academic life and it inspires me to authentically own my professional path." Hannah Rumble, Centre for Death and Society, University of Bath, UK"Academic careers have a long-lasting history with very deep roots. Over the last fifteen years, academic careers have changed immensely, and few of us have discussed these changes. That is why this is a welcomed book analyzing different sides, dimensions and contexts of academic careers. It brings a collection of very thought-provoking and inspiring chapters written by some outstanding academics. This is a must-read book for new and experienced academics. More importantly, it inspires new futures." Rafael Alcadipani, FGV-EAESP, Brazil"Doing Academic Careers Differently challenges linear accounts of the academic career and it rebukes the hegemonic moves that push academics into impossible, unsustainable, unhealthy conduct, values, and practices. By collaborating, theorizing, and writing differently 79 academics from 21 countries tell stories with images, poetry, prose, interviews, and essays on contemporary academic lives. The stories thrive on complexity, difference, dialogue, creativity, divergence, and ambiguity. Robinson, Bristow, and Ratle beautifully curate the emerging richness in this book that becomes an enthralling and contemplative new archive of academics' lives where finally alternative voices, knowledges, and experiences can be heard over the conformism and pain of career as individual/ individualizing competition and instrumentality. The book offers a refreshing, powerful, and life-affirming read." Alessia Contu, UMass Boston, USA"Many academics lose their sense of direction in a university environment that prioritises journal rankings and other forms of ‘excellence’. It is easy to end up believing that there is only one kind of academic career – the type that is laid out by performance management systems. The enthralling stories of struggle, hope, and leap of faiths shared in this timely book demonstrate the narrowness of this perspective and offer a powerful reminder of the many different ways in which one can be an academic. Doing Academic Careers Differently is essential reading for anyone pursuing or considering an academic career today." Sverre Spoelstra, Associate Professor in Leadership and Strategy, Copenhagen Business School, Denmark."A courageous book that inspires, surprises, awes, and eventually heals. Creatively and thoughtfully written and curated, this book restores hope in academics despite the brute corporatization contemporary academia has subjected them to. I felt such longing to walk through such a place as I read through this beautiful manuscript." Ghazal M. Zulfiqar, Lahore University of Management Sciences, Pakistan"The most creative inspiring enjoyable exhilarating academic work of art on academia I have ever come across. These playful, sardonic, ironic and heartful stories are in a garden of delights that will provide a wonderful learning experience as well as a rigorous piece of research" Damian Ruth, Massey Business School, New Zealand.Table of ContentsIntroduction: entrance hall and cloakroom Alexandra Bristow, Olivier Ratle, Sarah Robinson The Meandering Gallery Curated by Alexandra Bristow 1. I hope your journey is a long one: a guide to meandering careers Alexandra Bristow 2. Meandering academics Linda M. Sama, Mark Egan, Victor Friedman, David Jones, Nicholas Rhew, and Sarah Robinson 3. The all-over-the-place academic: how to fit in an academic niche but also be free to pursue new and exciting research ideas Lucas Lauriano 4. A pebble skipper’s tale Mark Saunders 5. The general academic Rweyemamu Alphonce Ndibalema, Essa Bah, and Sophia Ndibalema Against Careerism Curated by Sarah Robinson 6. On ducks and vocations: notes against careerism Sarah Robinson 7. Careering through my career: how I failed to become a business school Dean Mark Learmonth 8. Ducks at the university? Two connected biographies in seven images Jesús Rodríguez Pomeda 9. Excellence and disruption: a mid-career dialogue Eugenie Hunsicker and Clare Hutton 10. Collectively creating conditions that nurture: the bushland as metaphor for the academic ecosystem Sumati Ahuja, Mihajla Gavin, Simone Grabowski, Najmeh Hassanli, Anja Hergesell, Walter Jarvis, Pavlina Jasovska, Ece Kaya, Alice Klettner, Helena Liu, Jennie Small, Christopher N. Walker, and Ruth Weatherall Navigating Belonging Curated by Sarah Robinson 11. Across hostile waters to brave new lands? Notes on navigating academic belonging Sarah Robinson 12. The collective academic: a conversation across worlds Jurdene Coleman, Mac Benavides, Aliah Mestrovich Seay, and Tess Hobson 13. Before you decolonize, let me into the game: virtue, a key to unbridling the shackles of oppression Armand Bam 14. How to become an academic, and alienate people: the working-class academic Suzanne Albary 15. The back-door academic Sarah Stookey 16. The ingenuous communitarian Emma Newport 17. The journey of a surprised academic Laurie DiPadova-Stocks 18. The self-made academic: From business to a business school Adrian Zicari Nurturing Careers Curated by Olivier Ratle 19. Nurturing careers: on the importance of care and relationships Olivier Ratle 20. The permaculture academic Maribel Blasco 21. A room for three: living academic, feminist lives (or the unfinished reading of A room of one’s own) Jenny Helin, Nina Kivinen, and Alison Pullen 22. The non-conformist Academic: professor, parent, provider Mary Godwyn 23. The mom academic (fragmentation) Elizabeth Siler The Hall of Mirrors Curated by Sarah Robinson 24. Mirroring academia: reflections from a hall of mirrors Sarah Robinson 25. Reflections, distortions - the mirrored academic Victoria Pagan 26. Academic misfits Magnus Hoppe, Anton Hasselgren, Fatemeh Seifan, Steffi Siegert, and Serdar Temiz 27. Becoming a (never) good enough critical scholar? On precarious academic subjectification processes Mie Plotnikof 28. The art of being a reflexive academic: painting a never-complete self-portrait Russ Vince 29. The poetic academic - [un]grounding the writing self Friederike Landau-Donnelly 30. I am you, as you are me: academic lives as a mirror of ourselves Oscar Javier Montiel Méndez, Duncan Pelly, and Araceli Almaraz The Transgressive Gallery Curated by Alexandra Bristow 31. In the garden of dreams: a guide to transgressive careers Alexandra Bristow 32. Seek & destroy - from transgression to contestation. And back Sophie Del Fa 33. Meeting the threads that pull: a feminist declaration of consequence towards academia Camila Fredes Ortiz 34. The absurd academic Jaime Andrés Bayona 35. Crafting a career in ‘academic journalism’ Todd Bridgman 36. Blinds and bananas: metaphor in the margins Stephen Linstead 37. A clown's tale Ralf Wetzel The late entrance Curated by Olivier Ratle 38. The late entrance: muddy water and dry grass? Olivier Ratle 39. Late portrait arrival Catherine Heggerud 40. Disturbing bodies? Prospective and retrospective second-careering within the doctoral candidature Margaret Ying Wei Lee, Olivia Davies, and Kathleen Riach 41. Better late than never: the ‘up the hill backwards’ academic Mark Stringer Living Precariously Gallery Curated by Olivier Ratle 42. Living precariously and overcoming the odds Olivier Ratle 43. The happy and smiling, but inwardly crumbling gig academic: reflections on early career precarity and anxiety Emily Yarrow 44. The ‘sack-race’ academic: a post-socialist portrait of a single mother facing social expectations and the trade-offs of an academic career path Gabriella Kiss 45. Re-imagining the dialectic of work and motherhood in academia Chrysavgi Sklaveniti 46. Waiting for Godot: the impaired academic Garance Marechal 47. Some counsel to doctoral students from a naïve and shell-shocked academic Ann Armstrong 48. ‘Why even bother?’ The defiant practice of the independent scholar Molly Hand The Haunted Gallery Curated by Alexandra Bristow 49. A guide to haunting careers: the realm of academic ghosts Alexandra Bristow 50. Higher Education in India: the academic outsider and the lived experiences of a reclusive rebel Subir Rana 51. Morals of the demoralised: The non-collaborative academic Alexia Cameron 52. Doing philosophy differently: learning to fight gender-bias by giving up on stereotypical academic norms Tone Grosen Dandanell 53. Being an academic ghostwriter: be(com)ing me(thodology) Martha Emilie Ehrich 54. Unwaged and repurposed: transitions from accidental to non-institutionalised academic Ruth Slater 55. The redundant academic: am I academic, or am I still an academic? Mark Hughes Exit via the gift shop Olivier Ratle, Sarah Robinson, Alexandra Bristow

Read more less

Book SynopsisHistories of Architecture Education in the United States is an edited collection focused on the professional evolution, experimental and enduring pedagogical approaches, and leading institutions of American architecture education. Beginning with the emergence of architecture as a profession in Philadelphia and ending with the early work, but unfinished international effort, of making room for women and people of color in positions of leadership in the field, this collection offers an important history of architecture education relevant to audiences both within and outside of the United States. Other themes include the relationship of professional organizations to educational institutions; the legacy of late nineteenth-century design concepts; the role of architectural history; educational changes and trans-Atlantic intellectual exchanges after WWII and the Cold War; the rise of the city and urban design in the architectâs consciousness; student protests and challenges to tradTable of ContentsPart 1: Institutions 1. The Philadelphia Way of Making Architects: The Birth and Birthplace of American Architecture Education 2. The Architect at Mid-Century: The AIA and Architecture Education, 1857 and 1957 3. Redefining Rome’s Lessons: Architects at the American Academy 4. French Connections: Learning from Penn Part 2: Counter-Institutions 5. Booker T. Washington and W.E.B. Du Bois: Their Legacies in Architecture Education at Historically Black Colleges and Universities 6. Between Colonial Nostalgia and Modern Aspirations: The University of Puerto Rico School of Architecture as a Pedagogical Experiment 7. Radical Empathy in the Teaching of Bruce Goff and the “American School” of Architects 8. A Postmodern School of Architecture: Education at the Institute for Architecture and Urban Studies 9. Signs and Wonders: John Hejduk and the Re-Enchantment of Architecture at The Cooper Union 10. Feminism and Architecture: The Women’s School of Planning and Architecture Part 3: Constituting the Discipline, Pushing Its Boundaries 11. Cultivating the Sense of Beauty: Denman Waldo Ross and the Teaching of Pure Design 12. From Constancy to Change: Sigfried Giedion and the Shifting Role of History in Architecture Education 13. The Question of Humanism: Architecture “in Service of Life” at North Carolina State College, 1948-1952 14. The Politics of the Creative Mind: Educating Architects at M.I.T. after 1945 15. The Oregon Conspiracy: John Reynolds and the Politics of Environmental Control Part 4: Architecture Goes Beyond Itself 16. The “Social Planning Movement”: Architecture and Planning at the University of Pennsylvania 17. The School and the City: Urban Design at Cornell in the 1960s and ’70s 18. Architecture Education as a Social Art: Social Science at the UC Berkeley College of Environmental Design 19. Toppling the “Cinderblock in the Sky”: “Negative” Architecture Education at Columbia University in the 1960s 20. From Student to Educator: The Personal Letters and Critical Discourse of Denise Scott Brown

Read more less

Posthumanist Research and Writing as Agentic Acts of Inclusion: Knowledge Forced Open looks at the true value and possibilities of ''learning'' and knowledge within the emerging field of New Public Governance by examining, through a posthumanist lens and other perspectives, the paradoxical knowledge situation we are in today.This book addresses the constitution of knowledge as an uncertain process, understanding text as spaces for entanglements of knowledge knowledge not as certainty but as uncertainty and writing as the act and art of engaging with these entanglements. Through examining research from multiple perspectives, text, stories as narrative are constructed as data showing ethnographic engagements between writers, readers and texts. The authors show how to construct messy entanglements of continual, always already constant thinking and becomings, through the art and science of research and writing as knowledging processes.Suitable for scholars of p

Read more less

Book SynopsisEdge Entanglements traverses the borderlands of the community mental health sector by plugging in to concepts offered by Gilles Deleuze and Felix Guattari along with work from Mad Studies, postcolonial, and feminist scholars. Barlott and Setchell demonstrate what postqualitative inquiry can do, surfacing the transformative potential of freely-given relationships between psychiatrised people and allies in the community. Thinking with theory, the authors map the composition and generative processes of freely-given, ally relationships. Edge Entanglements surfaces how such relationships can unsettle constraints of the mental health sector and produce creative possibilities for psychiatrised people. Affectionately creating harmonies between theory and empirical data, the authors sketch ally relationships in ways that move. Allyship is enacted through micropolitical processes of becoming-complicit: ongoing movement towards taking on the struggle of another as your oTrade Review"The authors successfully take an obtuse line of theoretical inquiry from Deleuze and Guattari, and artfully make it accessible and engaging. They carefully avoid rehashing the now clichéd elements of this theory, in favour of more direct and grounded explanation. Specifically, the authors takes readers deep into relationships with eight participants - produced through a time-consuming process of relationship-building developed over several encounters – to clearly demonstrate the re-imaginative benefits of their theory-data entanglement."Rebecca Olson, Associate Professor, School of Social Sciences, The University of Queensland, Australia"In this powerful book, Barlott and Setchell demand we radically rethink the nature of friendship and (health)care. To reframe friendship through posthuman philosophy is to explore how our very being is made and remade in tiny moments of everyday life. Barlott and Setchell trace the genesis and unfolding of four such friendships, how they support, challenge, and resist dominant frameworks of mental health service. Health researchers, whether we like it or not, are part of this process. If we wish to affirm life in freely-given relationships, this book is the place to start."Thomas Abrams, Assistant Professor, Department of Sociology, Queen’s University, CanadaTable of ContentsIntroduction to the SeriesBy Simone Fullagar1. The Edge of Things2. Destabilising Major Mental Health Approaches 3. Becoming-Minor, Mapping Territories4. Assembling 5. Doing a Cartography 6. An Entry Point 7. Cartography of Territories 8. Cartography of Becoming 9. Cartography of Desire10. (Dis)Organising Allyship, Becoming-Complicit Knots–Sorcery–Belonging, An AfterwordBy Lynda Shevellar, Tim Barlott, and Jenny Setchell

Read more less

Book SynopsisIn company with its sister volume, this book explores arts-based approaches to research across media, including film and comics-related material, from a variety of geographic locations and across a range of subdisciplines within the field of education. This second volume has a focus exclusively on visual output and image-based research and methods.The book aims to highlight some of the approaches that are not always centered in arts-based research. The visual takes center stage as authors lead with comics-based representations, among other forms of arts-based inquiry. These chapters follow on from the first collection and serve to expand thinking about merging creative methods with analysis and exploration in the world of education. From mixtapes to the curatorial, these chapters showcase the ways in which scholars explore the multitude of human experiences. This second volume covers, among other topics: comics in qualitative research, visual journaling, multimodal fieldnotes and discourse, and creative visual outputs.It is suitable reading for graduate students and scholars interested in qualitative inquiry and arts-based methods, in education and the social sciences.Trade Review'Editor Jason DeHart assembles an impressive array of contributors for this unique collection of arts-based research resources. The chapters address the spectrum of artistic modalities from poetry to music, from comics to movement, and from ethnodrama to visual art. A diverse range of scholars bring their contemporary, experiential voices to their stories, writing with insight, passion, humor, and vulnerability. Qualitative researchers from multiple disciplines will find the two-volume Arts-Based Research Across Textual/Visual Media in Education a valuable and inspirational reference for creative approaches to social inquiry.'Johnny Saldaña, Professor Emeritus, Arizona State UniversityTable of ContentsIntroduction: The Words (and Images) Mean Me Section I: Comics and Static Visuals 1. Clearer and clearer and clearer still: The promise and providence of comics-based research methods in education 2. Classroom Marvels: Exploring Comics in Middle School Literacy Instruction 3. What Drawing Can Lead Us to See: Drawing Cartoons with Student Researchers 4. Bringing Children’s Play into Literacy Events: Critical Multimodal Discourse Analysis as a Tool for Understanding 5. Visual Critical Topography in Comics Worlds Section II: Journals and Notes in the Field 6. Visual Journaling as Method 7. Through the Looking-glass: Creating and Reading Multimodal Fieldnotes Section III: Exploring (Even) Further Methods 8. When a Single Song Just Won’t Do: The Mixtape as Research Methodology 9.What the Concepts of Curating and the Curatorial Can Do 10. Resilience and Solidarity Building on Instagram: Exploring Art, Activism, and Participatory Analysis with Indigenous Peoples and 2SLGBTQ+ Youth in the Wabanaki Confederacy

Read more less

Book SynopsisCrafting Phenomenological Research, Third Edition, continues to demonstrate its award-winning quality, clearly establishing itself as the leading international resource for those interested in a concise introduction to phenomenological research in education and social sciences.As a leading contemporary practitioner of phenomenology, Vagle walks the reader through multiple approaches to designing and implementing phenomenological research, including his post-intentional phenomenology, which incorporates elements of poststructural thinking into longstanding phenomenological methods. Vagle provides readers with methodological tools to build their own phenomenological study, addressing such issues as research design, data gathering and analysis, and writing.Replete with exercises for students, resources for further research, and examples of completed phenomenological studies, this book affords the instructor an easy entrÃe into introducing phenomenology into courses

Read more less

Book SynopsisThis book provides a comprehensive analysis of the teaching of an eclectic range of family law topics and the unique opportunities and challenges of teaching family law in different jurisdictions from a varied international perspective.Written by leading legal scholars, the book addresses a gap in the scholarship to comprehensively and systematically analyse the teaching of family law. The first part of the book explores ways of teaching the varied range of topics under the heading of family law and captures the diverse approaches to the discipline. Chapters illustrate how the subject can be best taught in an interdisciplinary way that considers feminist perspectives and the philosophy of teaching, while encompassing legal positivism, empirical research and critical legal theory. The second part of the book examines teaching in different jurisdictions and illustrates policy and practice in Australia, New Zealand, the United States, Canada, the United Kingdom, Hong Kong and SoTable of ContentsIntroduction Part 1: Teaching Family Law Topics 1. Ideologies of Family Law 2. Family Property Law: Learning from Best Practice in Teaching Controversial Topics 3. The Use of Family Law Assessments as a Vehicle for Skills Development 4. Comparative Family Law and Family Law Teaching 5. Family Dispute Resolution: Teaching the Benefits and Challenges 6. Practical Legal Training in ‘Child Law’: Lessons in Collaboration, Emotion and Relationships Part 2: Teaching in Different Jurisdictions 7. Australian Family Law Going Round the Twist: Teaching Opportunities and Challenges 8. Canadian Challenges and Initiatives in Teaching Family Law 9. Three Pillars: Articulating A Family Law Pedagogy For Hong Kong 10. Teaching Parenting Law and Culture in Aotearoa New Zealand 11. Teaching Family Law in South Africa: Family Law in Flux of Substance and Form 12. Teaching Family Law in England and Wales: The Challenge of Expanding Content and Perspectives 13. Teaching Family Law in the United States: Riding the Rollercoaster Conclusion

Read more less

Book SynopsisConstructing Online Work-Based Learning Placements offers a step-by-step approach to understanding and applying the principles of design and delivery in online work-based learning (WBL) placements for students. A crucial component of employability strategies for higher education students, WBL placements are increasingly in need of adaptation to respond to today's rapidly expanding online work environments. This evidence-based book explores the emergent properties and additional value that online WBL placements provide to student learning and employability prospects, focusing on effective pedagogy, design, planning and implementation. The book also presents the Peer Enhanced e-Placement (PEEP), a pioneering, positively evaluated and award-winning online WBL placement model that is underpinned by pedagogical research and theory. The PEEP has been adapted and adopted by numerous higher education teams organising online WBL placements, and the case example included in these pagesTrade Review'This is a timely addition to the discourse on employability, written in an engaging and accessible way. The book provides an important resource to practitioners, academics, and pracademics alike to enhance the success of their WBL offer. It offers a clear link between theory and practice, culminating in a workbook that provides a thoughtful and considered level of practical support, submersing the reader into genuine action to develop online WBL placements.'—Stuart Norton, Senior Adviser in Learning and Teaching for Advance HE, UK'Work Based Learning (WBL) and the development of employability skills have been growing, sometimes quietly, as an academic topic for decades. This book shines a spotlight on WBL as a key part of the curriculum, highlighting the body of knowledge that underpins and endorses what is often an undervalued subject area and focuseing on an outstanding example of (to paraphrase Plato) ‘need being the creator’. COVID-19 was the experiment that no one wanted. The higher education sector and, in particular, WBL were hit significantly, with the cancellation of work placements across all disciplines. This was a major blow to the students who relied on these experiences to embed their theoretical knowledge in practice and to gain the essential employability skills that employers want. In such a challenging time, creative approaches were needed to ensure that the students gained essential skills, and PEEP was born. If you want to gain a deeper understanding of WBL and its evolution and importance in higher education; to reinforce or endorse an argument for the development of WBL; or to develop online learning placements using a toolkit, then look no further. This book has it all.'—Francesca Walker-Martin, Reader in Work Based Learning at the University of Central Lancashire, UK, and Chair of ASET, the Work Based Learning and Placement Learning Association'If you want to know about approaches to design pedagogies, assessment, and implementation to support online work-based learning placements, this book is for you. I recommend this book because it is timely and significant in the post-COVID context. Professor Lisa Taylor has comprehensively discussed models, strategies, and pedagogical and assessment activities to support relevant stakeholders to better engage with online work-based learning placements and enhance students’ employability.'—Thanh Pham, Senior Lecturer in Graduate Employability, Globalisation, and Intercultural Education in the School of Education, Culture, and Society at Monash University, Australia'High quality work-based learning placements are essential to ensure optimal preparation of students for their ‘life-wide and life-long employability journeys’. This robustly evidenced resource offers the pedagogical and organisational principles to be considered in the design and delivery of work-based learning placement opportunities. It offers a vital underpinning to the transformation of learning and online learning opportunities seen in recent years and is transferable across all sectors. This resource has broad value to work-based educators and academics innovating and pushing the boundaries of work-based learning opportunities across the globe, and its sound pedagogical underpinning to virtual learning opportunities will ensure sustained efficacy, value, and uptake. I congratulate and thank the authors for their invaluable and courageous leadership during the COVID-19 pandemic, driving online work-based learning opportunities with sound pedagogical foundations, academic support, and evaluation to sustain the transformation to modern work-based learning.'—Beverley Harden, MBE, National AHP Lead, Deputy Chief AHP (England), and Multi-Professional Advanced & Consultant Practice Lead at Health Education England, and Visiting Professor at the University of Winchester, UK'The global higher education sector has had to find innovative and, in most cases, technology-enabled ways of teaching and ensuring that students continue to gain real-world work experiences during the COVID-19 pandemic Higher education institutes are increasingly under pressure to provide high-quality work-based learning opportunities for students through innovative means to support development of their GPS (global professional skills) and improve their long-term employment outcomes through assessment by employers regardless of their location. This book is a potential game-changer for institutions looking to develop high-quality online work placements for students, providing a practical and rigorous end-to-end framework covering access, quality, scale, technology, curriculum, paedology, and assessment. It will support faculty, students, and employers in delivering a sustainable, innovative, and high-quality online learning experience that is outcomes-focused and enhances student employability—an increasingly critical aspect of higher education.'—Cameron Mirza, Chief of Party for USAID Pre-Service Teacher Education in Jordan and Board Member for the Global Impact InitiativeTable of ContentsForeword by Sophie Milliken, MBEPreface About the AuthorChapter 1: Work-Based Learning Placements Within Higher EducationChapter 2: Online Learning in a World of ‘Place’ by Gilly SalmonChapter 3: Employability and the Online Work-Based Learning EnvironmentChapter 4: Peer Group LearningChapter 5: Reflection to Support LearningChapter 6: Leaning Outcomes and AssessmentChapter 7: Feedback and SupervisionChapter 8: Theory into Practice – A Case Example: The Peer Enhanced e-Placement (PEEP)Chapter 9: Workbook – Reflection, Consolidation, Design, and Delivery of an Online Work-Based Learning PlacementIndex

Read more less

Book SynopsisThe Collaborative Body in Qualitative Research challenges normative philosophies that have frequently neglected the body's place in research and then illustrates how the body is essential for all meaning making.By voicing the body', the first part of this rebellious book problematizes how the body is used/assessed, yet often silenced in academic writing. This book then fluidly moves to celebrating the body through discussing taboo topics like sex/sexuality in friendship, underwear (knickers), ageing, and death, as well as how a non-binary body moves in a heteronormative world. Through the lens of Bodyography, this book does research differently illuminating how the body flourishes, excites knowledge, and is complicated when placed on a screen'. This book celebrates a collaborative and arts-based approach. This book is a dialogue between The Bodies Collective, with dialogic resonance sections between each chapter and art pieces throughout.This boTrade Review"This is a rebellious book. It is a response-able book. It is a book that collectively refuses the timidity and the judgementalism, when it comes to bodies, which pervade the social and psychological sciences. The Bodies Collective challenges the absence of bodies, and the tendency to construe them as matter that is unspeakable, unthinkable, irrelevant, superficial and even abject, in the context of research and research writing. This book challenges that contempt for, and fear of, the body, as it develops collaborative ways of working that move beyond that familiar version of the disembodied researcher. It is thus a courageous work that the Bodies Collective undertakes here, as they map out ways of working together that are safe, engaging, intimate, erotic, playful, and mobile. Through their collaboration with each other, they map out an academic skinship that enables each, singly and collectively, to flourish, in the pursuit of new understandings that begin with the matter and mattering of intra-acting bodies." -- Bronwyn Davies. Independent scholar, Professorial Fellow, University of Melbourne and Emeritus Professor Western Sydney University, Australia"Challenging the Cartesian legacy, this important text will alert readers to hitherto neglected epistemic possibilities. Although the idea of texts without bodies has never made sense, much writing is tacitly body-silencing, thus – by extension – body-shaming. This is strange because the body is always thoroughly textualized and textualizing, in interaction and intra-action, and the embodied other is always you. In a marvellous, ground-breaking style, this book puts voice back into bodies, where it belongs." -- Alec Grant, PhD, Visiting Professor, University of Bolton, UK"An intimate, reflexive account of how to ‘be with’, ‘work with’, ‘stay with’ one’s body in an academic context. This book is not a simple cookbook with ready-to-go recipes on doing bodyography. It is an invitation to use some of its prompts affirmatively on the beautiful, rich methodological playfield qualitative scholars are currently creating for themselves." -- Karin Hannes, Professor in Transdisciplinary Studies and Creative Research methodology. Faculty of Social Sciences, KU Leuven, Belgium. Coordinator research group SoMeTHin’K; Curator Townsquare13; European Network Qualitative Inquiry."This book sparkles … it is a delicious read/ quite a romp/ into voicing the bodies…/ and staying with the trouble so hang on to your knickers/ readerseach jewel written at an angle/tells the truth but ‘tells it slant’ to polyamorous academia/ we the readers/ are included on the blind date and invited in to the friendship between this group of scholarly oddkinwriting image/full; seriously play/full and deeply lyrical/ excoriating texts together we / the readers become part of the resonation processand climb insideexperiences of dysmorphia and grief/ finding ourselves voices that have been disquietingly silenced in the academy/ we seem/ reading this book/ always to have had our knickers onbackwards read this book! you too will explore your response-abilityfrom the ache in the small of your back to your optic nerve/ you will laugh a lot and cry - and sometimes sob at / with the embodied/ poignant/ piercing beauty of it all… so …read this book!" -- Jane Speedy. Emeritus Professor of Education (Qualitative Inquiry) University of Bristol, UK"The Collaborative Body unfolds like a folk dance as chapter by chapter, each participant in The Bodies Collective takes the lead in turn, sharing unique insight that centres the body/ies as origin and site of inquiry, as inquirer, as act of inquiring, while the others (readers included) witness, then respond. Aligning with post-feminist, post-modern, post-human efforts at restoring the unity and connectedness of body-mind(s), this work leads the way for a new generation of scholars who are done with pretending their thoughts and minds exist beyond their embodiment. Relatable, accessible, enabling and a delight to clap along to, from first encounter to final breath this book reads as a processual creative act, birthing the field of Bodyography into being." -- Melissa Dunlop PhD, Psychotherapist, Researcher & Writer, Collaborative Artful Narrative Inquiry Network."This book is a breath of fresh air, a manuscript that teaches us alternative ways of researching and collaborating, allowing us to rethink the role of bodies in academia. The bodies collective presents us with a lively methodology full of humanity, creativity and corporeality. This book teaches us to collaborate organically and to know and write about what is submerged in our bodies, teaching us ways to reach beyond words." -- Inés Bárcenes Taland, Associate Professor at Francisco de Vitoria University, Madrid, Spain.The Collaborative Body in Qualitative Research constitutes one of the most body-centered research tools in the fields of qualitative inquiry. Packed with accessible exploratory activities and examples, The Collaborative Body illustrates methodologies of compassionate critique, international collaborations, and politically personal communions. I recommend accepting their collective invitation to become a Bodyographer." -- Tami Spry, Body, Paper, Stage: Writing and Performing Autoethnography, PhD, Professor Emeritus of Communication and Performance Studies, St. Cloud State University, USATable of ContentsIntroduction: We are the Bodies Collective. Researchers Working towards Change through Bodyography 1. Voicing the Unspeakable Body: The Politics of Appearance and the Silence that Pervades Academic Discourse Resonances to Chapter 1. Conversation with the Bodies Collective Around Power and Privilege 2. Embodied Friendship and Explicit Autoethnography: When is it Ok to Talk about Cis Women’s Bodies and Sex? Resonances to Chapter 2. Abject autoethnography: A Conversation 3. (Un)dressing the body: Underwear Stories and Audio-found-poetry Resonances to Chapter 3. The Academic Life of Knickers discussion 4: Uncovering the Non-Binary Body: Using Bodyography to Discover Gender Identity and Combat Body Dysmorphia Resonances to Chapter 4. The Presence of Absence and Other Refractions of Gender Identity 5. Equivalencies. Creative Rituals, the Ageing Body and Grief Resonances to Chapter 5. The Presence of Absence and the Twelfthtight Nights Through Creative Serious Play 6. Snacks from Cooking After the Bodyography Recipe: The Body as an Epistemological Entity Resonances to Chapter 6. Between Academic Skinship and Authorship – Cultivating Different Tastes and Appetites 7. Talking / Walking to Myself: Questioning the Primacy of the Word Resonances to Chapter 7. Matter as Mattering 8. Doing Online Embodied Research: Researching Together, Apart Resonances to Chapter 8: I Am Always in Relation to You, Whatever Form We Take Together An Ending to the Book and a Beginning of Sorts: Of Bodies, Organs, Time and Space

Read more less

Book SynopsisThis book introduces theories of educational leadership and management and provides examples of their translation into practice. Many students studying education no longer go directly into teaching, but instead follow a diverse range of careers associated with the education sector more widely: local authorities, think tanks, charities, school trusts, administrative, and managerial roles. This book highlights and explores these diverse pathways. For staff in schools who are currently on a National Professional Qualification (NPQ) this book gives an overview of differing leadership pathways, including senior leadership (NPQSL) and headship (NPQH), whilst also discussing the impact of system reforms (NPQEL).Topics covered include: strategies for leadership across primary, secondary, and higher education settings school leadership and management through the challenges of the pandemic and beyond equality and diversity and inclusive practice non-tTable of Contents Introducing educational leadership and management The intersection of system and distributed leadership Equality and diversity and inclusive practice: significance for organisations and individuals Resilience and vitality as necessary leadership traits Effective school management: Leadership capacity of the school principal Observations of classroom management and school leadership in the COVID-19 era Pedagogical leadership in early childhood education and care: What is it, why do we need it and how do you do it? The role of primary headteachers within school trusts: English landscape divergence in a post-pandemic world Crisis leadership in secondary schools: Its effects on school leaders’ long-term visions of education Leading a large and disparate school in higher education Leadership of international schools Leadership for flourishing schools: From research to practice A practical exploration of non-teaching leadership roles within the further education and skills sector (FES) Charitable education organisations in England: The case of teacher educators

Read more less

Book SynopsisThe ID CaseBook provides instructional design students with 25 realistic, open-ended case studies that encourage adept problem-solving across a variety of client types and through all stages of the process. After an introduction to the technique of case-based reasoning, the book offers four sections dedicated to K12, informal learning, post-secondary, and industry clients, respectively, each comprising varied, detailed cases created by instructional design experts. All cases, alongside their accompanying discussion questions, encourage students to analyze the available information, develop action plans, and consider alternative possibilities in resolving problems. This revised and updated sixth edition attends to the profound impacts that public health crises; urgent access, equity, and inclusion needs among diverse learners; and a rapidly expanded reliance on digital learning formats have had on the design of learning today.The editors of The ID CaseBook, Sixt

Read more less

Book SynopsisThis book provides an invaluable guide on how to achieve a successful and fulfilling academic career. Academics must balance multiple roles and responsibilities, between teaching, research, and offering services to the department, university, and broader community. This book provides practical, research-based guidance on how to adopt a healthy and balanced perspective that accounts for these interconnections.Research shows that faculty who achieve early balance in their academic responsibilities and home life are more likely to succeed in all aspects of their career, while strengthening the quality and climate of their programs and campuses. This bookâs chapters accordingly feature case studies and examples that dig deeper into strategies and principles of holistic and balanced career practice and planning. This book assists readers in understanding the relationships between their individual talents as teachers and scholars; the obligations of their department as a community

Read more less

Book SynopsisIt all began when the world's first business school, the European School of Commerce Paris (ESCP), was established in 1819. Criticism notwithstanding, business schools have since continued their path in higher education without facing existential metamorphoses. Covid-19, however, has accelerated business schools' digital transformation, calling into question the concept of business school itself. Business schools are in a new competitive landscape and profound structural changes seem inevitable. This concise text offers insights into how business schools should rethink their approach to management education, differentiate themselves from new players in the higher education market, and find innovative ways of doing things. The book is a survival toolkit for leadership teams across the world. It examines the rationale of business school and how it has evolved. The purpose of research is explained, and the teaching of management is explored. Kaplan analyzes the current buTable of ContentsList of abbreviationsList of figures and tablesAuthor biographyForeword: Business Schools’ Survival Blueprint The Business School’s Rationale and Raison d’Être History Repeating Different, but Same-Same Stakeholder (a)Symmetry Seemingly at Stake: The Business of Business Schools Competition: Alarmingly Augmenting Cursor: Business vs. School Cost: Choice and Complexity Business Schools’ Deep Dive into Digital Disruption Moving Many Mindsets Simplicity of Sense-Making Research < > Teaching Paradigm Shift Management Research: Overrated? Or Underexploited? Initial Idea and Original Purpose Regrettable Reality and Current Predicament Vital Vision and Future Potential Teaching Management: Tough Mission? Time and Experience Science and Practice Disciplinary and Interdisciplinary For What it’s Worth: B-School Accreditations and Rankings Accreditations Analyzed Rankings’ Intention and Impact To Improve, Not to Impress Business Schools: Spot Your Niche and Point of Difference Brand Differentiation and Positioning Brand Coherence and Consistency Brand Advocates and Ambassadors Business Schools’ Survival Based on Bonding and Building Community Building Offsets Competition Lifelong Learning Liaisons, not Study > Work > Retire Buildings: Beyond Mere Brick-and-Mortar Top Leadership’s Trouble in Taking the Lead Vision and Venture Academia and Management (Em)Power and Motivate Afterword: It’s [about] the Student, Stupid!

Read more less

Book SynopsisBodying Postqualitative Research posits the question of what happens when lived, fleshy human bodies engage in postqualitative research in education. It takes as its central concern research propositions aimed at dismantling the structures of humanism that typically govern research in education and uses postqualitative conceptions of data, methodology, and clarity in conjunction with insights from feminist science studies scholars to imagine how we might body' postqualitative work.This book uses the provocations offered by postqualitative research and takes these touchpoints to dismantle dominant logics of research, born of neoliberalism and ongoing settler colonialism to offer alternative perspectives. Importantly, this book stays near to the body by proposing caffeine shakes, antipsychotic medications, and scars as moments to take seriously how bodies do researching practices. After each chapter, the book turns to poetry as a fracture or a moment of disruption to tTable of ContentsIntroduction to the SeriesWritten by Dr. Simone Fullagar, Series Co-editorIntroductionWhere we are HeadedFour Critical Moves to Hold NearBodyingFissures and FracturesPhysiologiesPostqualitative ProvocationsMoving into the Body of the BookChapter One: Biocultural Creatures, Postqualitative Data, and Caffeine ShakesBiocultural CreaturesComposite-in-TensionPostqualitative DataBodying Postqualitative Research: Caffeine ShakesFracture One: MinnowsChapter Two: Biomedical Imaginaries, Methodology, and Antipsychotic MedicationsBiomedical ImaginariesNeurobiological BodiesPostqualitative MethodologiesBodying Postqualitative Research: Antipsychotic MedicationsFracture Two: Turing Test_LoveChapter Three: Biopossibility, Clarity, and ScarsBiopossibilityA Topological Sense of BiopoliticsPostqualitative ClarityBodying Postqualitative Research: ScarsFracture Three: FermentationChapter Four: Pedagogical Inquiry Work, Proprioception, and a Sweaty QuadProprioceptionA Sweaty Quad Fracture Four: Childless OffspringConclusion: Bodying Postqualitative ResearchProposition One: Imagine how postqualitative relations with the biosciences might proceedProposition Two: Build otherwise imaginaries and lexicons for doing bodies with postqualitative proposalsProposition Three: Craft ways to intentionally, but not anthropocentrically, body postqualitative researchFinal Gesture: On Education ResearchReferences

Read more less

Book SynopsisBringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes which decentre, reframe, and reimagine conventional educational research strategies and operationalise the tenets of decolonising theory.This anthology represents a valuable teaching resource. It provides readers with the chance to read high-quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia, and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity, and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborationTrade Review"Many universities are now exploring how to decolonise their curricula. But how can we transform the North-South hierarchies often taken as ‘given’ within educational research? This book brings together a stimulating collection of methodological and theoretical reflections by educational researchers working in diverse contexts in the Global South. Moving beyond the familiar ‘insider-outsider’ debates in educational research, these writers engage with the political, cultural and institutional aspects of knowledge construction. This exciting collection will prove invaluable to educational researchers committed to addressing inequalities in cultural values, voice, identities and knowledges."Anna Robinson-Pant, Professor/UNESCO Chair in Adult Literacy and Learning for Social Transformation, School of Education and Lifelong Learning, University of East Anglia, UK "Researching research itself – how knowledge is produced, what methodologies are deployed, what research practices are at play – in the context of resurgent and insurgent decolonisation of the 21st century is urgent and very necessary. This well-curated volume does just this very well from diverse vantage points, covering various aspects of ethics, gender, responsibility, reflexivity, spirituality, sovereignty, visuality, polyvocality, and inequality as they impinge on research itself. The field of education is the departure point in the agenda to critique hegemonic knowledge paradigms and articulation of submerged Southern epistemologies."Sabelo J. Ndlovu-Gatsheni, Professor/Chair of Epistemologies of the Global South and Vice-Dean of Research in the Africa Multiple Cluster of Excellence, University of Bayreuth, Germany "There's much talk now of decolonizing knowledge. What does that mean for education, and specifically for research in education? Sharlene Swartz, Nidhi Singal and Madeleine Arnot have put together a unique and wide-ranging collection, across continents and cultures. This book gives us distinctive perspectives on conceptual debates, hands-on research experience, and a remarkable range of research methods, from statistics to poetry, all considered from global South positions." Raewyn Connell, Professor Emerita, University of Sydney, AustraliaTable of Contents1. Recentring, reframing and reimagining the canons of educational research PART 1: RECENTRING SOUTHERN EXPERIENCES OF EDUCATION, KNOWLEDGE AND POWER 2. Towards a postcolonial research ethics in comparative and international education 3. Researching disability and education: Rigour, respect, and responsibility 4. Decentring hegemonic gender theory: The implications for educational research 5. Indigenous anti-colonial knowledge as ‘heritage knowledge’ for promoting Black/African education in diasporic contexts 6. Postcolonial models, cultural transfers and transnational perspectives in Latin America: A research agenda PART 2: REFRAMING THE CODES, RULES, AND RITUALS OF EDUCATIONAL RESEARCH PRACTICE 7. Reflexivity and the politics of knowledge: Researchers as ‘brokers’ and ‘translators’ of educational development 8. Non-Chinese researchers conducting research in Chinese cultures: Critical reflections 9. (Re)Centering the spirit: A spiritual black feminist take on cultivating right relationships in qualitative research 10. Fieldwork for language education research in rural Bangladesh: Ethical issues and dilemmas 11. Informed consent in educational research in the South: Tensions and accommodations PART 3: RE-IMAGINING EDUCATIONAL RESEARCH APPROACHES FOR EMANCIPATION 12. Indigenous data, indigenous methodologies and indigenous data sovereignty 13. Focus groups and methodological rigour outside the minority world: Making the method work to its strengths in Tanzania 14. Social Network Interviewing as an emancipatory Southern methodological innovation 15. Getting the picture and changing the picture: Visual methodologies and educational research in South Africa 16. Entering an ambiguous space: Evoking polyvocality in educational research through collective poetic inquiry 17. Researching family lives, schooling and structural inequality in rural Punjab: The power of a habitus listening guide 18. Pedagogy of absence, conflict, and emergence: Contributions to the decolonisation of education from the Native American, Afro-Portuguese and Romani experiences

Read more less

Book SynopsisHigher education increasingly entails a crossing of national, linguistic and cultural boundaries. Recent years have seen significant expansion in the sector around transnational education and online learning, with students, academic staff, educational programmes and even institutions all ever-more mobile. This expansion is usually seen in unproblematic terms, with economic growth the main priority in view. The challenge that is entailed in pursuing social justice in the face of such global expansion, however, should not be underestimated. This book subjects to critical scrutiny the uncertainties that are associated with internationalised higher education. It explores how the agency of teachers, other members of staff and students is mediated by experiences of inclusion and exclusion. Physical or virtual movement around the globe may have become more straightforward in recent years, but the same cannot be said of intercultural relations in classrooms. Challenges can be expected whereTable of Contents1. Introduction 2. Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives 3. Ethically engaging international students: student generated material in an active blended learning model 4. Exploring the dynamics of cultures of learning in internationalised higher education 5. International students: language, culture and the ‘performance of identity’ 6. Giving account of our (mobile) selves: embodied and relational notions of academic privilege in the international classroom 7. A PhD in motion: advancing a critical academic mobilities approach (CAMA) to researching short- term mobility schemes for doctoral students 8. Letting the village be the teacher: a look at community- based learning in Northern Thailand 9. Enabling international student families: new empiricisms and posthumanist entanglements in higher education

Read more less

Book SynopsisDeparting Radically in Academic Writing (DRAW) seeks to show qualitative researchers that there are ways to embrace creatively alternative approaches to writing, whilst fulfilling the demands of an academic tenure system. Putting forward playful, arts-based and creative writing/fiction approaches to writing up research, the contributions in this book demonstrate how theorisation can happen in different ways, particularly, for younger career scholars struggling with their thesis submissions. Some of the contributions in the book come from those who have successfully defended a DRAWn thesis. Whilst this is not a handbook or how to, it does show DRAW and radical departure work can work in practice without disadvantaging the researcher. Each chapter includes Author''s Notes on the chapter and Radical Writing Prompts to stimulate creative thinking. Drawing on the work of Sara Ahmed, Ruth Behar, bell hooks, Helene Cixous, Virginia Woolf, Laurel Richardson andTable of Contents1. The Beginning of DRAW: Letters of Introduction 2. Crystallising the Everyday Emotional Work of Women Working in Childcare during COVID-19 3. How to do DRAW by Me the DRAWer 4. DRAWing: A Different Way of Researching, Writing, and Storying 5. What do you Hear When I Write the Word Garden? 6. DRAWing Words from the Earth: Poetic Compos(t)ing 7. The Most Magnificent Thesis 8. Chasing Rainbows: An Autoethnography of Writing Between the Words 9. Following an Unconventional Writing Path 10. Following the Line of Flight 11. DRAWing Masculinity: An Autoethnographic Exploration of Be(com)ing a Man 12. Speaking of Movement: Podcasts as Departing Radically in Academic Writing 13. B is for Broken Hearted 14. Mixing and Mingling towards Academic Writing: Rhythm, Words, Music 15. An Alchemist in the Landscape: Visualising Illness-pandemics through Erasure 16. Feminist Leader Begins to DRAW: A Diary of Methodology 17. It Really is a Gender Thing, for Me 18. Dream, I Tell You: A Final Word

Read more less

Book SynopsisThis timely book explores the challenges facing universities and individual scholars through an examination of the history and theory underlying the concept of academic freedom.Freedom of speech is widely viewed as a central attribute of contemporary liberal democracies in which within limits differing opinions have the right to be articulated in public without fear of reprisal. Academic freedom, long regarded as central to the idea of the university is, on the other hand, a right which must be earned through the acquisition of expert knowledge and the application of intellectual rigour in teaching and research. Both hard-won freedoms are argued by many to be under serious threat. The expert contributors to this book, from different global regions, examine both the importance of academic freedom and the severe threats universities face in this context in the twenty-first century. With its interdisciplinary perspective and cross-national emphasis, central issues in t

Read more less

Book SynopsisThis third edition is a foundational text that has been updated and expanded to prepare educators, therapists, and other care providers with vital knowledge and practical skills to support diverse learners on the autism spectrum. Covering an expanse of fundamental topics, this edited volume features new directions in research and practice that are essential to understanding the ever-changing field of autism. Along with new chapters from leading experts (including those who identify as autistic), this revision places greater emphasis on the intersection of neurodevelopmental differences with ethnicity, race, culture, language, gender expression, and socioeconomic experiences. The diverse disciplines and perspectives presented provide a foundation on how these students learn and how best to provide them with effective teaching, therapy, and social supports. This book equips readers with knowledge and skill to competently apply reflective and humanistic practices that prioritize the prTrade Review‘Learners on the Autism Spectrum’ is an exceptional, comprehensive work gifted to us by two of the most respected voices in educating and supporting the development of autistic individuals. For this edited and updated volume, Pamela and Kari have convened experts, researchers and practitioners to share their cutting-edge expertise in a manner that will be of great value to educators, therapists, family members and autistic individuals. In addition to the the practical content, the lived experience of, and respect for autistic individuals and family members shines through in this essential volume.~ Barry M. Prizant, Ph.D., CCC-SLP, Adjunct Professor, Dept. of Communicative Disorders, University of Rhode Island, and author of Uniquely Human: A Different Way of Seeing AutismHow much easier my life would have been if I had read this book during my teacher education classes years ago! This material bridges the gap between theory and practice for those who work with children on the autism spectrum, saving much trial and error. The tips for the classroom are especially helpful.~ Mary Schlieder, special educator, inclusion specialist, and author, With Open Arms –Creating School Communities of Support for Kids with Social ChallengesPamela Wolfberg and Kari Dunn Buron have compiled a critically important volume in supporting learners on the autism spectrum. As each individual's needs are different, they offer us multiple perspectives on how to support learners with contributions from a list of seminal authors in the autism field, including the crucial voices of those on the spectrum and their families. All the chapters share a humanistic framework that respects the perspectives and preferences of learners on the spectrum. From early intervention, school related academic and behavioral supports, social-communication strategies, to transitioning to adulthood, the reader will find what they need to get the latest information on assisting those on the spectrum.~ Jed Baker, PhD, author of Social Skills Training for Children & Adolescents with Autism and Social Communication Differences, No More Meltdowns, Overcoming Anxiety in Children and Teens, The Social Skills Picture Book, Preparing for Life, No More Victims, and School Shadow Guidelines. www.jedbaker.comThis is a very thoughtful update of a must-read text. ‘Learners on the Autism Spectrum’ provides a deep dive into important current topics for students and professionals in the field. This is one of the only texts to include the voices of autistic experts. I have added this treasure to my professional library and strongly recommend this book. ~ Barry G. Grossman, PhD, Ziggurat GroupThis is a treasure trove of tips on how to educate children with autism...This highly approachable book contains chapters by leading experts describing their insights into the nature of autism spectrum disorder, written with teachers in mind. It makes plain that teaching these children is both enormously challenging and hugely rewarding.~ Uta Frith, FmedSci, FBA, FRS, Emeritus Professor of Cognitive Development, University College LondonIt is rare to see such a comprehensive guide to research and theory in autism that at the same time uses exemplars to make it all accessible and addresses the question that parents and educators most want to know – what does it all mean, and how can I use it to make a difference? This book will be a wonderful resource for all those seeking to understand (and value) people with autism.~ Professor Rita Jordan, Autism Centre for Education & Research, Universityof Birmingham, United KingdomThis is an important textbook in the current autism renaissance...Today, parents and professionals have a wide variety of books to inform and guide their efforts. This book, however, isn’t about autism’s “yesterday” or even its “today.” ‘Learners on the Autism Spectrum’ is about autism’s tomorrow. It merges current thinking with insight to equip each reader with the tools needed to effectively educate learners on the spectrum in the future...Its purpose and quality distinguish it from many other books in the field... It is evident that the editors and authors ... have responded to people on the spectrum with care, creativity, and a respectful and unassuming curiosity. In between the lines of text, and directly reflected in the case examples that open each chapter and the lists of ideas that close them, is a demonstration of how to think about autism...The result is a volume that contains a rare social competence with the potential to connect all learners on or alongside the autism spectrum – university students, professionals, parents, and learners diagnosed with ASD and their peers... (Excerpted from foreword of previous edition).~ Carol Gray, Director of The Gray Center for Social Learning and Understanding, Grand Rapids, Michigan, USThe latest edition of “Learners on the Autism Spectrum” goes beyond providing essential knowledge and practical skills that professionals seek to meet the needs of individuals with neurodevelopmental differences by also taking into consideration personal intersectional needs based on sociocultural identities (e.g., ethnicity, race, language, gender expression, socioeconomic). This foundational text is an excellent choice for use in an institute of higher education course on autism.~ L. Lynn Stansberry Brusnahan, Professor, University of St. ThomasTable of ContentsList of Contributors Acknowledgements Introduction I. Foundations of Understanding and Support 1. Re-presenting Autism and Evidence-Based Practice: Tenets of Competent, Humanistic and Meaningful Support 2. Autism Spectrum: An Overview 3. Brain–Behavior Connections in Autism 4. Sensory Processing: Identifying Patterns and Designing Support Strategies 5. Getting a Good Start: Effective Practices in Early Intervention 6. Creating Inclusive Environments for Autistic Learners: Universal Design for Learning 7. Structured Teaching and Environmental Supports 8. Teaching a Different Way of Behaving: Positive Behavior Supports 9. Personal Perspectives and Autistic Authority 10. Finding Our Way: Experiences of an African American Parent and her Autistic Son II. Guiding Learning, Development and Socialization 11. Social Communication and Language Development in Autistic Leaners 12. An In-Depth Discussion of Emotion Regulation and Autism 13. Using Interactive Multi-Media Technology to Teach about Emotions 14. Harnessing the Power of Special Interest Areas at Home and School 15. Play, Friendships and Autism: Co-creating a Culture of Inclusion with Peers 16. Social Cognition as a Lens for Understanding, Supporting and Teaching Autistic Learners 17. Transitioning to Adulthood for Secondary Students on the Autism Spectrum 18. Growing up with Autism: Perspectives of a Parent and Son 19. Educational Experiences Across the Lifespan: A Personal Perspective

Read more less

Book SynopsisImproving Equity in Data Science offers a comprehensive look at the ways in which data science can be conceptualized and engaged more equitably within the K-16 classroom setting, moving beyond merely broadening participation in educational opportunities. This book makes the case for field wide definitions, literacies and practices for data science teaching and learning that can be commonly discussed and used, and provides examples from research of these practices and literacies in action. Authors share stories and examples of research wherein data science advances equity and empowerment through the critical examination of social, educational, and political topics. In the first half of the book, readers will learn how data science can deliberately be embedded within K-12 spaces to empower students to use it to identify and address inequity. The latter half will focus on equity of access to data science learning opportunities in higher education, with a final synthesis of lessons learned and presentation of a 360-degree framework that links access, curriculum, and pedagogy as multiple facets collectively essential to comprehensive data science equity work.Practitioners and teacher educators will be able to answer the question, âœhow can data science serve to move equity efforts in computing beyond basic inclusion to empowerment?â whether the goal is to simply improve definitions and approaches to research on data science or support teachers of data science in creating more equitable and inclusive environments within their classrooms.

Read more less

Book SynopsisEncouraging a collaborative and thoughtful approach to the wicked problems facing higher education (HE), this book is a showcase of pioneering educators who believe that well-designed education is good for everyone - learners, teachers, education administrators, the learning organisation and the world.Through case studies, thought pieces and practical advice, this book takes a fresh look at the application of Design Thinking and Service Design in a variety of university contexts. Human-centred design perspectives show up the fact that decades of rhetoric about student-centred learning have often left the student still effectively marginalised from change processes. The reader will encounter ample tools and techniques of design and co-creation that can enhance the student experience, from applicant to alumnus. More importantly, the book sets out, in actionable ways, how we can make our universities more effective at supporting students for success, and to become places where p

Read more less

Book SynopsisNow in its 7th edition, Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning provides a framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance that makes it easy for students to recognize what they need to do to become successful learners. Full of rich pedagogical features and exercises, students will find Follow-Up Activities, Opportunities for Reflection, Chapter-End Reviews, Key Points, and a Glossary. Seli focuses on the most relevant information and features to help students identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and to complete self-regulation studies that teach a process for improving their academic behavior. Combining theory, research, and application, this popular text guides college students on how to improve their study skills Table of ContentsPreface Part 1: Foundations of Learning and Motivation 1. Academic Self-Regulation 2 Understanding Motivation 3. Understanding Learning and Memory Part 2: Motivational Strategies 4. Goal Setting 5. Self-Regulation of Emotions Part 3: Behavioral Strategies 6. Time Management 7. Self-Regulation of the Physical and Social Environment Part 4: Learning and Study Strategies 8. Learning from Course Materials 9. Learning from Class 10. Preparing for Exams 11. Taking Exams Afterword Appendices Glossary

Read more less

Book SynopsisUniversities are primarily social institutions, but they are also physical, material structures. This book bridges this divide by examining the links between the two and explores how good connectivity can result in a more effective university.Through an original study of connectivity in university design, Paul Temple explores what it is, why it's important, and how it works. Using case studies and practical examples to examine the nature of social and material interactions, this book reviews what is known about connectivity and how it can be used to enhance academic effectiveness.  This book will be of interest to academics, students, and researchers interested in higher education theory and practice, the philosophy of higher education, and those working at the interface between higher education studies and architecture and design.

Read more less