Moral and social purpose of education Books

Book SynopsisContemporary impressions of Islām – especially in the post-9/11 world – are creating daunting challenges for Muslims everywhere. Muslim women, because of their specific mode of attire, seem to be at the forefront of the growing skepticism surrounding Islamic education. Ironically, it would appear that the same detailed attention devoted by Islamic scholars to the conduct of Muslim women now surfaces in contemporary debates, focusing on the exclusionary practices they remain subjected to in their communities. Yet because these debates seldom move beyond continued diatribes against Muslim women’s subjugation to entrenched societal norms of male chauvinism, little is known about what has given shape to their identity and sense of belonging. This book attempts to further the debate in two ways: Firstly, it offers an insight into how some Muslim women engage with one another and with society more generally, and how their practices reflect the plurality of interpretations constitutive of Islam both within and outside the spheres of cosmopolitanism. Secondly, it offers the opportunity to consider how a renewed Islamic education informed by the principles of democratic citizenship education can begin to reshape multifarious forms of engagement by, with and among Muslim women.Table of ContentsContents: (Un)mending Apartheid – Feminism and Muslim Women – Conceptions of Knowledge and Education in Islām – Journeying Identity – Images of Identity – Cosmopolitanism, Democratic Citizenship and Islamic Education.

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Book SynopsisAnalysing loneliness and solitude in schools and exploring how to deal with them is a vital task. In recent research for the author’s Spirit of the School project, a number of pupils, teachers and headteachers described times when they felt lonely and times when they felt the need for healthy solitude. The causes of loneliness are numerous and its consequences have a significant unrecognised impact on education. How do schools deal with people when they are lonely, and how can they overcome loneliness? How can they create opportunities for healthy solitude, a welcome alternative to loneliness? Schools can sometimes try to include people by being intensely social, but end up making them feel even more excluded. A school that teaches solitude well and helps individuals deal with loneliness can be called an ‘enstatic’ school: a school in which people are comfortable within themselves. The objective of this book – the first comprehensive study of the subject – is to help us all understand loneliness and solitude and thereby to reinvigorate debates on personal, character and values education.Table of ContentsContents: Introduction: Why Study Loneliness and Solitude in Education? – People Who Need People: Valuing the Personal in Education – The Science of Loneliness and Solitude: Psychological and Evolutionary Accounts – The Poetics of Loneliness and Solitude: Philosophical and Theological Accounts – Action Philosophy: The Point, However, Is To Change – Alone I Wandered: The Literature and Music of Aloneness – Solitude is for Geeks: Science, Technology, and Counting Up to One – Humanity Alone: Travels in Time and Space – Religious Traditions of Solitude and Alienation – Into Great Silence – Working Together and Apart: Schools, Homes, and Communities – Conclusion: Valuing Aloneness in Schools: From Inclusion to Enstasy.

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Book SynopsisIt may seem self-evident that a democratic society ought to develop inclusive institutions and an inclusive educational system, yet when we try to define what we understand by inclusion, its complexity becomes apparent. This book does not seek to diminish that complexity but aims to deepen our understanding of the idea and ideals of inclusion, as well as examining the presuppositions, values, aims and blind-spots associated with the language of inclusion. What do we mean by the concept? What normative assumptions underpin discourses of inclusion? What happens when we fail to think about the unintended consequences of including those who were previously excluded? Is there an implicit ideal of ‘normality’ at play? Does the concept of inclusion foreclose interrogation of patterns of privilege and power? This book argues that in order to develop just and inclusive institutions we must begin from the standpoint of those who feel silenced, marginalised and excluded. Responding to the context of Irish education, it makes an important contribution to ongoing debates in Ireland and internationally about how institutions need to change if they are to become genuinely inclusive.Trade Review«Unafraid of posing difficult questions and thoughtfully exploring a wide range of contexts in which inclusion matters, this volume enables a rethinking of what it means to practise, theorise and advocate for inclusion in education and society more broadly. Employing diverse philosophical perspectives, discourse theory and historical analysis, this book does more than cast a critical eye upon its subject, but also discusses and champions alternative models that compel us to reevaluate what it is we mean by inclusion and how it is we can go about achieving it. Simply put, it offers a fresh and honest appraisal of the many faces of inclusion and is a wonderful addition to contemporary debates in education.» (Sharon Todd, Professor of Education, Maynooth University, Ireland)Table of ContentsContents: Aislinn O’Donnell: Introduction – Tony Bonfield: Inclusion and Educational Theory: Developing Broader Understandings – Eilís O’Sullivan: The Provision of Elementary Education in Munster: Inclusion at the Beginning of the Nineteenth Century or Since? – Carol O’Sullivan: The Social, Personal and Health Education Curriculum as an Agent of Inclusion in Twenty-First-Century Ireland – Claire Griffin: The Pursuit of Independence? Reconsidering the Role of the Special Needs Assistant in Inclusive Education – Marie Ryan: Time for Inclusion to Detach from ‘Differentiation’? Re-Looking at How Teachers Support Learner Differences in the Mainstream Classroom – Siobhán O’Sullivan/Susan Birch: Including Students with Challenging Behaviour: A Focus on the Implementation of Individualized Support – Suzanne Parkinson: ‘Inclusive’ Educational Policy in Ireland - An Illusory Quest? – Anne M. Dolan: Education for Sustainability: An Inclusive, Holistic Framework for Teacher Education – Claire W. Lyons: Applying the Developmental Perspective of Emerging Adulthood to Understanding Identity Development of Diverse College Students – Linda Grogan/Sandra Ryan: Including Pupils in the Assessment Process: Implications of Pupil Self-Assessment for Classroom Practice – Maeve Liston: ‘Science is just for «nerds»’? – Daniel O’Connell: Inclusion and Catholic Primary Schools: Some Issues Worth Considering – Patricia Kieran: ‘Fairness in our schools’? Weighing up the Recommendations of the Forum on Patronage and Pluralism in the Primary Sector (2012) – Angela Canny: Teacher Identity: A Case for Inclusion? – Aislinn O’Donnell: Beyond Hospitality: Re-Imagining Inclusion in Education.

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Book SynopsisThis book investigates the philosophy of education implicit in the semiotics of Charles Peirce. It is commonly accepted that the acts of learning and teaching imply affection of some sort, and Charles Peirce’s evolutionary semiotics thoroughly explains learning as an act of love. According to Peirce, we evolved to learn and to love; learning from other people has proved to be one of the best ways to carry out our infinite pursuit of truth, since love is the very characteristic of truth. As such, the teacher and the student practise love in their relation with one another. Grounded within an edusemiotics framework and also exploring the iconic turn in semiotics and recent developments in biosemiotics, this is the first book-length study of Peirce’s contribution to the philosophy of education.Trade Review«Olteanu's publication has a depth that invites introspection [...]. (John Tredinnick-Rowe, Philosophy of Education 2017)Table of ContentsContents: Semiotics and Education – Charles S. Peirce’s List of Categories and Taxonomy of Signs – Semiotics as Pragmatic Logic – Education in Peirce’s Divisions of Science – Suprasubjective Being and Suprasubjective Learning – From Icon to Argument – Diagrammatic Reasoning and Learning – Agapic Learning – The Peircean Theory of Learning and Phenomenology – Possible Objections.

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Book SynopsisThis book, based on extensive qualitative research carried out among teachers in Australia, New Zealand and the UK, explores a new approach to teaching virtues, values and ethics in the twenty-first century. Drawing on both education studies and philosophy, the author uses inductive methods of analysis and synthesis to construct a renewed theory of education founded on teaching thinking skills. This theory, based on Donald E. Ingber’s work on tensegrity, is complemented by practical pedagogical tools which can enhance students’ thinking skills and support both personal and professional decision-making in a democratic classroom setting.Table of ContentsContents: Finding the Questions – Answering the Questions: Listening to Many Voices – Voices in the Literature: A Multi-Disciplinary Search – Practitioner Voices: My Voice, Teachers’ Voices, and Experts’ Voices – Auto-Ethnographical Retrospective – From Twelve «Categories of Influence» to the Concept of Edu-tensegrity – A new architecture for teaching virtues and values – Reshaping Curriculum: Linking Applied Thinking Skills to Ethics – Reshaping the Values, Virtues, and Ethics (VVE) Future: Responses, response-abilities and responsibilities.

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Book SynopsisThis book addresses the question of human rights education in a world that is witnessing a resurgence of religion in public life, and a continuation of religion across much of the globe, long after secularization theories predicted its decline. Promoting a universal vision of human rights while acknowledging religious diversity is a challenge for schools. This book starts with the basic premise that human rights are grounded in a belief in the dignity and ultimate worth of the human person. Drawing on key philosophical and theological sources for understanding dignity, it builds a vision of human rights and religious education that seeks to square the impossible circle of universal human rights education in a religiously diverse world.Table of ContentsCONTENTS: Human rights education and religion – Post-secular human rights education – Human rights in the English curriculum – The primacy of dignity – Cicero – Christianity – Kant – Dignity in human rights education – Exclusive and inclusive approaches to dignity – Recontextualizing human rights education

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Book SynopsisIn education, as in other areas of human endeavour, we often strive for what is easiest, least troubling and most certain. We want clear, definitive answers to our questions. Ambiguity and complexity may be viewed as impediments to our progress as learners, and doubt will sometimes be portrayed as a sign of weakness. This book pushes back against these tendencies. Informed by the work of Giacomo Leopardi, Arthur Schopenhauer, Simone Weil, Maxine Greene, Miguel de Unamuno, and Simone de Beauvoir, it explores some of the uncomfortable, unsettling, less frequently visited edges' of education. These conceptual and lived spaces often blur the boundaries between the possible and the impossible, setting limits while also opening up unexpected opportunities for teaching and learning. They are there for us all to experience, if only we can open our eyes to see them and muster the courage to investigate them.

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Book SynopsisConfronting Toxic Rhetoric contributes to the extant scholarship on toxic rhetoric, specifically the negative and extreme political discourse surrounding the Trump years of campaigning, rallying, tweeting, holding office, and the ongoing culture war in the US (Duffy, 2020). Toxic rhetoric challenged the foundational purposes of teaching writing and rhetoric, such as ethical argumentation and critical thinking. Teachers' narratives, case studies, and reflections bring to light the ruptures, resistance, and resilience of teaching amid the extreme polarization of partisan politics, distrust of science, and increased hate speech, among other issues associated with toxic rhetoric. Readers will learn from teachers who were challenged to cope with toxic rhetoric, using both rhetorical and extra-disciplinary lenses. Their experiences present a vulnerable yet resolved expression of coping, activism, and belief in the future of rhetoric and democracy."Toxic rhetoric is the proverbial fly in the soup of our political and public discourse, poisoning our politics, and by extension, our classrooms. Confronting Toxic Rhetoric takes up the arduous task of treating the contamination in our classrooms while encouraging us to advance the work of decontamination in our broader rhetorical ecosystems."Ryan Skinnell, Editor of Faking the News: What Rhetoric Can Teach Us About Donald J. Trump

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Book SynopsisAristotle has been continuously at the frontier of philosophical reflection for almost 2400 years. Throughout the 20th century the influence of his practical philosophy has been growing. His «non-modernist» concept of phrónêsis or practical wisdom is attracting increasing interest as an alternative to both «modernism» and «post-modernism». This book is a meticulous study of Aristotle’s phrónêsis and its applications to the fields of personal development or character formation and of ethical virtues. It also relates phrónêsis to the wider context of Aristotle’s theoretical philosophy and of his different ways of knowing, and to both theoretical and practical concerns within modern social and action research. The whole of Aristotle’s thinking is radically practice-based and directed. However, it never loses its theoretical focus. His theoretical philosophy is fundamentally dialogical. Hence, the relevance of Aristotelian thinking is striking for the current reconfigurations in the social organisation of learning and knowledge production.Trade Review«The book by Olav Eikeland is almost revolutionary (...) because it presents an extremely erudite and systematic investigation on how Aristotle creates the foundation for a critical and normative dialogue, incorporating logic and dialectics, and reducing the "performative", persuasive and manipulative strategies which are obvious as direct or indirect agendas in management and social research. Through this it contributes with an analytical apparatus which, in my opinion, is able far beyond modern theories of communication in casting light on the complexity and problems of this crucial phenomenon. [...] Eikeland's work must be greeted as a sovereign attempt to reestablish the critical and liberating content of the extremely forceful Greek, conceptual framework underlying all thinking not exclusively devoted to an idiosyncratic "scientific" research.» (Ole Fogh Kirkeby, International Journal of Action Research) «Interest in ‘phrónêsis’ and its relations to ‘epistêmê’ and ‘tékhnê’ in Aristotle and in social research has burgeoned recently. Eikeland’s ‘tour de force’, based on his mastery of Aristotle’s corpus and his long experience in action research, complicates and enriches our understanding of what is at stake and challenges us to build philosophical and methodological foundations of action research in more robust and meaningful ways.» (Davydd J. Greenwood, Goldwin Smith Professor of Anthropology and Director, Institute for European Studies, Cornell University, U.S.A.) «What is distinctive about the book is (...) that it provides valuable exegetical material for the kind of interpretation that makes Aristotle’s significance for action research stand out most convincingely. [I]t is possible, with the aid of Eikeland’s book, to defend the relevance of Aristotle to present-day educational concerns in hitherto unexplored but henceforth fresh and fertile ways.» (Marianna Papastephanou, Journal of Philosophy of Education) «There are many unique aspects of Eikeland's work, but his interrogation of so much of Aristotle's canon (...) represents an 'exegesis' of a unique kind.» (Donna Ladkin, Action Research)Table of ContentsContents: Phrónêsis and Action Research – Different Kinds of General Theory – Earlier Attempts at Appropriating Phrónêsis – The Ethical and Intellectual Virtues – Different Ways of Knowing – Phrónêsis and Rhetoric – Means and Ends – General and Particular Knowledge – Developing Virtue (Excellence) – The Significance and Insufficiency of Habit / Habitus – Defining Virtue – On Dialogue and Experience – Deliberation or Definition – Theoretical Wisdom as the Highest Practical Good – Different Kinds of Theory, Different Kinds of Practice – Methodological Guidelines for Autonomous Practitioners – The Wisdom of the Commons – Common Wisdom – Theor-ethics and the Way of Theorethics – Aristotelian Politics – Neo-epistemic, Dialogical Action Research – Transformations of Modern Work Life – Aristotle Suspended.

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Book SynopsisThis book uncovers an ancient Irish perspective of learning and reconfigures it to offer a vitality-restoring vision for education in our digital age. Its aim is to help re-engage learners of the Net generation meaningfully and with enjoyment in the learning process. The proliferation of new technologies in the classroom has generally not been accompanied by new pedagogical thinking and the discourse is still framed almost exclusively in terms of the utilitarian mindset of the Western world. Consequently, education is too often delivered within a context that is unfit for purpose. The author argues that we need to bring the wisdom of different cultural perspectives to bear on our understanding of the nature and purpose of learning, and on the role of technology in the learning process. She shares an energising vision of education based on the ancient Irish understanding of learning as nourishment for the human spirit, expressed as learning by wandering. Illustrating the universal and timeless relevance of this understanding, she demonstrates from personal experience how a synthesis of ancient wisdom and new technologies can transform the learning process. This book offers a new dimension to the ongoing debate on the future of education in the Western world.Table of ContentsContents: Ancient Irish Culture – From Augustine to the Blogosphere: Inner Wandering – From Goldsmith to Google – Aisling - An Irish Vision – Love in the Learning Place: My Personal Imram.

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Book SynopsisPhilosophizing for, with, and by children in a community of inquiry has proven to be an internationally successful learning strategy that enhances both the cognitive and emotional growth of children. Pioneering democratic programs for philosophizing with children now exist throughout the world. The work described in this book represents the latest research on theoretical concepts and applied projects within this field and brings together contributions from twenty-nine countries, representing all continents. The authors address questions on the theoretical foundation of Philosophy for Children, the application of philosophical methods, the community of inquiry, international and national didactical concepts as well as the evaluation of those concepts. A primary goal of this book is to enhance intercultural academic exchange and to encourage further research and practical work in this field.Table of ContentsContents: Eva Marsal: Preface (Translated by Hope Hague) – Hans-Joachim Werner: Philosophizing with Children - Introductory Remarks (Translated by Hope Hague) – Matthew Lipman: Philosophy for Children: Some Assumptions and Implications – David Kennedy: Another World is Possible: Schooling, Multitude, and Philosophy for Children – Félix García Moriyón: Philosophy for Children and Anarchism – Ekkehard Martens: A Little UN Philosophy Book for All New World Citizens. Skeptical Considerations and a First Proposal (Translated by Hope Hague) – Barbara Weber: Ethical Learning in Times of Value Pluralism: The Desire for Wisdom as a Red Thread in the Postmodern Labyrinth of Values (Translated by Victoria W. Hill) – Jen Glaser: Educating for Citizenship and Soacial Justice – Karel L. van der Leeuw: Philosophy for Children as Educational Reform – Walter Omar Kohan: Some Reasons for Doing Philosophy with Children – Philip Cam: Philosophy and Freedom – Hildburg Werner-Schlenzka: Developing Self-Awareness, Looking for Opportunities: The Upstart Science of Consciousness – Patricia Hannam: From Inter-cultural to Inter-relational Understanding: Philosophy for Children and the Acceptance of Difference – Ragnar Ohlsson: Some Connections between Moral and Intellectual Virtues – Eva Marsal: «How Much Truth Can a Spirit Dare?» Nietzsche’s «Ethical» Truth Theory as an Epistemic Background for Philosophizing with Children (Translated by Hope Hague) – Pavel Lushyn: The Problem of Pedagogical Transfer of Critical Thinking Curriculum within Global and Ecopsychological Perspectives – Takara Dobashi: Philosophizing as Archetype Science. Takeji Hayashi’s Clinical Pedagogy (Translated by Hope Hague) – Ann Margaret Sharp: The Child as Critic – Walter Omar Kohan: Éticas de la infancia – Ekkehard Martens: Pleasure in Philosophizing - Not Just for Children (Translated by Hope Hague) – Eva Marsal: «You Know It Best Then Yourself» Poems about Happiness of the Philosophizing Child Friedrich Nietzsche (Translated by Hope Hague) – Gareth Matthews: Holiness – Daniela G. Camhy: Janusz Korczak: Childhood and Children’s Rights – Eva Marsal: «My Soul Near Full with Sorrow». Overcoming Misfortune through Philosophy: The Philosophizing Child Friedrich Nietzsche (Translated by Hope Hague) – Bernardina Leal: As Margens da infância em um percurso filosófico-literário – Maughn Rollins Gregory: A Framework for Facilitating Classroom Dialogue – Ann Margaret Sharp: The Community of Inquiry as Ritual Participation – Barbara Weber: Hans-Georg Gadamer and the Art of Understanding – Ann Margaret Sharp: Let’s Go Visiting: Learning Judgment-Making in a Classroom Community of Inquiry – Maughn Rollins Gregory: Normative Dialogue Types in Philosophy for Children – Barbara Weber: Hope Instead of Cognition? The Community of Philosophical Inquiry as a Culture for Human Rights Based on Richard Rorty’s Understanding of Philosophy – Takara Dobashi/Eva Marsal: A Comparison of the Anthropological Concepts of Japanese and German Primary School Children (Translated by Hope Hague) – Barbara Weber: Towards a Philosophical Attitude or How to Teach Intellectual Virtues: A Dialogue with Pierre Hadot’s «Philosophy as a Way of Life» (Translated by Victoria W. Hill – Mathieu Gagnon/Michel Sasseville : Présentation d’éléments observables dans une communauté de recherche philosophique en action : de la classification à l’organisation ; de la complexité interne à la complexité contextuelle ; de la linéarité à l’itérativité – Ann Margaret Sharp: Caring Thinking and Education of the Emotions – Susan T. Gardner: Love Thy

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Book SynopsisThrough history, Islam was the dominant religion and source of legitimation for ruling entities in diverse contexts where cultures and religions thrived in harmony. Today, the presence of Muslims as citizens in secular societies poses challenges, either by belonging to minorities in Western countries with long secular traditions or by comprising minority or majority populations in post-communist East European and Central Asian societies, where secular values are being revised. As Muslims reconceive the role of religion in their lives in those contexts, Islamic education acquires importance. It assists the young, especially adolescents, in learning to identify more fully with local realities with the intention of building sense of inner connectedness through which they may truly take part in and be of service to society. The contributors to this volume explore how the religious and secular, as well as the traditional and modern intersect in Islamic educational institutions that benefit Muslims and their societies by averting extremism and promoting cohesion.Table of ContentsContents: Margaret Rausch: Introduction: Secularism and Islamic Education in Western and Post-Communist Societies – Ednan Aslan: Approaches to the Concept of Secularism from the Perspective of Muslims – Samim Akgönül: Religious Education and Education about Religion: Preliminary Reflections – Eileen M. Daily: Catholic Religious Education in the Secular Society of the United States – Margaret Rausch: Secularism and the Muslim Presence in the United States – Martin Rothgangel: Religious Education in Secular Germany from an Evangelical Perspective – Aysun Yasar: Islamic Instruction in Public Schools in Germany: Expectations and Challenges – Johan Meuleman: Islam and Education in the Netherlands – Jenny Berglund: Islamic Education in Sweden – Muhamed Ali: Educational Activities of Turkey in the Balkans in the Post-Cold War Period – Vitalii Khromets: Islamic Education in Ukraine: Challenges and Future – Denys Brylov: Islamic Education Between Tradition and Modernization: The Ukrainian Example – Nedzad Grabus: Islamic Cultural Centers in a Secular Society: Mosque Building in Ljubljana – Dmitry Shmonin: Theology in Secular and Denominational Universities in Contemporary Russia: Problems and Prospects for the Development of Religious Education – Makhach Musayev: Islamic Education in Dagestan – Leyla Almazova: Islamic Education in Contemporary Tatarstan – Lala Aliyeva: A History of Islamic Education in Azerbaijan – Anisa Borubaeva: The Situation of Religion and Education in Kyrgyzstan – Zaur G. Djalilov: Islamic Education in Kazakhstan.

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Book SynopsisWe think primarily in images, and only secondarily in words, while both the image and the word are preceded by the bodily, the visceral, the muscular. This holds even for mathematical thinking. It is the entire motor system, including facial expressions and bodily gestures, that underlies not just emotions but also abstract thought. Communication, too, is a primordially visual task, spoken and written language only gradually supplementing and even supplanting the pictorial. Writing liberates, but also enslaves; after centuries of a dominantly verbal culture, today the ease of producing and accessing digital images amounts to a homecoming of the visual, with the almost limitless online availability of our textual heritage completing the educational revolution of the 21st century.Table of ContentsContents: András Benedek: Preface – Sybille Krämer: Trace, Writing, Diagram: Reflections on Spatiality, Intuition, Graphical Practices and Thinking – Valeria Giardino: Diagramming: Connecting Cognitive Systems to Improve Reasoning – János Tanács: The Visually Explorative Method of János Bolyai in the Formation of Absolute Geometry – Ahti-Veikko Pietarinen: A Road to the Philosophy of Iconic Communication – Petra Aczél: Expressivity and Emotion in Visionary Rhetoric – James J. Kimble: Soldier and Saviour: Visual Propaganda, Serial Narrativity, and the Case of the Kid in Upper 4 – Paweł Rybszleger: Pictorial and Textual Communication within the Scope of Citizen Journalism in Social Media – Ágnes Veszelszki: Information Visualization: Infographics from a Linguistic Point of View – Trischa Goodnow: Light from the Middle East: The Real versus Imagined in Contemporary Photography – Monika Jovanović: Seeing Paintings As They Are: Cognitivity of Aesthetic Qualities – Ewa Schreiber: «Silence Filled with Sound»: Spatial and Visual Metaphors in Raymond Murray Schafer’s Idea of Soundscape – Andrea Kárpáti/Tünde Simon: Symbolization in Child Art: Creation and Interpretation of Visual Metaphors – Judit Hortoványi: Visual Representation as Self-expression in Pedagogical Practice: Possible Explanations of Adolescents’ Symbol Drawings – James E. Katz/Daniel Halpern: An Eye towards the Future: A Binational Survey of Attitudes toward Google Glass – László Szirmay-Kalos/Pirkko Oittinen/Balázs Teréki: Computational Aesthetics for Rendering Virtual Scenes on 3D Stereoscopic Displays – András Benedek: Visual Education: Old and New Dilemmas – Ian W. King: Expression and the Body – Zsuzsanna Kondor: Pictorial Representations and the Nature of Their Subjects – Daniel L. Golden: Face to Face: Towards a New Sincerity – Kristóf Nyíri: Image and Time in the Theory of Gestures.

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Book SynopsisHuman thinking depends not only on words but also on visual imagery. Visual argumentation directly exploits the logic of the pictorial, while verbal arguments, too, draw on figurative language, and thus ultimately on images. In the centuries of handwritten documents and the printed book, our educational culture has been a predominantly verbal one. Today the challenge of the pictorial is explicit and conspicuous. In the digital world, we are experiencing an unprecedented wealth of images, animations and videos. But how should visual content be combined with traditional texts? This volume strives to present a broad humanities background showing how going beyond the word was always an issue in, and by now has become an inevitable challenge to, pedagogy and philosophy.Table of ContentsContents: András Benedek: Preface – Philipp Stoellger: Living Images and Images We Live By. What Does It Mean to Become a Living Image? – Zoltán Kövecses: Metaphor and Parable – Mohsen Bakhtiar: Metaphorical Eternity in Action. The Nonlinguistic Realization of Death Metaphors in Iranian Culture – Karolina Golinowska: The Art of Memory Politics: Visual Learning - Visual Resisting – Tobias Schöttler: The Iconic Surplus in Visual Arguments: Where Limitations and Potentials Coincide – Lieven Vandelanotte: «More Than One Way at Once». Simultaneous Viewpoints in Text and Image – Matthew Crippen: Pictures, Experiential Learning and Phenomenology – Zsuzsanna Kondor: Do We Have a Visual Mind? – Jelena Issajeva: Mental Imagery as a Sign System – Irma Puškarević/Uroš Nedeljković: The Semiotics of Images: Photographic Conventions in Advertising – András G. Benedek: Augmenting Conceptualization by Visual Knowledge Organization – Ágnes Veszelszki: Emoticons vs. Reaction-Gifs. Non-Verbal Communication on the Internet from the Aspects of Visuality, Verbality and Time – Andrea Balogh/Zsolt Szántó: The Changing Appearance of Text and Images on Online Interfaces – György Molnár/Zoltán Szűts: Visual Learning - Picture and Memory in Virtual Worlds – Petra Aczél: Ingenious Rhetoric: The Visual Secret of Rhetoricality – Eszter Deli: Media Argumentation: A Novel Approach to Television Rhetoric and the Power of the News – Gabriella Németh: Paradoxical Representation of Tropes in Visual Rhetoric – Gábor Forgács: Visual Rhetoric Used in Mapping Natural Language Arguments – Paul Boghossian: Seemings: Sensory and Intellectual – Mojca Küplen: Cognitive Function of Beauty and Ugliness in Light of Kant’s Theory of Aesthetic Ideas – Andrija Šoć: Kant’s Phenomenology of Aesthetic Experience – Monika Jovanović: The Thread and the Chain. «Family Resemblances» and the Possibility of Non-Essentialist Conceptual Structure – Kristóf Nyíri: Wittgenstein and Common-Sense Philosophy.

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Book SynopsisThe 21st-century technological revolution has facilitated worldwide communication and expanded personal and cultural relationships between individuals and groups on an unprecedented scale. People from different countries and backgrounds are now in constant communication. As a result of this increased contact, in the field of English language education, the importance of developing learners’ intercultural competence has been strongly emphasized on both sides of the Atlantic, by national and intergovernmental organizations such as the Council of Europe, and ACTFL in the USA. The main aim of this book is to provide language teachers with comprehensive guidance on developing their students’ intercultural competence in the classroom.Table of Contents Yeşim Bektaş-Çetinkaya Introduction: English(es) and Culture in Language Teaching Elif Kemaloglu-Er and Esma Biricik Deniz 1 Defining ELF as a Sociolinguistic Concept and a Pedagogical Perspective Servet Çelik and Şakire Erbay Çetinkaya 2 Culture in English Language Teacher Education Programs: Striving for Intercultural Communicative Competence Eda Nur Özcan and Esim Gürsoy 3 The Representation of Culture into ELT Materials Mehmet Galip Zorba and Arda Arikan 4 Developing Intercultural Communicative Competence through Literature Berna Güryay 5 Developing Intercultural Competence through Creative Drama Gonca Yangın Ekşi and Asuman Aşık 6 Raising Intercultural Awareness through Technology Claudia Nickolson and Arda Arikan 7 Developing Intercultural Competence through Movies Ceylan Yangın Ersanlı and Deren Başak Akman Yeşilel 8 Raising Intercultural Awareness of Young Learners Bengü Börkan 9 Classroom Assessment of L2 Cultural Knowledge Tarkan Kaçmaz 10 Conflict Resolution in Intercultural Communications Contributors

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Book SynopsisDer Band versammelt ausgewählte Vorträge und Aufsätze aus dem Werk von Alfred Schirlbauer (1948-2022), die zwischen 1981 und 2018 entstanden sind. Die Texte spannen den Bogen ins Heute und sind hinsichtlich ihrer Aktualität bestechend. Systematisch und kritisch nimmt sich Schirlbauer Innovationen und Reform-Pakete mit skeptischem Blick vor und bringt deren Widersprüchlichkeiten pointiert zum Vorschein. Die dabei vorfindlichen Transformationen betreffen Gesellschaft, Politik, Schule und Bildung. Da viele Aufsätze und Reden von Schirlbauer nicht mehr zugänglich sind, wurden in diesem Band die wichtigsten zusammengestellt.

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Book SynopsisEducation for sustainable development should enable people to think and act in a way that is fit for the future – in the face of challenges such as climate change, environmental degradation, loss of biodiversity, poverty and inequality. How can different disciplines address this task? In this volume, academic interdisciplinary contributions from philosophy, social sciences and education are complemented by transdisciplinary contributions from practical fields (e.g. museum education, journalism). The current contributions provide impulses for reflection and open up spaces for thinking in order to do justice to the complexity of the task of socio-ecological transformation.

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Book SynopsisWhile critical whiteness studies as a field has been attacked from both within and without, the ongoing realities of systemic white supremacy across the globe necessitate new and better understandings of whiteness, white racial identity, and their links with education. Encyclopedia of Critical Whiteness Studies in Education offers readers a broad summary of the multifaceted and interdisciplinary field of critical whiteness studies, the study of white racial identities in the context of white supremacy, in education. Featuring scholars from across the Anglophone world, this volume seeks to offer both introductions and deep dives into the ever-shifting field of critical whiteness research in education.Trade Review"They (the 96 chapters included here) demonstrate well the shifts and changes in the field by incorporating, for example, a range of pertinent concepts such as white privilege and racial melancholia, diverse perspectives from Arab Americans and Asian Americans, and relevant figures from W. E. B. Du Bois to Donald Trump. This encyclopedia will be a useful resource for antiracism scholarship. Summing up: Recommended". D.Pan, in Choice, December 2021.

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Book SynopsisThey were named the “throwaways.” Children with learning differences engaged in artmaking as sensemaking to promote issues of social justice in K-12 schools. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations.Trade Review“This is an inspiring book which re-establishes the primacy of the arts in enabling learners to understand their own identities and begin the long journey to self-hood. It is long overdue and will go a long way to creating a more balanced curriculum than the sole concentration on math and science." - Fenwick W. English, R. Wendell Eaves Senior Distinguished Professor of Educational Leadership, School of Education, University of North Carolina at Chapel Hill “Could this book be the WAKE-UP call that the field of educational administration has so desperately needed? In these inspirational, though often heartbreaking “first-telling” stories by “throwaway” children and their caring teachers and school leaders, we see the answers to leadership for social justice, if only we ourselves had the courage to stand up and shout. Intellectually, to see giants such as Elliot Eisner, Howard Gardner and especially Maxine Greene brought together by the author, Christa Boske, once again brings hope that we will find our way out from the quantitative prison of management theories which hold public education hostage under the guise of productivity and school improvement.” - Ira Bogotch, Professor of Educational Leadership, Florida Atlantic University and Co-Editor (with Carolyn Shields) of the new International Handbook on Social (In)Justice and Educational Leadership "A phenomenal book for a time such as this and for students, teachers, staff, administrators, parents, professors, and community such as us. If we subscribe to the "all children can learn" philosophy, then we must acknowledge that arts-based education is vital for children to succeed. This should be required reading in Schools and Colleges of Education across this country." - Judy A. Alston, Professor in the Department Doctoral Studies and Advanced Programs, Ashland University and Author of School Leadership and Administration - 9th edition “In this beautifully crafted book, Christa Boske concludes that "artmaking actively engag[es] children in developing a critical consciousness, and stronger sense of self." All school leaders need to read this research and understand how to encourage and support teachers and community members in capturing the power of first-tellings.” - Margaret Grogan, Professor, Dean of the College of Educational Studies, Chapman University and Effie H. Jones Humanitarian Award from the American Association of School Superintendents (AASA) ‘This text courageously affords children who have been marginalized to have not only voice but a demand that their humanity cannot be disregarded simply because of their learning differences. The alignment of leadership, social justice, the call for policy and practice reform and art making as sense making opens notions of educational leadership to new frontiers that have long needed to have men explored. Christa Boske dares to combine authors who challenge educators to transform their thinking regarding students with learning differences. Additionally, Boske requires readers to advocate for ways to diminish the minimizing of students’ humanity because of intellectual challenges that have historically cast students in a negative light. The book demands that we search deeply to unearth ways to welcome the creativity of children as a means to give voice to their very being. It is a call and challenge for policy transformation through a critical leadership that is grounded in social justice, equity, and celebrating difference.” - Michael Dantley, Professor, Dean of the College of Education, Health and Society, Miami University and Master Professor Award from the University Council for Educational Administration (UCEA) “Boske and her contributors have created a volume that a poignant chorus of first-tellings of resilience and oppression. This is an excellent read for those engaged in the work of improving society through service to learners and their families, teachers, and school leaders. Aspiring educators and leaders in both educational policy and school administration would do well to absorb the jaw dropping and profound stories offered by some of the most vulnerable in our society. As readers we are given us no choice but to catch our breath mid-chapter to consider simultaneously the power of art beyond traditional understandings, and our responsibility to the everyday experiences of learners and educators. The magic of this effort is rooted in the elegant examination of the overlooked and obscured truths about the power of self-expression in the face of strife. I simply could not put it down.” - Autumn Tooms Cyprès, Professor, Associate Dean for Research and Graduate Studies, St. John’s University and President, International Council of Professors of Educational Leadership "This book provides tangible evidence of the power of providing students on the margins with the tools to make their voices heard. We need to take the education of students with disabilities seriously in a wholistic, inclusive and enriching fashion and this work provides key insights into this essential work." - George Theoharis, Professor, Syracuse University and Author of The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School ReformTable of ContentsList of Figures 1 Introduction: Artmaking as Sensemaking as a Portrait of Resilience for Children with Learning Differences  Christa Boske PART 1: Children Voices 2 You Can’t Get in My Shoe  S 3 The Cage  N 4 One of the Best (Because I Worked so Hard on This)  C 5 “Acception”  T 6 Princess  A 7 The Flame of Anger  L 8 I Want People to Listen  J 9 Animal Land  L 10 Helping Hands  M 11 Treat Women Like Flowers-They Are Gentle  J 12 Magna Shoe  P 13 Deep Blue  L 14 Barricade  A 15 My Story  S 16 Freedom  V 17 The Cycle #Dark Side  The Old Me (Author) and the New Me (Author) 18 I Look Fabulous  A 19 Born for Bred  M PART 2: Adult Voices 20 Born for Bred  A 21 The Tension of Duality  B 22 Diversity Is My Degree  C 23 Adversity  D 24 The Sky Is the Limit  E 25 They Lived Their Art  F 26 The Children Touch My Heart  G 27 Raw: The Thread That Connects Us  H 28 Confronting Anxieties on a Small Scale  I 29 Leading through Artmaking: Recognizing the Power of Arts-Based Approaches  J 30 Developing My Approach to Working with Children  K 31 The “Red R” Kid: Disrupting My Deficit-Laden Label  L 32 Living the Dream  M 33 Afterword: The Power of the Artmaking as Sensemaking  Christa Boske

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Book SynopsisStandardized assessments have long been part of the educative experience for students around the world. The high-stakes nature of these tests can have damaging and enduring effects for public school systems, particularly the youth. With the adoption of Common Core State Standards and mandated state-wide accountability measures, high-stakes tests, like the PARCC, gained quick and controversial notoriety. The high-stakes discourse has been dominated by politicians, educators, and parents. Notably absent from this dialogue are the voices of those whom are impacted the most: students. Largely influenced by Critical Pedagogy, this research sheds light on the negative, punitive, and often arbitrary nature of testing in schools. The paramount intention of this publication is to raise awareness of student experiences and perspectives of standardized testing. The High Stakes of Testing analyzes the experiences, relationships, thoughts, ideas, and opinions students have with standardized assessment measures. Interviews with seven students in Grades 3, 5, and 8 are examined through a governmentality lens to reveal the ways in which the youth are manipulated, regulated, and disciplined to view standardized testing as a natural part of what it means to be a public-school student. It is only when we can begin to see and appreciate how our youth interact with the omnipresent testing in our public schools can we begin to envision changing these accountability practices.Table of ContentsAcknowledgements 1 Introduction: Who Cares What the Kids Think?  National Turn toward Testing  Critical Pedagogy 2 Understanding High-Stakes Standardized Exams in the US  The History  Pearson  Consequences 3 What Is Student Voice?  Context  In Research  In Practice 4 How Foucault’s Governmentality Can Help  The Theory  n Research  For Student Voice and Testing 5 The Study  Methods  Means 6 What the Kids Have to Say  By Grade Level  Their Big Ideas 7 Interpreting Student Voice: Themes 8 What Does All This Mean?  Conclusions 9 Possibilities: Where Do We Go from Here? References Index

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Book SynopsisIt has long been established that teaching and learning are autobiographical endeavours, so it follows that self-study is central to sound practice. As a framework, self-study allows researchers to use their experiences to examine self-in-practice with the aim of both personal and professional growth. By its very design, it makes transparent personal processes of inquiry by offering them up for public critique. This type of public inquiry of the personal happens in at least two ways: first, through the inclusion of trusted others who can provide different perspectives on our closely held discourses; and, second, through making our research publicly available so that others might learn from our inquiries. Self-study, then, requires openness to vulnerability as we continuously re/negotiate who we are as teachers. Approaching inquiry from this perspective has at its core deepened self-knowledge coupled with intent to transform praxis. This transformation is sought through integrated ways of being and teaching that support embodied wholeness of teachers and learners. Through critical, qualitative, creative, and arts-integrated approaches, this collection seeks to advance teacher self-study and, through it, transformative praxis. Contributors are: Willow S. Allen, Charity Becker, Yue Bian, Abby Boehm-Turner, Diane Burt, Vy Dao, Lee C. Fisher, Teresa Anne Fowler, Deborah Graham, Cher Hill, Chinwe H. Ikpeze, David Jardine, Elizabeth Kenyon, Jodi Latremouille, Carl Leggo, Ellyn Lyle, Sepideh Mahani, Jennifer Markides, Sherry Martens, Kate McCabe, Laura Piersol, Kathleen Pithouse-Morgan, Amanda C. Shopa, Timothy Sibbald, Sara K. Sterner, and Aaron Zimmerman.Trade Review“Why study yourself? Readers interested in personal and social meaning-making will be inspired by Lyle’s edited collection of essays and stories that invite a fuller understanding of self. Like the steady, quiet wisdom that breaks through the din, each chapter makes the self-inquiry processes accessible and transparent, and students will appreciate how authors have approached the curriculum of their lives as an opportunity for growth. Here is an opportunity to study ‘alone-together,’ to come into contact with vulnerable others who will help you to render self in new ways. In these times of disequilibrium, self-study has a pedagogical heart. For those who approach their scholarship as more of a passion than an activity, for those who recognize the self is contested, multiple, mixed, contradictory, and often obscured, in the pages of this text is an adventure of understanding.” – Sean Wiebe, Ph.D., Associate Professor (UPEI), Curriculum Scholar, and Poet

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Book SynopsisIn the last decade, there has been an international resurgence of interest in the philosophy of Louis Althusser. New essays, journalism, collections, secondary literature, and even manuscripts by Althusser himself are emerging, speaking in fresh ways to audiences of theorists and activists. Althusser is especially important in educational thought, as he famously claimed that school is the most impactful ideological state apparatus in modern society. This insight inspired a generation of educational researchers, but Althusser’s philosophy—unique in a number of ways, one of which was its emphasis on education—largely lost popularity. Despite this resurgence of interest, and while Althusser’s philosophy is important for educators and activists to know about, it remains difficult to understand. The Gold and the Dross: Althusser for Educators, with succinct prose and a creative organization, introduces readers to Althusser’s thinking. Intended for those who have never encountered Althusser’s theory before, and even those who are new to philosophy and critical theory in general, the book elaborates the basic tenets of Althusser’s philosophy using examples and personal stories juxtaposed with selected passages of Althusser’s writing. Starting with a beginner’s guide to interpellation and Althusser’s concept of ideology, the book continues by elaborating the epistemology and ontology Althusser produced, and concludes with his concepts of society and science. The Gold and the Dross makes Althusser’s philosophy more available to contemporary audiences of educators and activists.Table of ContentsAcknowledgements Introduction  General Plan and Purpose of This Book  Althusser’s Context  Althusser’s Life  Author’s Context  Note on Passages 1 A Beginner’s Guide to Interpellation  Getting in Trouble  At School  Get with the Program  Not Anything Impactful  I Don’t Remember What I Learned in School  Testing  Where Did My Friends Go?  Falling in Love  Is Interpellation Passive?  Ideology = Imagined Relations to Real Conditions  Wings  Race and Gender  Reproduction  Consent  Individuality  Images  Being Guided  Interpellation Machine  Intersectionality  Counter-Interpellation  A Grain of Sand  Hut  A Play  Our Society: Capitalism and Democracy 2 The Law of Dislocation  Concrete-Real vs. Concrete-in-Thought  Snakes, Ropes, and Concepts  The Gold and the Dross  Straying from Dislocation: Empiricism and Surplus Value  Petty, Laplace, and Capital Vol. 1  Leaves, Monads, and Other Simple Internal Essences  Shades of Hegel  Expressivism: (Dig Here)  Human Nature  Concepts behind ‘Words’  A Theory of Reading: Listening to Silence 3 The Law of Uneven Development  Every Thing Is a Mess  The dsa  Theory of Combination  Theory of Formation  Theory of Relative Autonomy  Theory of Determination  The Wrong Side of History  Acorns  Teleology on the Train  Concepts of Structure: Captain Planet vs. Voltron  The Two Laws: Three Reflections 4 Theory of Social Formations  Geology as Analogy for Society  Forces, Elements, and Variations in Society: Overview  Economic Region  Ideological Region  Culture and Agency  Repressive Region  Thanksgiving  The Three Social Forces: Productive, Reproductive, Repressive  The Hut and the Theater  Naked Capitalism  Home Ownership  Freedom  An Allegory for Social Structure  In the Last Instance: Theory of Moveable Types 5 Conclusion: Ideology, Truth, Science  Ambivalence  Truth as Correctness  Gold  Science as Sweet Science Afterword: Studying the Dross  Tyson E. Lewis References Index

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Book SynopsisIn a rapidly globalizing world, the pressing challenge for science and mathematics educators is to develop their transdisciplinary capabilities for countering the neo-colonial hegemony of the Western modern worldview that has been embedded historically, like a Trojan Horse, in the international education export industry. Research as Transformative Learning for Sustainable Futures introduces the world to next-generation multi-worldview research that empowers prospective educational leaders with a vision and voice for designing 21st century educational policies and practices that foster sustainable development of the diverse cultural capital of their multicultural societies. At the heart of this research are the principles of equity, inclusiveness and social justice. The book starts with accounts of the editors' extensive experience of engaging culturally diverse educators in postgraduate research as transformative learning. A unique aspect of their work is combining Eastern and Western wisdom traditions. In turn, the chapter authors – teacher educators from universities across Asia, Southern Africa, the Middle East, and the Pacific – share their experience of research that transformed their philosophies of professional practice. They illustrate the following aspects of their engagement in research as transformative learning for sustainable futures: excavating auto ethnographically their lifeworld experiences of learning and teaching; developing empowering scholarly perspectives for analysing critically and reflexively the complex cultural framings of their professional practices; re-visioning their cultural and professional identities; articulating transformative philosophies of professional practice; and enacting transformative agency on return to their educational institutions. Contributors are: Naif Mastoor Alsulami, Shashidhar Belbase, Nalini Chitanand, Alberto Felisberto Cupane, Suresh Gautam, Bal Chandra Luitel, Neni Mariana, Milton Norman Medina, Doris Pilirani Mtemang'ombe, Emilia Afonso Nhalevilo, Hisashi Otsuji, Binod Prasad Pant, Sadruddin Bahadur Qutoshi, Yuli Rahmawati, Indra Mani Rai (Yamphu), Siti Shamsiah Sani, Indra Mani Shrestha, Mangaratua M. Simanjorang, and Peter Charles Taylor.Trade Review"[T]he Introduction, on Research as Transformative Learning for Sustainable Futures supports the premise of the book that education for sustainable development is essential to help resolve our proliferating global crises, especially the worldwide decline in cultural diversity. Luitel and Taylor are professional educators and researchers in mathematics and science education. Hence their point that Western science and mathematics is too narrowly focused on the goal of economic development whilst turning a blind eye to the equally important sustainable development pillars of the natural environment and the culturally diverse social world [..] My main reason for reviewing this book [...] is to encourage you to engage with all of the contributors, in educational conversations that can include the sharing of explanations of educational influences in one’s own learning, in the learning of others and in the learning of the social formations that influence practice and understandings. I am thinking of explanations that include the use of values as explanatory principles in the explanations of educational influences in learning. The strength of the book is in introducing Living Theory researchers to Transformative Research, to ideas about Transforming Culturally Situated Selves, to Envisioning Transformative Pedagogies and to Sustaining Transformative Pedagogies." - Jack Whitehead, The University of Cumbria, UK, Educational Journal of Living Theories, Volume 12(1): 103-104Table of ContentsPreface List of Figures and Tables 1. Introduction: Research as Transformative Learning for Sustainable Futures  Bal Chandra Luitel and Peter Charles Taylor Part 1: Teaching & Learning Transformative Research 2. Journeying towards a Multi-Paradigmatic Transformative Research Program: An East-West Symbiosis  Bal Chandra Luitel 3. Teaching and Learning Transformative Research: Complexity, Challenge and Change  Peter Charles Taylor and Milton Norman Medina Part 2: Contemplating Transformative Research Methods 4. Letter to Professor Auguste Comte: A Counter Narrative to Positivism  Suresh Gautam 5. An Integral Perspective on Research: Methodological and Theoretical Journey of a Teacher Educator  Binod Prasad Pant 6. Transforming Saudi Educators’ Professional Practices: Critical Auto/Ethnography, an Islamic Perspective  Naif Mastoor Alsulami 7. Contemplating My Autoethnography: From Idiosyncracy to Retrospection  Shashidhar Belbase Part 3: Transforming Culturally Situated Selves 8. Excavating My Cultural Identity: Promoting Local Culture and Stability in a Post/Colonial Era  Alberto Felisberto Cupane 9. Cultural-Self Knowing: Transforming Self and Others  Sadruddin Bahadur Qutoshi 10. Where Do I Come from? What Am I? Where Am I Going? How the Grandson of a Mahayana Buddhism Priest Became a Science Educator  Hisashi Otsuji 11. Being Animated by a Transformative Soul: Ethical Responsibility in Mathematics Education  Mangaratua M. Simanjorang 12. Exorcising Satan from the Science Classroom: Ending the Hereditary Syndrome of Science Teaching in Malawi  Doris Pilirani Mtemang’ombe Part 4: Envisioning Transformative Pedagogies 13. A Reflective Journey within Five Ways of Transformative Knowing: Indonesia, Islam, International  Neni Mariana 14. Facilitating Culturally De/Contextualised Mathematics Education: An Arts-Based Ethnodrama  Indra Mani Shrestha 15. Unshackling from Cultural Hegemony via Third Spacing Pedagogy: Learning to Think Indigenously  Indra Mani Rai (Yamphu) 16. Envisioning Creative Learning in Science Teacher Education: Currere, Emancipation and Creativity  Siti Shamsiah Sani Part 5: Sustaining Transformative Pedagogies 17. Returning Home: Key Challenges Facing a Transformative Educator  Yuli Rahmawati 18. Transcending Boundaries: Enacting a Transformative Philosophy of Professional Practice  Nalini Chitanand 19. Viewing Curriculum as Possibilities for Freedom: An Ndo’Nkodo of My Research Path  Emilia Afonso Nhalevilo Index

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Book SynopsisSince 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration. Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence. Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Jody L. McBrien PART 1: Australasia 1 Stop Labeling Me as Traumatised or as Mentally Unwell – I am a Resilient Survivor: A Discussion of the Pathologising Effects of Trauma Labelling for Former Refugees in Contrast to a Strengths-based Settlement Programme Model  Maria Hayward 2 Education of Resettled Refugees in Christchurch, New Zealand  Zhiyan Basharati and Lucia Dore 3 Refugee Student Transitions into Mainstream Australian Schooling: A Case Study Examining the Impact of Policies and Practices on Students’ Everyday Realities  Amanda Hiorth 4 Systemic Policy Barriers to Meaningful Participation of Students from Refugee and Asylum Seeking Backgrounds in Australian Higher Education: Neoliberal Settlement and Language Policies and (Deliberate?) Challenges for Meaningful Participation  Caroline Lenette, Sally Baker and Asher Hirsch PART 2: North America 5 Community Initiatives to Support Refugee Youth: A Manitoba Perspective  Jan Stewart 6 In the Era of Bans and Walls: The Integration of Education and Immigration Policy and the Success of Refugee Students  Asih Asikin-Garmager, Duhita Mahatmya, Leslie Ann Locke and Ain A. Grooms 7 Utilising Digital Storytelling as a Way to Understand the Complexities of the Haitian Refugee Transmigration Experience  Elizabeth Paulsen Tonogbanua 8 Expanding Educational Access to Create Self-Sufficiency: The Post-Secondary Educational Experiences of Resettled Refugees in Florida  Tara Ross, Jody L. McBrien and Briana Byers PART 3: Europe 9 Refugee Children and Young People in Ireland: Policies and Practices  Merike Darmody and Samantha Arnold 10 Smoothing the Bumpy Road? An Examination of Some Targeted Initiatives for the Education of Refugee and Minority Ethnic Children and Young People in Ireland  Rory Mc Daid 11 An Underclass of ‘the Underclass’? Critically Assessing the Position of Children and Young Refugees in the UK Educational System during a Time of Austerity  Helen Murphy 12 Schooling Displaced Syrian Students in Glasgow: Agents of Inclusion  Melanie Baak Conclusion  Jody L. McBrien Index

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Book SynopsisThere is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades. The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators. Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. This book explores how critical pedagogy can unfold in educational spaces through knowledge sharing, engaging and in the process educating all stakeholders.

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Book SynopsisAs more students of color continue to make up our nation’s schools, finding ways to address their academic and cultural ways knowing become important issues. This book explores these intersections, by covering a variety of topics related to race, social class, and gender, all within a multiyear study of a mentoring program that is situated within U.S. K-12 schools. Furthermore, the role of power is central to the analyses as the contributors examine questions, tensions, and posit overall critical takes on mentoring. Finally, suggestions for designing critical and holistic programming are provided. Contributors are: Shanyce L. Campbell, Juan F. Carrillo, Tim Conder, Dana Griffin, Alison LaGarry, George Noblit, Danielle Parker Moore, Esmeralda Rodriguez, and Amy Senta.Table of ContentsNotes on Contributors Introduction  Juan F. Carrillo and Tim Conder 1 Capitalizing on Achievement: A Critical Examination of School-Based Mentoring Programs and Student Achievement  Shanyce L. Campbell 2 Someone Fabulous Like Me: White Mentors’ Representations of Moralities and Possibilities for a White Complicity Pedagogy for Mentoring  Amy Senta and Danielle Parker Moore 3 Class Crossings: Mentoring, Stratification and Mobility  George Noblit, Danielle Parker Moore and Amy Senta 4 “I Don’t Think It’s Changed Me, It’s Helped Mold Me”: The Agency of Students of Color in a Whitestream Mentoring Organization  Tim Conder and Alison LaGarry 5 Inculcando Confianza: Towards Exploring the Possibilities in the Mentoring of Latina Youth  Esmeralda Rodriguez 6 Examining the Mentoring Discourse Regarding the Parenting Practices of Black, Female-Led Families  Dana Griffin 7 Final Thoughts  Juan F. Carrillo

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Book SynopsisWith the limited availability of related foci in the area of critical educational studies, Critical Theorizations of Education is timely in both its topical relevance and time-space-themed discursive interventions. With its overall scope, constructed as both a counter-and-forward looking critical reflections and analysis of some of the most salient and contemporaneously active platforms of education, it prospectively and relatively comprehensively expands on dynamically intersecting learning and teaching contexts and relationships. As such, the volume’s contents by both established and emerging scholars, selectively locate the interplays of knowledge, learning and attendant power relations, which either transform or reproduce the status quo. Contributors are: Levonne Abshire, Claire Alkouatli, David Anderson, Neda Asadi, N’Dri Thérèse Assié-Lumumba, Gulbahar Beckett, José Cossa, Ratna Ghosh, Shibao Guo, Yan Guo, Carl E. James, Dip Kapoor, Festus Kelonye Beru, Ginette Lafreniere, Qing Li, Oliver Masakure, Magnus Mfoafo-M'Carthy, Greg William Misiaszek, Dolana Mogadime, Samson Nashon, Selline Ooko, Bathseba Opini, Amy Parent, Thashika Pillay, Edward Shizha, Kimberley Tavares, Alison Taylor, and Stacey Wilson-Forsberg.Table of ContentsAcknowledgments List of Figures and Tables Notes on Contributors 1 Critical Theorizations of Education: An Introduction  Ali A. Abdi 2 Towards a (New) Political Economy of Education 2.0  Alison Taylor 3 Cosmo-uBuntu: Toward a New Theorizing for Justice in Education and Beyond  José Cossa 4 Critical Adult Education at the Margins: Colonial Racial Capitalism and Social Movement Learning in Contexts of Dispossession in the (Neo)Colonies  Dip Kapoor 5 Reconstructing Environmental Pedagogies into Critical, Transformative Environmental Learning Spaces for Praxis  Greg William Misiaszek 6 The Emerging Area of Education and Security  Ratna Ghosh 7 Disability Studies and Socially Just Teacher Preparation: Implications for Curriculum and Praxis  Levonne Abshire and Bathseba Opini 8 Education Inequality under China’s Market Economy: The Experience of Marginalized Teachers  Shibao Guo, Yan Guo, Gulbahar Beckett and Qing Li 9 Contextualizing Science Education as an Engagement Strategy for the African (Kenyan) Learner  Samson Madera Nashon, David Anderson, Festus Kelonye Beru and Selline Ooko 10 Black Teachers, Black Students and Understanding “The Game of Mainstream”  Kimberley Tavares and Carl E. James 11 Stereotyping High School Immigrant African Male Students in Pursuit of Postsecondary Education  Edward Shizha, Stacey Wilson-Forsberg, Oliver Masakure, Magnus Mfoafo-M’Carthy and Ginette Lafrenière 12 Disrupting the Capitalist Narrative of De/Credentialization: An Anticolonial Feminist Theorization of Justice  Thashika Pillay and Neda Asadi 13 Revisiting Research: The Personal, Historical and Lived Experiences Shaping Women Teachers’ Identities  Dolana Mogadime 14 Theorizing and Understanding the Evolving Gender Disparity in Educational Opportunity in Africa  N’Dri Thérèse Assié-Lumumba 15 An Islamic Pedagogic Instance in the Canadian Context: Towards Epistemic Multicentrism  Claire Alkouatli 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies  Amy Parent Index

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Book SynopsisThis book intends to find a common path for diverse approaches meant to reach a better vision on the future of education, to adapt it to the most spectacular and rapid changes in the modern world. Remarkable education specialists bring their research into this volume that collects the best ideas and solutions presented in the 19th Biennial Conference of the International Study Association on Teachers and Teaching (Sibiu, Romania, July 2019). The 17 chapters of this book promote a hopeful vision on the future of education as proclaimed in the title: Education beyond Crisis: Challenges and Directions in a Multicultural World. The volume focuses on three major ideas: defining directions for the future of teaching, challenges of the contemporary teaching context, and teaching in a multicultural world. The volume itself stands for the multicultural approach of education, as the contributors propose a unitary picture on education, in the contexts of national educative programs or inclusive education for the refugee children. Well-known researchers answer important questions on the effectiveness of educational reforms and education policies in different countries. They take into account the student voice or the teachers' opinions in teaching and designing the new curriculum. The volume includes researches based on case studies, interviews, surveys, qualitative analysis, and original researching instruments. Readers will find here not only the vision of a multicultural world, but also valuable ideas on education in Austria, Brazil, Canada, Portugal, Germany, Greece, India, Italy, the Netherlands, Pakistan, Serbia, Spain, Singapore, Romania, Turkey, and the United States. Contributors are: Christiana Deliewen Afrikaner, Laura Sara Agrati, Ana Flavia Souza Aquiar, Neelofar Ahmed, Douwe Beijaard, Terence Titus Chia, Cheryl J. Craig, Feyza Doyran, Estela Ene, Maria Assunção Flores, Maria Antonella Galanti, Paula Martín Gómez, Christos Govaris, Heng Jiang, Stavroula Kaldi, Ria George Kallumkal, Manpreet Kaur, Julia Köhler, Malathy Krishnasamy, Virginia Grazia Iris Magoga, Maria Ines Marcondes, Paulien C. Meijer, Juanjo Mena, Raluca Muresan, Ingeborg van der Neut, Ida E. Oosterheert, Darlene Ciuffetelli Parker, Loredana Perla, Cui Ping, Snežana Obradović-Ratković, Maria Luisa Garcia Rodriquez, Minodora Salcudean, Gonny Schellings, Antonis Smyrnaios, Sydney Sparks, Alexandra Stavrianoudaki, Vassiliki Tzika, Evgenia Vassilaki, Viviana Vinci, Kari-Lynn Winters, Vera E. Woloshyn, Tamara Zappaterra, and Gang Zhu.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Daniela Andron and Gabriela Gruber PART 1: Directions for the Future of Teaching 1 The Impact of Reform Policies on Teachers and Their Practices: Case Studies from Four Countries  Cheryl J. Craig, Maria Assunção Flores, Maria Ines Marcondes and Darlene Ciuffetelli Parker 2 Student Voice in Teaching Writing  Vassiliki Tzika, Stavroula Kaldi, Evgenia Vassilaki and Christos Govaris 3 Vertical Curriculum Design and Evaluation of Citizenship Skills  Loredana Perla, Laura Sara Agrati and Viviana Vinci 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education  Julia Köhler 5 Towards Broader Views on Learning to Teach: The Case of a Pedagogy for Learning to Teach for Creativity  Ida Oosterheert, Paulien Meijer and Ingeborg van der Neut PART 2: Challenges of the Contemporary Teaching Context 6 From Integration to Inclusion: Some Critical Issues about Teacher Training in the Italian Experience  Maria Antonella Galanti and Tamara Zappaterra 7 Art and Inclusive Initial Education: An Exploratory Research  Loredana Perla and Virginia Grazia Iris Magoga 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum  Paula Martín Gómez, María Luisa García Rodríguez, Juanjo Mena and Gang Zhu 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation  Minodora Salcudean and Raluca Muresan 10 Innovative Practices in Teacher Education: Why Should We? How Can We?  Paulien C. Meijer PART 3: Teaching in a Multicultural World 11 Educating Refugee Students: Global Perspectives and Priorities  Snežana Obradović-Ratković, Vera Woloshyn, Kari-Lynn Winters, Neelofar Ahmed, Christos Govaris, Stavroula Kaldi, Christiana Deliewen Afrikaner and Feyza Doyran 12 EFL Writing in Romania: Reflections on Present and Future  Estela Ene and Sydney Sparks 13 Teacher Practical Reasoning When Implementing Curriculum Reforms: A Case Study from Singapore  Heng Jiang, Chia Song An Terence Titus, Ria George Kallumkal and Malathy Krishnasamy 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning  Cui Ping, Gonny Schellings and Douwe Beijaard 15 Exploring Teacher Educators’ Professional Identity: Role of Emotions – Teacher Educators’ Professional Identity  Manpreet Kaur 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon  Ana Flávia Souza Aguiar 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation  Alexandra Stavrianoudaki and Antonis Smyrnaios Index

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Book SynopsisThe COVID-19 pandemic interrupted a chaotic political and social landscape within the United States. Its arrival revealed cracks in longstanding neoliberal narratives. In this book, the authors utilize critical theory to analyze the collapse of these hyper-individualistic narratives within the media, in the broad areas of economics, the nuclear family, and authoritarian populism and through the topics of scapegoating China, capitalist class economic messaging, the essential worker, the family under shutdown, the spread of conspiracy theories, and the ideologies of the COVID-19 protests. The book conclude with commentary on the significance of the George Floyd protests and their connection to the pandemic.Table of Contents1 Introduction: What the COVID-19 Pandemic Has Revealed 2 Blame China: Trump and Anti-Asian Sentiment during COVID-19  1 Introduction  2 Ineptitude, Lies and Conspiracy Theories  3 Trump’s History of Racism  4 Asian Stereotypes Overview  5 The Media Construction of China as Economic Powerhouse  6 Treatment of Asians during COVID-19  7 Conclusion 3 Work or Die: The Dominance of the Capitalist Class in Determining Media Messaging around COVID-19  1 Introduction  2 Compartmentalization  3 Magical Thinking  4 “COVID Fatigue”  5 Subsidizing Normalcy  6 Conclusion 4 From “Disposable” to “Essential”: A Critical Analysis of the Worker  1 Introduction  2 The Value of the Worker  3 Perception of the Worker  4 Effects of COVID-19 on the Black and Latinx Worker  5 Big Business and Media Hypocrisy  6 Conclusion 5 Shutdown Meltdown: How the Quarantine Has Revealed the Ideological Collapse of the Nuclear Family Model  1 Introduction  2 Neoliberalism and the Nuclear Family  3 Existing Inequities  4 Do It Yourself  5 Conclusion: Reconsidering Capitalism 6 Misleading the Populace in the Age of the Coronavirus  1 Introduction  2 Laying the Groundwork  3 Fox and the COVID-19 Misinformation Machine  4 Trump, M.D. and the (Non) Experts  5 COVID-19 Conspiracy Theories  6 Conclusion 7 Unmasked: A Dialectical Exploration of the COVID-19 Protests  1 Introduction  2 Background  3 Core Themes  4 Conclusion 8 Conclusion: The George Floyd Protests as a Rejection of “Returning to Normal”  1 The Tipping Point  2 There’s No Going Back Index

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Book SynopsisThis collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools. The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally. "Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of StrathclydeTable of ContentsNotes on Original Publications Series Editor’s Introduction: ‘At the Beginning It Was the Commodity’: What Happened to Critical Theory?  1 The Current Social Havoc  2 The Jouissance of a Highly Cultivated Neo-Gramscian  3 Critical Theory and the Struggle against Epistemological Fascism  4 Itinerant Curriculum Theory: The Decolonial Turn 1 Introduction: Challenges to a Post-Democracy America 2 The Ritual Dimensions of Resistance: Clowning and Symbolic Inversion  1 Ritual  2 Theories of Resistance  3 Resistances as Rites of Transgression  4 The Class Clown: Arbiter of Passive Resistance, Inversion, and Meta-Discourse  5 Toward a New Conception of Resistance 3 On Ideology and Education: Critical Pedagogy and the Politics of Empowerment  1 Sifting through the Remains  2 Ideology and the Correspondence Theory of Truth: The Case for Multiple Subjectivities  3 Ideology Essentialism, and the Contingency of the Social  4 Science, Ideology and Context  5 Ideology and the Reflex of Capital  6 Radical Education and the Production of Meaning  8 The Schooled Body: The Ritualized Regimentation of Desire and the Domestication of Subjectivity  9 Ideology: A Matter of Truth or Praxis?  10 Conclusion 4 Multiculturalism and the Postmodern Critique: Towards a Pedagogy of Resistance and Transformation  1 Social Justice under Siege  2 The Dilemma of Postmodern Critique and the Debate over Multiculturalism  3 Subaltern and Feminist Challenges to the Postmodern Critique  4 Ludic and Resistance Postmodernism  5 Multiculturalism and the Postmodern Critique  6 The Subject without Properties  7 Diffference and the Politics of Signifijication  8 Always Totalize!  9 Critical Pedagogy: Teaching for a Hybrid Citizenry and Multicultural Solidarity  10 Resistance as ‘la conciencia de la mestiza 5 The Anthropological Roots of Pedagogy: The Teacher as Liminal Servant  1 Summary 6 No Light, But Rather Darkness Visible: Language and the Politics of Criticism 7 Collisions with Otherness: “Traveling” Theory, Post-colonial Criticism, and the Politics of Ethnographic Practice – The Mission of the Wounded Ethnographer  1 Qualitative Research as a Discourse of Power  2 Shipwrecked against Infijinity: Field Relations as Competing Discourses  3 Knowledge and the Body  4 Knowledge and Truth  5 Research as Advocacy  6 Conversations with Silence: The Discourse of the Other 8 On Dialectics and Human Decency: Education in the Dock  1 A New Epistemological Alternative  2 Comrade Jesus: Christian Communism Reborn? 9 Rethinking Critical Pedagogy and the Gramscian and Freirean Legacies: From Organic to Committed Intellectuals or Critical Pedagogy, Commitment, and Praxis  1 Points of Departure  2 Points of Departure I: Ideology and Hegemony  3 Points of Departure II: Resistance, Agency, and the Organic Intellectual  4 Points of Departure III: From Organic to Committed Intellectuals  5 Points of Departure IV: Critical Pedagogy, Commitment, and Praxis  6 Points of Departure V: Committed Intellectuals and Critical Pedagogies 10 From Liberation to Salvation: Revolutionary Critical Pedagogy Meets Liberation Theology  1 Introduction  2 The Path to Liberation Theology  3 Pedagogy of Insurrection  4 The Idolatry of Money  5 Jesus Was a Communist  6 To Endure without Losing Tenderness  7 The First Religious War of the 21st Century  8 Towards a Global Ethics of Solidarity  9 Between the Material and the Spiritual  10 The Socialist Kingdom of God  11 The God of the Rich and the God of the Poor 11 The Abode of Educational Production: An Interview with Peter McLaren 12 Karl Marx, Digital Technology, and Liberation Theology  1 Karl Marx and Digital Technology  2 Karl Marx and Liberation Theology  3 Karl Marx and Christian Spirituality  4 The Christian Morality of Dialectical Materialism 13 Conclusion: The Future of Critical Pedagogy

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Book SynopsisThis collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools. The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally. "Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of StrathclydeTable of ContentsNotes on Original Publications Series Editor’s Introduction: ‘At the Beginning It Was the Commodity’: What Happened to Critical Theory?  1 The Current Social Havoc  2 The Jouissance of a Highly Cultivated Neo-Gramscian  3 Critical Theory and the Struggle against Epistemological Fascism  4 Itinerant Curriculum Theory: The Decolonial Turn 1 Introduction: Challenges to a Post-Democracy America 2 The Ritual Dimensions of Resistance: Clowning and Symbolic Inversion  1 Ritual  2 Theories of Resistance  3 Resistances as Rites of Transgression  4 The Class Clown: Arbiter of Passive Resistance, Inversion, and Meta-Discourse  5 Toward a New Conception of Resistance 3 On Ideology and Education: Critical Pedagogy and the Politics of Empowerment  1 Sifting through the Remains  2 Ideology and the Correspondence Theory of Truth: The Case for Multiple Subjectivities  3 Ideology Essentialism, and the Contingency of the Social  4 Science, Ideology and Context  5 Ideology and the Reflex of Capital  6 Radical Education and the Production of Meaning  8 The Schooled Body: The Ritualized Regimentation of Desire and the Domestication of Subjectivity  9 Ideology: A Matter of Truth or Praxis?  10 Conclusion 4 Multiculturalism and the Postmodern Critique: Towards a Pedagogy of Resistance and Transformation  1 Social Justice under Siege  2 The Dilemma of Postmodern Critique and the Debate over Multiculturalism  3 Subaltern and Feminist Challenges to the Postmodern Critique  4 Ludic and Resistance Postmodernism  5 Multiculturalism and the Postmodern Critique  6 The Subject without Properties  7 Diffference and the Politics of Signifijication  8 Always Totalize!  9 Critical Pedagogy: Teaching for a Hybrid Citizenry and Multicultural Solidarity  10 Resistance as ‘la conciencia de la mestiza 5 The Anthropological Roots of Pedagogy: The Teacher as Liminal Servant  1 Summary 6 No Light, But Rather Darkness Visible: Language and the Politics of Criticism 7 Collisions with Otherness: “Traveling” Theory, Post-colonial Criticism, and the Politics of Ethnographic Practice – The Mission of the Wounded Ethnographer  1 Qualitative Research as a Discourse of Power  2 Shipwrecked against Infijinity: Field Relations as Competing Discourses  3 Knowledge and the Body  4 Knowledge and Truth  5 Research as Advocacy  6 Conversations with Silence: The Discourse of the Other 8 On Dialectics and Human Decency: Education in the Dock  1 A New Epistemological Alternative  2 Comrade Jesus: Christian Communism Reborn? 9 Rethinking Critical Pedagogy and the Gramscian and Freirean Legacies: From Organic to Committed Intellectuals or Critical Pedagogy, Commitment, and Praxis  1 Points of Departure  2 Points of Departure I: Ideology and Hegemony  3 Points of Departure II: Resistance, Agency, and the Organic Intellectual  4 Points of Departure III: From Organic to Committed Intellectuals  5 Points of Departure IV: Critical Pedagogy, Commitment, and Praxis  6 Points of Departure V: Committed Intellectuals and Critical Pedagogies 10 From Liberation to Salvation: Revolutionary Critical Pedagogy Meets Liberation Theology  1 Introduction  2 The Path to Liberation Theology  3 Pedagogy of Insurrection  4 The Idolatry of Money  5 Jesus Was a Communist  6 To Endure without Losing Tenderness  7 The First Religious War of the 21st Century  8 Towards a Global Ethics of Solidarity  9 Between the Material and the Spiritual  10 The Socialist Kingdom of God  11 The God of the Rich and the God of the Poor 11 The Abode of Educational Production: An Interview with Peter McLaren 12 Karl Marx, Digital Technology, and Liberation Theology  1 Karl Marx and Digital Technology  2 Karl Marx and Liberation Theology  3 Karl Marx and Christian Spirituality  4 The Christian Morality of Dialectical Materialism 13 Conclusion: The Future of Critical Pedagogy

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Book SynopsisCollaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, the volume brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change. The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Dafna Yitzhaki, Tony Gallagher, Nimrod Aloni and Zehavit Gross PART 1: Educating for a Democratic-Multicultural Citizenship 1 Empowering Agency in the Ethical, Political, and the Teaching/Learning Spheres of Education: An Integrative Model of Activist Pedagogy  Nimrod Aloni 2 Teaching Controversial Issues as Part of Education for Democratic Intercultural Citizenship  Wiel Veugelers and Jaap Schuitema 3 Towards Educating Teachers as Advocators: A Conceptual Discussion and a Historical Example  Jaime Grinberg 4 Democratic Citizenship Education as an Activist Pedagogy: Towards the Cultivation of Democratic Justice on the African Continent  Yusef Waghid 5 Educating for Democratic Citizenship: Arabic in Israeli Higher Education as a Case in Point  Smadar Donitsa-Schmidt, Muhammad Amara and Abd Al-Rahman Mar’i PART 2: Enhancing Models of Shared Learning 6 Turning Research into Policy: The Experience of Shared Education in Northern Ireland  Tony Gallagher, Gavin Duffy and Gareth Robinson 7 “Moving into Hebrew Is Natural”: Jewish and Arab Teachers in a Shared Education Project  Dafna Yitzhaki 8 Shared Learning in the Context of Conflict  Shany Payes and Shula Mola 9 Jewish-Arab Bilingual Education in Israel  Assaf Meshulam 10 Minority EFL Teachers on Shared-Life Education in Conflict-Ridden Contexts: The Subaltern Speaks Back  Muzna Awayed-Bishara PART 3: Nurturing Intercultural Competencies 11 Contestation as an Innovative Construct for Conflict Management and Activist Pedagogy  Zehavit Gross 12 “Thou Shalt Not Be a Bystander”: Holocaust and Genocide Education with a Gendered, Universal Lens, as a Path to Empathy and Courage  Lori Weintrob 13 Internationalization for Nurturing Intercultural Communicative Competencies in Pre-Service Teachers  Beverley Topaz and Tina Waldman 14 Developing Culturally Proficient Global Peace Education Changemaker Educators for Culturally Diverse Schools and Classrooms  Reyes L. Quezada PART 4: Reconciling Dialogue in the Face of Conflicting Narratives 15 The Holocaust and Its Teaching in Israel in View of the Conflict: General and Pedagogical Implications and Lessons  Daniel Bar-Tal and Galiya Bar-Tal 16 Teaching History and Citizenship in Schools in Northern Ireland  Gavin Duffy, Tony Gallagher and Gareth Robinson 17 Successful Failure: A Dual Narrative Approach to History Education: An Israeli Palestinian Project  Eyal Naveh 18 The Narrative Approach to Shared Education: Insights from Jerusalem  Myriam Darmoni-Charbit and Noa Shapira 19 Imagined Communities: Staging Shared Society in Israel  Lee Perlman and Sinai Peter 20 Arts as a Sphere for the Study of History  Philipp Schmidt-Rhaesa, Jürgen Scheffler and Lilach Naishtat-Bornstein

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Book Synopsis'The presentations gathered in this book offer plenty of ideas and advice for anyone seeking to start a program or affiliate with an existing one. In general, the authors do not compare their programs to those described in other chapters, but readers of the whole volume will identify significant commonalties across the various audiences, processes, obstacles, and outcomes described.Summing up: Recommended. All readers.'CHOICEThis groundbreaking anthology is a collection of accounts from leaders in mathematical outreach initiatives. The experiences range from prison education programs to alternative urban and Indian reservation classrooms across the United States, traversing the planet from the Americas to Africa, Asia, and the Indian subcontinent. Their common theme is the need to share meaningful and beautiful mathematics with disenfranchised communities across the globe.Through these stories, the authors share their educational philosophy, personal experiences, and student outcomes. They incorporate anecdotal vignettes since research articles in mathematics education often exclude them. The inclusion of these stories is an element that adds immeasurable value to the larger narratives they tell.

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Book SynopsisThough there has been much discussion on the academic aspects of Japanese education abroad (e.g., high scores on international tests, lesson study), there has been little information on the non-academic aspects of Japanese schooling. This non-academic aspect is called Tokkatsu (tokubetsu katsudo).Unlike math and reading, Tokkatsu is not confined to a certain period, but extends throughout the school day and even after-school activities — such as school excursions. It includes classroom activities such as classroom discussions, morning and afternoon meetings that take place daily, cleaning and serving lunch, school events such as sports day, school excursions, student councils, and club activities. Such activities occur every single day, throughout one's school years, from elementary school (actually, even kindergarten) to high school. They are, however, bound together by the common goals of the Tokkatsu framework.This book is the foremost attempt to address a gap in English literature on Tokkatsu.

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