Moral and social purpose of education Books
University of Ottawa Press Doing Democracy in Third Places
Book Synopsis
£999.99
Taylor & Francis Inc Perspectives on Rescuing Urban Literacy Education
Book SynopsisPerspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints is an exploration of the variables that contribute to the improvement of literacy instruction in large urban school districts. The book grows out of a five-year initiative known as The Dallas Reading Plan--a $50 million collaborative effort between area business and corporate interests, philanthropy, and the Dallas Independent School District. Audiences include university professors and graduate students in reading/literacy education, educational leadership, special education, urban studies, and change management theory, school board members, business and community leaders, classroom teachers, parents, and those concerned with the status of literacy education in urban settings.Table of ContentsContents: Foreword. Preface and Introduction. Part I: Perspectives From the Spies.J. Fullinwider, De Scholarum Natura. R.B. Cooter, Jr., The Pillars of Urban Literacy Instruction: Prerequisites for Change. E.F. Baskin, Change Management Concepts and Models: Sponsorship, Early Adopters, and the Development of Urban Teachers. K.S. Cooter, R.B. Cooter, Jr., Challenges to Change: Implementing Research-Based Reading Instruction in Urban Schools. Part II: Overcoming the Effects of Saboteurs.W.J. Webster, Accountability in Texas: Fair or Foul? R.B. Cooter, Jr., Deep Training + Coaching: A Capacity-Building Model for Teacher Development. L. Allen, An Alchemist's Tale (or...The Marriage of Technology and Literacy in Trying Times). J. Gerlach, Changing Lives on the Boundaries. K. Denson, Minimizing the Effects of Student Mobility Through Teacher and Administrator Training. W.F. Tate, Model-Based Mathematical Languages as Technological Literacy: Some Reflections on an Urban School Challenge. Part III: Saints and Their Rescue Efforts.G.J. Thompson, Logistics of Systemic Change: The Reading Academy. J. Moore, Mentoring Teacher Change: Even Cinderella Had a Coach. B. Mathews, Coaching the Coaches: Challenges of Implementing the Lead Teacher Concept. L. Walker, Teaching the Teacher: Reflections of a Reading Academy Laureate. J. Zimny, Creating a Balanced Literacy Curriculum: One Elementary School Principal's Perspective. K.S. Cooter, Marry Well...Divorce Less: Helping Principals Choose Effective Literacy Programs. J.H. Perkins, Addressing the Literacy Needs of African-American Students and Their Teachers. Part IV: Summary and Conclusions.R.B. Cooter, Jr., Reflections of a Reading Czar.
£999.99
Taylor & Francis Inc Teaching Social Foundations of Education Contexts Theories and Issues Sociocultural Political and Historical Studies in Education
a huge range and FREE tracked UK delivery on ALL orders.
£999.99
Taylor & Francis Inc Schools or Markets Commercialism Privatization and Schoolbusiness Partnerships
a huge range and FREE tracked UK delivery on ALL orders.
£999.99
Taylor & Francis Inc Reframing Sociocultural Research on Literacy
Book SynopsisThis landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, âœRethinking Conceptual Frameworks,â offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.*Part II, âœRethinking Knowledge and Representation,â considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or sharedâchallenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of âœcritical sociocultural research,â this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.Trade ReviewWinner of the 2007 NRC Edward Fry Book Award "Cynthia Lewis, Pat Enciso, and Elizabeth Moje have published thought-provoking writing that pushes against the deracinated, agency-free borders of some, though by no means all, current socio-cultural theory...The book is targeted at other researchers and graduate students; as I read it, I began to see its utility for pre- and inservice teachers as well." -- Language Arts, Vol. 86, No. 1, September 2008 "This volume offers a critical sociocultural research framework that challenges the taken-for-granted positions in literacy research and scholarship, and therefore broadens the scope of research in the field of literacy learning and practice. This volume is also of considerable pedagogical significance because it helps us better understand how disenfranchised literacy learners negotiate and construct their social identity, agency and power through their learning processes."--Jie Zhao, Pedagogies: An International Journal, October 2009Table of ContentsContents: B. Street, Foreword. Preface and Acknowledgements. C. Lewis, P. Enciso, E. Moje, Introduction: Reframing Sociocultural Research on Literacy. Part I:Rethinking Conceptual Frameworks. E.B. Moje, C. Lewis, Examining Opportunities to Learn Literacy: The Role of Critical Sociocultural Literacy Research. P. Enciso, Narrations of History and Transformation in Sociocultural Theories. R. Rogers, C. Fuller, 'As If You Heard It From Your Momma': Reconstructing Histories of Participation With Literacy Education in an Adult Education Class. K.D. Gutiérrez, Commentary. Part II:Rethinking Knowledge and Representation.M.F. Orellana, Moving Words and Moving Worlds: The Challenges of Being “In the Middle”. J. Guerra, Out of the Valley: Transcultural Repositioning as Rhetorical Practice in Research. B. Fecho, S. Meacham, Research Sites as Transactional Spaces. L. Moll, E. Rubenstein-Ávila, Commentary.
£176.17
Vanderbilt University Press Sex Shame and Violence
a huge range and FREE tracked UK delivery on ALL orders.
£86.00
Vanderbilt University Press Sex Shame and Violence
a huge range and FREE tracked UK delivery on ALL orders.
£33.95
Ejr Language Service Pty. Ltd. Each One Must Shine The Educational Legacy of VA Sukhomlinsky
£14.96
Bloomsbury Publishing PLC Deweyan Transactionalism in Education
Book SynopsisPhilosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the individual and sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as mind versus body, self versus society, and organism versus environment, as well as an equally vast array of binaries, such as inside-outside, presence-absence, and male-female. They introduce the key critical ideas that transactionalism represents including emergence; living in a world without a within; the temporally and extensionally distributed nature of meaning, mind, and self. The use and elaboration of transactionalism is grounded in philosophicalTrade ReviewA milestone in the advance of transactionalist studies which explicates, develops and applies Dewey’s most important work through a series of sophisticated theoretical and empirically rich studies. * Chris Shilling, Professor, University of Kent, UK *Garrison, Öhman, and Östman offer a remarkable book on John Dewey’s transactionalism. Not only does this work highlight Dewey’s last book, On Knowing and the Known, with Arthur Bentley, it demonstrates the functional utility of philosophy applied to schooling. This outstanding addition to Dewey scholarship is a must-read book for anyone interested in moving ‘schooling’ away from mere training and toward engagement, enactment, and growth. * Deron Boyles, Distinguished University Professor, Georgia State University and Past-President, John Dewey Society, USA *Deweyan Transactionalism in Education is an amazing example of what the editors call “applied philosophy”. Mobilizing Dewey’s notion of transaction and applying it to multiple educational contexts, the authors design an epistemological framework which grounds a transactional understanding of educational processes and practices, according to a sustainable perspective. * Maura Striano, University of Naples Federico II, Italy *Table of ContentsList of Illustrations Notes on Contributors Acknowledgements 1. Introduction, Jim Garrison (Virginia Tech, USA),Leif Östman (Uppsala University, Sweden) and Johan Öhman (Örebro University, Sweden) 2. Philosophers’ Problems: Transaction in Philosophy and Life, Frank X. Ryan (Kent State University, USA) 3. Transactional Perspectivalism: The Emergence of Language, Minds, Selves and Temporal Sequence, Jim Garrison (Virginia Tech, USA) 4. Transactional Systems of Exploration and Learning: The Okeanos Explorer,William J. Clancey (Florida Institute for Human & Machine Cognition, USA) 5. Democracy, Education, and Transaction: The Importance of Play in Dewey’s Thought, Andrea Fiore (Pontifical Salesian University, Italy) 6. Applications of Transactional Methodologies for Analyses of Teaching and Learning Processes, Pernilla Andersson (Uppsala University and Stockholm University, Sweden) and Johan Öhman (Örebro University, Sweden) 7.Analyzing Teachers’ Functional Coordination of Teaching Habits in the Encounter with Policy Reforms, Malena Lidar (Uppsala University, Sweden) and Eva Lundqvist (Uppsala University, Sweden) 8. Learning Through Encounters with the Physical Environment, Susanne Klaar (University of Borås, Sweden) and Johan Öhman (Örebro University, Sweden) 9. The Dramaturgy of Facilitating Learning Processes: A Transactional Theory and Analytical Approach, Katrien Van Poeck (Ghent University, Belgium) and Leif Östman (Uppsala University, Sweden) 10. Transactants in Action: Examples from a Craft Remake School Project, Hanna Hofverberg (Malmö University, Sweden) 11. Sensing Together: Transaction in Handicraft Education, Joacim Andersson (Örebro University, Sweden) and Jonas Risberg (Uppsala University, Sweden) 12.The Museum as Transactional Exploration, Petra Hansson (University of Oslo, Norway) and Johan Öhman (Örebro University, Sweden) 13. Aesthetic Expression and Artistic Creation: A Transactional Analysis of Learning in Computer Programming, Michael Håkansson (Stockholm University, Sweden), LennartRolandsson (Uppsala University, Sweden) and Leif Östman (Uppsala University, Sweden) 14. A Transactional Perspective on Ethics and Morals, Louise Sund (Örebro University and Mälardalen University, Sweden) and Johan Öhman (Örebro University, Sweden) 15. Transactional Analyses of the Entanglement of the Aesthetical, Moral and Political in Learning Processes, Michael Håkansson (Stockholm University, Sweden) and Leif Östman (Uppsala University, Sweden) 16. Links Between Pandemics, Politics, and People,Ninitha Maivorsdotter (University of Skövde, Sweden) and Joacim Andersson (Örebro University, Sweden) References Index
£95.00
Bloomsbury Publishing PLC Grassroots Approaches to Education for Sustainable Development
Book SynopsisThis book showcases and compares grassroots environmental education initiatives and actions in Millburn, New Jersey in the USA, and Bhopal, Madhya Pradesh in India. Across the two towns the collective actions discussed include the Fridays For Future strikes, activism through school's green team', plastic clean-up missions, conducting workshops, conferences, and organizing green fairs. The authors discuss a range of concepts and ideas that have a broader relevance to local and global environmental education such as global citizenship, climate activism, national and municipal policies, gender, and ecofeminism. They show how the stories of the two towns are connected with sustainable development goals and education for sustainable development. Ultimately the book shows how education can be used as a tool to promote climate change solutions and how this can benefit schools, communities and the planet.The book includes a Foreword written by Ruth DeFries, University Dennin
£28.99
Bloomsbury Publishing (UK) The Bloomsbury Handbook of Gender and Sexuality in Early Childhood
Book SynopsisJessica Prioletta is Assistant Professor in the School of Education at Bishop's University, Canada.Adam Davies is Assistant Professor in the College of Arts/College of Social and Applied Human Sciences at the University of Guelph, Guelph, Canada.Kylie Smith is Professor in the Melbourne Graduate School of Education at the University of Melbourne, Australia.
£123.50
Bloomsbury Publishing (UK) An Introduction to Social Justice Education in the UK
Book SynopsisSheine Peart is Reader in Access, Equality and Inclusion, and Programme Leader for the Education PhD and EdD at Bishop Grosseteste University, UK. She is the author of Young and Homeless: Exploring the Education, Life Experiences and Aspirations of Homeless Youth (2017).
£71.25
Bloomsbury Publishing (UK) Smart Drugs Attention Doping and Screen Addicts
Book SynopsisKenneth J. Saltman is Professor of Educational Policy Studies at the University of Illinois Chicago, USA. He is the author of The Swindle of Innovative Educational Finance (2018) and The Politics of Education, 2nd edition (2018) and The Disaster of Resilience (Bloomsbury, 2023). He is a fellow of the National Educational Policy Center and a Fulbright Chair in Globalization and Culture.
£999.99
Bloomsbury Publishing (UK) Antiracism in Early Childhood Education
£71.25
Bloomsbury Publishing (UK) Global Citizenship Education
Book SynopsisEdda Sant is Senior Lecturer at Manchester Metropolitan University, UK. Karen Pashby is Senior Lecturer at Manchester Metropolitan University, UK and Adjunct Professor at University of Alberta, Canada, and Docent at University of Helsinki, Finland.Lynette Shultz is Associate Dean, International and Director of the Centre for Global Citizenship Education and Research at the University of Alberta, Canada. She is also Adjunct Professor at the Universidade Católica de Brasilia, Brazil.
£71.25
Bloomsbury Publishing PLC Teaching Social Studies in the Early Childhood Classroom
Book SynopsisThis textbook develops early childhood teachers' capacity to effectively instruct democratic principles to our youngest citizens. As our world experiences political polarization, pandemics, heightened racial tension, and the evolving awareness of gender and LGBTQ issues this textbook addresses those topics as they show up in the early childhood classroom, offering research informed practical guidance for pre- and in-service teachers. The book is organized around 12 themes, 10 of which are based on the National Council for Social Studies' (NCSS) themes, in addition to the anti-racist/anti-bias curriculum and gender expensive principals from the National Association for the Education of Young Children (NAEYC), closely following social studies content standards from across the United States. The themes covered are: culture and cultural diversity, history, geography, identity, gender roles and gender identity, institutions, power and authority, economics, science and technology, gl
£71.25
Bloomsbury Publishing (UK) Education for Social Change
Book SynopsisDouglas Bourn is Professor of Development Education and Co-Director of the Development Education Research Centre at University College London, UK. He is editor of The Bloomsbury Handbook of Global Education and Learning (Bloomsbury, 2020), and co-editor with Massimiliano Tarrozi of Pedagogy of Hope for Global Social Justice (Bloomsbury, 2023).
£71.25
Bloomsbury Publishing PLC The Pedagogy of Radical Change
Book SynopsisThis book discusses and compares how social movements in Brazil, Chile, Greece and England are beacons of alternative politics. It focuses on the potential of these movements to radically transform higher education and society. It explores how social movements create new forms of resistance to the ubiquity of global capitalism and new forms of thinking, acting and being in the world that are not based on exploitation and profit. Rather, they are premised on respect for diversity, commitment to equality and inclusion, solidaristic structures and multiple and equally valued (pluriversal) epistemologies. The book draws on empirical material collected over 12 years in conversation with key participants in social movements including the Brazilian Movimiento de los Trabajadores Rurales Sin Tierra, Chilean and Greek Student movements, and the Black Lives Matter Movement in England. These movements confront the realist pedagogies in our lives, that is, the practices and structures that domina
£85.50
Bloomsbury Publishing (UK) The Burden of Conscience
£53.12
Bloomsbury Publishing (UK) Sen Dewey and Education
Book SynopsisRobert Karaba is Associate Professor in Educational Leadership at New Mexico Highlands University, USA.
£85.50
Bloomsbury Publishing (UK) Assassins of Memory
Book SynopsisHenry A. Giroux holds the Chair for Scholarship in the Public Interest in English and Cultural Studies at McMaster University, Canada. His recent books include The Burden of Conscience (2025), Insurrections (2023), Pedagogy of Resistance (2022), Race, Politics, and Pandemic Pedagogy (2021) and On Critical Pedagogy, 2nd Edition (2020), all published by Bloomsbury.
£42.75
Bristol University Press The Education Debate Policy and Politics in the TwentyFirst Century
Book SynopsisThis extensively updated fourth edition by the key author in the field will maintain its place as the most important text on education policy and makes essential reading for all students and anyone interested in education policy more generally.Trade Review"Stephen Ball is one of the few academics who can embrace policy, research and learning with a fierce and illuminating critical spirit." Richard Andrews, University of East Anglia"This must-read book is forensic in its analysis and points to the imperative for new thinking on education." Hugh Lauder, University of Bath"This invaluable new edition of this powerful and provocative book offers fresh insights into political context and policy narratives." Phillip Brown, Cardiff University"Informative, wise and angry in equal measure about the continued injustices meted out to students in the guise of 'progress', 'what works' and equity." Pat Thomson, University of Nottingham"My students need a book that introduces them to policy analysis in a rigorous yet accessible manner; this is it." Meg Maguire, King’s College London"Policy researchers are deeply indebted to Ball’s detailed analysis that underpins the sociological contribution in this book." Helen Gunter, University of Manchester"This brilliant book should be compulsory reading for all sociologists of education everywhere, and for all those interested in education." Bob Lingard, University of QueenslandTable of ContentsIntroduction: The great education debate (1976-2016); Key concepts: education policy, economic necessity and education reform; Class, comprehensives and continuities: a short history of English education policy; Policy Technologies and The UK government’s approach to public service reform; Policy, inequity and advantage; A sociology of education policy: past, present and future.
£19.31
Westbow Press A Christians Book of Haiku
£11.20
Bloomsbury Publishing (UK) Education in a PostMetaphysical World Rethinking Educational Policy And Practice Through Jrgen Habermas Discourse Morality Rethinking Educational Through Jurgen Habermas Discourse Morality
Book SynopsisChristopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada.Trade ReviewThis book provides further evidence that Christopher Martin is today one of the most interesting and promising young philosophers in the field of educational philosophy. His reading and application of Habermas' Discourse Theory of Morality is a bold and important contribution to contemporary scholarship in educational policy and will no doubt prove to be fruitfully contentious over the coming years. * Walter Okshevsky, Associate Professor of Philosophy and Education, Memorial University, Canada *In Education in a Post-Metaphysical World, Christopher Martin shows in a highly elaborated way how the articulation and the justification of norms and criteria of education can be carried out by the practice of public moral reasoning. In doing so he makes a great contribution to the conceptual analysis of education (and so to the philosophy of education in general). In addition, his book should also be seen as an important educationalist enrichment of the model of Discourse Ethics itself. * Krassimir Stojanov, Professor and Chair of Philosophy of Education and Educational Theory at the Catholic University of Eichstaett-Ingolstadt, Germany *With an eye on educational policy and teacher practice Christopher Martin scrutinizes the concept of education very clearly in its normative connotation. He legitimizes his conviction that the educational domain is a moral theme in its own right as opposed to a merely ad hoc, empirical or philosophically applied consideration. Theoretically speaking, his critical reconstruction of Habermas' Discourse Morality contributes to that conviction in a very creative way. * Siebren Miedema, Professor of Educational Foundations and Professor of Religious Education, VU University Amsterdam, Netherlands *Martin deftly brings together disparate developments in ethics, political theory, and education and does so in a straightforward and concise fashion. In particular, he shows us that conceptual analysis, long thought to be moribund in philosophy of education, remains a vital force in analysing certain contemporary political issues, such as the (political) question of Aboriginal education. A strongly recommended read. * Scott Johnston, Associate Professor of Education, Queen’s University, Canada *Table of ContentsIntroduction Part I: Education and the Sources of Normativity 1. What Kind of Concept is the Concept of Education? 2. Education, Worthwhileness and the Good 3. R.S. Peters' Theory of Justification 4. Jurgen Habermas' Discourse Morality Interlude: Kantian Constructivism and Education Part II: Discourse Morality and Education 5. Applying Habermas' Discourse Principle to Education 6. Norms, Reasons and and Complex Proceduralism in Discourse Morality Conclusion: Complex Proceduralism and Public Understanding References Index
£37.99
Bloomsbury Publishing (UK) Education as a Human Right
Trade ReviewThis volume provides a very comprehensive review of the field and can therefore be seen as a major contribution to current debates on educational policy. -- César Guadalupe * International Review of Education *This book explores the legal, philosophical and practical dimensions of human rights, with a specific focus on the right to education. While addressing complex questions and maintaining an informed international perspective, Tristan McCowan writes accessibly and engagingly, making this an excellent book for anyone concerned with these issues. * Michele Schweisfurth, Professor of Comparative and International Education, University of Glasgow, UK *Human rights will be the defining feature of the 21st century and Tristan McCowan's important book provides a lucid and thoughtful account of its meaning for education. Drawing on Dewey, Freire, Sen, and others, McCowan offers a political, moral, legal, and philosophical approach to rights, contrasting It with other approaches such as human capital and capabilities. This book is a must read for educators generally, especially those concerned with education policy, progressive education, comparative and international education, and, of course, human rights. * Steven J. Klees, Professor of International Education Policy, University of Maryland, USA *Tristan McCowan provides an excellent genealogy of current debates surrounding the right to education. By examining both the ‘right to education’ and ‘rights within education,’ and by coupling these analyses with diverse global examples, the author offers an extremely compelling and useful text for scholars of human rights, international and comparative education, and international development broadly. * Monisha Bajaj, Associate Professor and International and Comparative Education, Teachers College, Columbia University, UK *Table of ContentsAcknowledgements Abbreviations 1. Introduction: The Global Education Landscape 2. The Right to Education in International Law 3. Justifications for the Right to Education 4. A Right to What? Inputs, Outcomes and Processes 5. Upholding Human Rights within Education 6. Is there a Universal Right to Higher Education? 7. Contributions of the Capabilities Approach 8. Learning Human Rights 9. Principles and Implications References Index
£37.99
Wipf & Stock Publishers A Pedagogy for Planetary Convivência
£30.60
Bloomsbury Academic Pedagogy of the Oppressed 50th Anniversary Edition
Table of ContentsIntroduction to the 50th Anniversary Edition Donald Macedo 1. The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process. 2. The "banking" concept of education as an instrument of oppression—its presuppositions—a critique; the problem-posing concept of education as an instrument for liberation—its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posting concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. 3. Dialogics—the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through investigation of "generative themes"; the various stages of the investigation. 4. Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis. Afterword Ira Shor Interviews with Contemporary Scholars Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey Foreword to the Original English Edition (1970), Richard Shaull Index
£75.00
The Burnt Protea Society The Resilience Method
£11.91
The Burnt Protea Society The Second Chance Method
£11.91
Springer Nature Switzerland AG Research Methods for Social Justice and Equity in
Book SynopsisThis textbook presents an integrative approach to thinking about research methods for social justice. In today's education landscape, there is a growing interest in scholar-activism and ways of doing research that advances educational equity. This text provides a foundational overview of important theoretical and philosophical issues specific to this kind of work in Section I. In Section II, readers engage with various ways of thinking about, collecting, and analyzing data, including qualitative, quantitative, and mixed methods approaches. Finally, in Section III, through case studies and research narratives, readers will learn about real scholars and their work. This book takes a wide-ranging approach to ways that various modalities and practices of research can contribute to an equity mission.Table of Contents1. Re-Positioning Power and Re-Imagining Reflexivity: Examining Positionality and Building Validity through Reconstructive Analyses, Meagan Call-Cummings and Karen Ross2. Considering Positionality: The Ethics of Conducting Research on Marginalized Groups, Laura Parson3. Flipping the Paradigm: Studying Up and Research for Social Justice, Elena Aydarova4. Framing Critical Race Theory and Methodologies, Kenzo Sung and Natoya Coleman5. Disentangling the Complexities of Queer Theory and Intersectionality Theory: Research Paradigms and Insights for Social Justice, Christian D. Chan, Sam Steen, Lionel C. Howard, and Arshad I Ali6. Using Critical Theory in Educational Research, Kamden K. Strunk and Jasmine S. Betties7. Viewing Research for Social Justice and Equity through the Lens of Zygmunt Bauman's Theory of Liquid Modernity, Danielle Ligocki8. Thinking Critically about "Social Justice Methods": Methods as "Contingent Foundations", Lucy E. Bailey9. Institutional Review Boards: Purposes and Applications for Students, Leslie Ann Locke10. Typical Areas of Confusion for Students New to Qualitative Research, Leslie Ann Locke11. Youth Participatory Action Research: The Nuts and Bolts as Well as the Roses and Thorns, Shiv R. Desai12. Advancing Social Justice with Policy Discourse Analysis, Elizabeth J. Allan and Aaron Tolbert13. Through Their Eyes, In Their Words: Using Photo-Elicitation to Amplify Student Voice in Policy and School Improvement Research, Jeff Walls and Samantha E. Holquist14. Using Photovoice to Resist Colonial Research Paradigms, Susan Cridland-Hughes, McKenzie Brittain, and S. Megan Che15. Re-Introducing Life History Methodology: An Equitable Social Justice Approach to Research in Education, James S. Wright16. Quantitative Methods for Social Justice and Equity: Theoretical and Practical Considerations, Kamden K. Strunk and Payton D. Hoover17. Large-Scale Datasets and Social Justice: Measuring Disparity in Opportunities to Learn, Heather E. Price18. X Marks the Spot: Engaging Campus Maps to Explore Sense of Belonging Experiences of Student Activists, Carli Rosati, David J. Nguyen, and Rose M. Troyer19. Propensity Score Methodology in the Study of Student Classification: The Case of Racial/Ethnic Disproportionality in Mild Disability Identification and Labeling, Argun Saaticioglu and Thomas M. Skrtic20. Transformative Mixed Methods: A Missed Opportunity, Carey Andrzejewski, Hannah Baggett, and Benjamin Arnberg21.Writing, Race, and Creative Democracy, Timothy J. Lensmire22. Beyond White: The Emotional Complexion of Critical Research on Race, Cheryl E. Matias23. I Pulled Up A Seat at the Table: My Journey Engaging in Critical Quantitative Inquiry, Lolita A. Tabron24. Working with Intention and in Tension: Evolving as a Scholar-Activist, Kristen A. Renn25. Collaboration, Community, and Collectives: Research for and by the People, Erica R. Dávila
£54.99
Springer Nature Switzerland AG Learning, Philosophy, and African Citizenship
Book SynopsisThe book addresses the compelling questions concerning the ideals of African citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one particular framework, the authors demonstrate the continuously contested nature of the concept of citizenship as both theoretically discussed by philosophers and practically experienced in daily lives. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno and Étienne Balibar on one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning.This is an open access book.Table of Contents1. Introduction. By Tiina Kontinen and Katariina Holma.- 2. The ambiguity of learning citizenship: diverse conceptions based on different theories of democracy. By Minna-Kerttu Kekki.- 3. Learning citizenship through mimesis: an Adornian perspective. By Hanna-Maija Huhtala.- 4. Citizenship as practice of equaliberty. By Lenka Hanovská.- 5. From reactivity into freedom: reading Rosi Braidotti on sustainable citizenship. By Anna Itkonen and Katariina Holma.- 6. Communities and habits of citizenship: Everyday participation in Kondoa, Tanzania. By Ajali M. Nguyahambi and Tiina Kontinen.- 7. Learning in communities of practice: How to become a good citizen in self-organizing groups in rural Tanzania. By Benta Nyamanyi Matunga.- 8. Women’s collaborative ways of learning economic citizenship in patriarchal settings: Village saving groups in rural Uganda. By Karembe F Ahimbisibwe and Alice N Ndidde.- 9. Learning in urban self-organized groups: Technology-mediated citizenship in Dodoma, Tanzania. By Rehema Kilonzo.- 10. Learning marriage ideals and gendered citizenship in ‘God-fearing’ Uganda. By Henni Alava, Janet Amito and Rom Lawrence.- 11. Exploring notions of community learning into good citizenship. By Twine Hannington Bananuka.- 12. Conclusions. By Tiina Kontinen and Katariina Holma.
£44.99
Brill Equity in and through Education: Changing Contexts, Consequences and Contestations
Table of ContentsIntroduction 1 1. Equity against the Odds: Three Stories of Island Prisons, Education and Hope 13 Elaine Unterhalter 2. Holocaust Education in Transition: A Transnational Perspective 29 Masako Shibata 3. Implementing Multicultural Curriculum for Equity: Islam in Hong Kong Education 43 Liz Jackson 4. Educational-Work Projects and Post-Graduate Pathways of Secondary Students in Chile: Individual Strategies in an Unequal Education System 59 Leandro Sepúlveda and María José Valdebenito 5. The European Qualifications Framework as an EU Policy Instrument for the Marketisation of Adult and Lifelong Education 79 Eleni Prokou 6. Necessity or Right? Europeanisation and Discourses on Permeability between Vocational Education and Training and Higher Education in Germany and France 95 Nadine Bernhard 7. Mentoring in Widening Access to Higher Education 117 Jan McGhie 8. Discourse and Desire: Wellbeing as Escape from Nepali Village Life 137 Joanna Nair 9. Doing Equality through Greater Transparency? Troubling Surveillance Expansion in the Russian School System 155 Nelli Piattoeva 10. Contesting the Cities: A Comparative Perspective on the Geographically Specific Tendencies in Urban Education Policies 173 Sezen Bayhan 11. Parental Involvement in Disadvantaged Districts of Santiago: Intergenerational Consequences for Equity of a Market-Driven Educational System 189 Marcela Ramos 12. Interrogating Equity Discourses: Conceptual Considerations and Overlooked Complexities 207 Marianna Papastephanou Index 221
£46.40
Brill Immigration, Racial and Ethnic Studies in 150 Years of Canada: Retrospects and Prospects
Book SynopsisCanada’s history, since its birth as a nation one hundred and fifty years ago, is one of immigration, nation-building, and contested racial and ethnic relations. In Immigration, Racial and Ethnic Studies in 150 Years of Canada: Retrospects and Prospects scholars provide a wide-ranging overview of this history with a core theme being one of enduring racial and ethnic conflict and inequality. The volume is organized around four themes where in each theme selected racial and ethnic issues are examined critically. Part 1 focuses on the history of Canadian immigration and nation-building while Part 2 looks at situating contemporary Canada in terms of the debates in the literature on ethnicity and race. Part 3 revisits specific racial and ethnic studies in Canada and finally in Part 4 a state-of-the-art is provided on immigration and racial and ethnic studies while providing prospects for the future. Contributors are: Victor Armony, David Este, Augie Fleras, Peter R. Grant, Shibao Guo, Abdolmohammad Kazemipur, Anne-Marie Livingstone, Adina Madularea, Ayesha Mian Akram, Nilum Panesar, Yolande Pottie-Sherman, Paul Pritchard, Howard Ramos, Daniel W. Robertson, Vic Satzewich, Morton Weinfeld, Rima Wilkes, Lori Wilkinson, Elke Winter, Nelson Wiseman, Lloyd Wong, and Henry Yu.Table of ContentsList of Figures and Tables 1. Immigration, Racial and Ethnic Studies in 150 Years of Canada: An Introduction Shibao Guo and Lloyd Wong Part 1: History of Canadian Immigration and Nation-Building 2. Permanently Under Construction: Immigration and Canadian Nation-Building Nelson Wiseman 3. Who Are We? When Are We?: A Migration History That Reframes Race, Ethnicity, and Immigrants at Canada’s 150 Henry Yu 4. African Canadians: “Still in Search of the Promised Land” David Este 5. The Komagata through a Media Lens: Racial, Economic, and Political Threat in Newspaper Coverage of the 1914 Komagata Maru Affair Nilum Panesar, Yolande Pottie-Sherman and Rima Wilkes Part 2: Situating Contemporary Canada 6. A Demographic Overview of Ethnic Diversity in Canada Lori Wilkinson 7. Black Families and Socio-Economic Inequalities in Canada Anne-Marie Livingstone and Morton Weinfeld 8. Patterns of Integration, Identification and Participation among Latin American Immigrants in Canada Victor Armony 9. What Do We Know about Research on Refugee Children and Youth Integration in Canada? Paul Pritchard and Howard Ramos Part 3: Revisiting Racial and Ethnic Studies in Canada 10. Quo Vadis Canada?: Tracing the Contours of Citizenship in a Multicultural Country Elke Winter and Adina Madularea 11. Race and Racism by Pierre Van Den Berghe: A Fifty Year Retrospect Augie Fleras 12. The Nature of Canadian Identity in the Context of Multiculturalism: A Social Psychological Perspective Peter R. Grant and Daniel W. Robertson 13. Religion in Canadian Ethnic Landscape: The Muslim Factor Abdol Mohammad Kazemipur 14. I Am Not a Problem, I Am Canadian: Exploring Canadian Muslim Women’s Experiences of “Being Canadian” Ayesha Mian Akram Part 4: Prospects 15. Canadian Exceptionalism: From a Society of Immigrants to an Immigration Society Augie Fleras 16. The Future of Ethnic and Racial Studies Vic Satzewich Notes on Contributors Index
£47.20
Brill Immigration, Racial and Ethnic Studies in 150 Years of Canada: Retrospects and Prospects
Book SynopsisCanada’s history, since its birth as a nation one hundred and fifty years ago, is one of immigration, nation-building, and contested racial and ethnic relations. In Immigration, Racial and Ethnic Studies in 150 Years of Canada: Retrospects and Prospects scholars provide a wide-ranging overview of this history with a core theme being one of enduring racial and ethnic conflict and inequality. The volume is organized around four themes where in each theme selected racial and ethnic issues are examined critically. Part 1 focuses on the history of Canadian immigration and nation-building while Part 2 looks at situating contemporary Canada in terms of the debates in the literature on ethnicity and race. Part 3 revisits specific racial and ethnic studies in Canada and finally in Part 4 a state-of-the-art is provided on immigration and racial and ethnic studies while providing prospects for the future. Contributors are: Victor Armony, David Este, Augie Fleras, Peter R. Grant, Shibao Guo, Abdolmohammad Kazemipur, Anne-Marie Livingstone, Adina Madularea, Ayesha Mian Akram, Nilum Panesar, Yolande Pottie-Sherman, Paul Pritchard, Howard Ramos, Daniel W. Robertson, Vic Satzewich, Morton Weinfeld, Rima Wilkes, Lori Wilkinson, Elke Winter, Nelson Wiseman, Lloyd Wong, and Henry Yu.Table of ContentsList of Figures and Tables 1. Immigration, Racial and Ethnic Studies in 150 Years of Canada: An Introduction Shibao Guo and Lloyd Wong Part 1: History of Canadian Immigration and Nation-Building 2. Permanently Under Construction: Immigration and Canadian Nation-Building Nelson Wiseman 3. Who Are We? When Are We?: A Migration History That Reframes Race, Ethnicity, and Immigrants at Canada’s 150 Henry Yu 4. African Canadians: “Still in Search of the Promised Land” David Este 5. The Komagata through a Media Lens: Racial, Economic, and Political Threat in Newspaper Coverage of the 1914 Komagata Maru Affair Nilum Panesar, Yolande Pottie-Sherman and Rima Wilkes Part 2: Situating Contemporary Canada 6. A Demographic Overview of Ethnic Diversity in Canada Lori Wilkinson 7. Black Families and Socio-Economic Inequalities in Canada Anne-Marie Livingstone and Morton Weinfeld 8. Patterns of Integration, Identification and Participation among Latin American Immigrants in Canada Victor Armony 9. What Do We Know about Research on Refugee Children and Youth Integration in Canada? Paul Pritchard and Howard Ramos Part 3: Revisiting Racial and Ethnic Studies in Canada 10. Quo Vadis Canada?: Tracing the Contours of Citizenship in a Multicultural Country Elke Winter and Adina Madularea 11. Race and Racism by Pierre Van Den Berghe: A Fifty Year Retrospect Augie Fleras 12. The Nature of Canadian Identity in the Context of Multiculturalism: A Social Psychological Perspective Peter R. Grant and Daniel W. Robertson 13. Religion in Canadian Ethnic Landscape: The Muslim Factor Abdol Mohammad Kazemipur 14. I Am Not a Problem, I Am Canadian: Exploring Canadian Muslim Women’s Experiences of “Being Canadian” Ayesha Mian Akram Part 4: Prospects 15. Canadian Exceptionalism: From a Society of Immigrants to an Immigration Society Augie Fleras 16. The Future of Ethnic and Racial Studies Vic Satzewich Notes on Contributors Index
£99.20
Brill The Pinocchio Effect: Decolonialities, Spiritualities, and Identities
Book SynopsisAutomatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers’ and students’ spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent—an epistemic blindness and privilege.Trade Review“The Pinocchio Effect takes decolonial work squarely into the next step of empirical qualitative research by focusing on situated feminist decoloniality both in her lived experience as a teacher and the classroom. All this comes together in her critical and decolonial autoethnography, showing how crucial it is the Itinerant Curriculum Theory (ICT) in the classroom, as a decolonial turn. It is impossible to overstate the importance of Janson’s thinking documented in her first book, as she starts to answer the questions: What does decolonial teaching in public schools mean, look like, feel like? What does feeling, doing, and thinking decolonial teaching and learning look like?” – James Jupp University of Texas Rio Grande Valley "Janson's study is an awesome composition of erudite, touching, moving, humorous, playful, artistic, tragic, in sum a heroic tribute to the teacher and teaching profession in our neoliberal times. The Pinocchio Effect redefines, intensifies and creatively mingles the borders of an internationalization of curriculum studies beyond geographical maps toward a novel intellectual itinerant curriculum theory cartography by introducing the elements of Curriculum of the South at the heart of neoliberal education and curriculum practices, in the United States.” - Tero Autio, Tallinn University, EstoniaTable of ContentsSeries Introduction On (De)Coloniality: Curriculum Within and Beyond the West Acknowledgements List of Figures 1 Colonial Heart and Silenced Spiritualities 2 Need for Decolonial Autoethnography in Education 3 Colonialism, Colonialities, and Imperialism within and beyond U.S. Education 4 Canary in the Mind: Colonialities, Biopolitics, and Body-Politics 5 The Pinocchio Effect: Biopolitics and Coloniality 6 Colonialities and Spiritualities: Voices, Silences, and Experiences in the Classroom 7 Decolonial Manifesto for Public Education References Index
£111.20
Brill White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies
Book SynopsisDespite hopeful—though problematic—proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project—with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.—that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive. Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom. Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.Table of ContentsPreface List of Figures PART 1: Overview of Theory and Resources 1 Introduction to Critical Whiteness Studies 1 What Is the Purpose and Function of CWS? 2 Is CWS an Attack on White People? 3 What Are the Scholarly Origins of CWS? 4 Aren’t We Post-Racial? Why Is CWS Still Needed? 5 Where Does the Term “White” Come From? 6 But I Am Not Racist, so Why Do I Need Critical Whiteness Studies? 7 What If I Don’t Feel Privileged? Or—Conversely—How Do I Respond to Those Who Deny Privilege? 8 Are Universities Actually Offering Courses Dedicated to CWS? 9 Has CWS Made Its Way beyond the Academy? 10 What’s Next for CWS? 2 Bills, Cases, Conventions, Laws, and Orders 3 Web Resources PART 2: Pedagogical Resources 4 Activities for Structuring a Dialogic Classroom or Workshop 5 Sample Syllabus 1 Rhetorics of Whiteness 6 Sample Assignments with Sample Student Texts 1 Considerations for Writing Short Responses 2 Sample Response 3 Facilitation Guidelines 4 Book Review Assignment 5 Sample Book Review 6 Sample Review of Book Read in Electronic Format 7 Memoir or Critical Dialogue 8 Sample Memoir 9 Sample Memoir 10 Sample Critical Dialogue 11 Second Sample Critical Dialogue 12 Cultural Studies Rhetorical Analysis Assignment 13 Sample Cultural Studies Rhetorical Analysis Glossary Bibliography
£104.00
Brill Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence
Book SynopsisMuch has been written in Canada and South Africa about sexual violence in the context of colonial legacies, particularly for Indigenous girls and young women. While both countries have attempted to deal with the past through Truth and Reconciliation Commissions and Canada has embarked upon its National Inquiry on Missing and Murdered Indigenous Women and Girls, there remains a great deal left to do. Across the two countries, history, legislation and the lived experiences of young people, and especially girls and young women point to a deeply rooted situation of marginalization. Violence on girls’ and women’s bodies also reflects violence on the land and especially issues of dispossession. What approaches and methods would make it possible for girls and young women, as knowers and actors, especially those who are the most marginalized, to influence social policy and social change in the context of sexual violence? Taken as a whole, the chapters in Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence which come out of a transnational study on sexual violence suggest a new legacy, one that is based on methodologies that seek to disrupt colonial legacies, by privileging speaking up and speaking back through the arts and visual practice to challenge the situation of sexual violence. At the same time, the fact that so many of the authors of the various chapters are themselves Indigenous young people from either Canada or South Africa also suggests a new legacy of leadership for change.Table of ContentsAcknowledgements List of Figures and Tables The Life You Stole Hannah Batiste 1. Disrupting Shameful Legacies: Girls and Young Women Speak Back through the Arts to Address Sexual Violence Claudia Mitchell and Relebohile Moletsane Part 1: What’s Engagement Got to Do with It? 2. Sisters Rising: Shape Shifting Settler Violence through Art and Land Retellings Sandrina De Finney, Shantelle Moreno, Anna Chadwick, Chantal Adams, Shezell-Rae Sam, Angela Scott and Nicole Land 3. “Just Don’t Change Anything”: Engaging Girls in Participatory Visual Research to Address Sexual Violence in Rural South Africa Astrid Treffry-Goatley, Relebohile Moletsane and Lisa Wiebesiek 4. “We Are Strong. We Are Beautiful. We Are Smart. We Are Iskwew”: Saskatoon Indigenous Girls Use Cellphilms to Speak Back to Gender-Based Violence Jennifer Altenberg, Sarah Flicker, Katie MacEntee and Kari-Dawn Wuttunee 5. Pictures Speak for Themselves: Youth Engaging through Photovoice to Describe Sexual Violence in Their Community Ndumiso Daluxolo Ngidi, Sinakekelwe Khumalo, Zaynab Essack and Candice Groenewald 6. Using Drawings to Explore Sexual Violence with Orphaned Youth in and around a Township Secondary School in South Africa Ndumiso Daluxolo Ngidi and Relebohile Moletsane 7. Using Participatory Visual Methodologies to Engage Secondary School Learners in Addressing Sexual and Reproductive Health Issues Brian B. Sibeko and Samkelisiwe F. Luthuli Part 2: Engaging Images 8. Seeing Things: Schoolgirls in a Rural Setting Using Visual Artefacts to Initiate Dialogue about Resisting Sexual Violence Marianne Adam and Naydene de Lange 9. (Ad)Dressing Sexual Violence: Girls and Young Women Creatively Resisting through Dress María Ezcurra and Claudia Mitchell 10. Affective Possibilities for Addressing Sexual Violence through Art: Reflections across Two Sites Pamela Lamb 11. In Contrast: Media Coverage and Annie Pootoogook’s Drawings of Sexual Violence and Sexual Happiness Haidee Smith Lefebvre 12. Curating Children’s Drawings: Exploring Methods and Tensions in Children’s Depictions of Sexual Violence Fatima Khan Part 3: Reflections and Re-Imaginings 13. A Collective Triologue on Sexualised Violence and Indigenous Women Marnina Gonick, Veronica Gore and Lisa Christmas 14. Girls and Young Women Creatively Addressing Sexual Violence Online: Exploring the Successes, Challenges, and Possibilities Laurel Hart 15. How We See It: What Can Girls and Young Women Learn from National and Transnational Dialogue about Sexual Violence Bongiwe Maome 16. Methodological Reflections on a Visual Participatory Study on Resilience Processes of African Girls with a History of Child Sexual Abuse Sadiyya Haffejee, Twinky Banda and Linda Theron 17. Unsettling: Musings on Ten Years of Collaborations with Indigenous Youth as a White Settler Scholar Sarah Flicker List of Contributors Index
£44.46
Brill Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence
Book SynopsisMuch has been written in Canada and South Africa about sexual violence in the context of colonial legacies, particularly for Indigenous girls and young women. While both countries have attempted to deal with the past through Truth and Reconciliation Commissions and Canada has embarked upon its National Inquiry on Missing and Murdered Indigenous Women and Girls, there remains a great deal left to do. Across the two countries, history, legislation and the lived experiences of young people, and especially girls and young women point to a deeply rooted situation of marginalization. Violence on girls’ and women’s bodies also reflects violence on the land and especially issues of dispossession. What approaches and methods would make it possible for girls and young women, as knowers and actors, especially those who are the most marginalized, to influence social policy and social change in the context of sexual violence? Taken as a whole, the chapters in Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence which come out of a transnational study on sexual violence suggest a new legacy, one that is based on methodologies that seek to disrupt colonial legacies, by privileging speaking up and speaking back through the arts and visual practice to challenge the situation of sexual violence. At the same time, the fact that so many of the authors of the various chapters are themselves Indigenous young people from either Canada or South Africa also suggests a new legacy of leadership for change.Table of ContentsAcknowledgements List of Figures and Tables The Life You Stole Hannah Batiste 1. Disrupting Shameful Legacies: Girls and Young Women Speak Back through the Arts to Address Sexual Violence Claudia Mitchell and Relebohile Moletsane Part 1: What’s Engagement Got to Do with It? 2. Sisters Rising: Shape Shifting Settler Violence through Art and Land Retellings Sandrina De Finney, Shantelle Moreno, Anna Chadwick, Chantal Adams, Shezell-Rae Sam, Angela Scott and Nicole Land 3. “Just Don’t Change Anything”: Engaging Girls in Participatory Visual Research to Address Sexual Violence in Rural South Africa Astrid Treffry-Goatley, Relebohile Moletsane and Lisa Wiebesiek 4. “We Are Strong. We Are Beautiful. We Are Smart. We Are Iskwew”: Saskatoon Indigenous Girls Use Cellphilms to Speak Back to Gender-Based Violence Jennifer Altenberg, Sarah Flicker, Katie MacEntee and Kari-Dawn Wuttunee 5. Pictures Speak for Themselves: Youth Engaging through Photovoice to Describe Sexual Violence in Their Community Ndumiso Daluxolo Ngidi, Sinakekelwe Khumalo, Zaynab Essack and Candice Groenewald 6. Using Drawings to Explore Sexual Violence with Orphaned Youth in and around a Township Secondary School in South Africa Ndumiso Daluxolo Ngidi and Relebohile Moletsane 7. Using Participatory Visual Methodologies to Engage Secondary School Learners in Addressing Sexual and Reproductive Health Issues Brian B. Sibeko and Samkelisiwe F. Luthuli Part 2: Engaging Images 8. Seeing Things: Schoolgirls in a Rural Setting Using Visual Artefacts to Initiate Dialogue about Resisting Sexual Violence Marianne Adam and Naydene de Lange 9. (Ad)Dressing Sexual Violence: Girls and Young Women Creatively Resisting through Dress María Ezcurra and Claudia Mitchell 10. Affective Possibilities for Addressing Sexual Violence through Art: Reflections across Two Sites Pamela Lamb 11. In Contrast: Media Coverage and Annie Pootoogook’s Drawings of Sexual Violence and Sexual Happiness Haidee Smith Lefebvre 12. Curating Children’s Drawings: Exploring Methods and Tensions in Children’s Depictions of Sexual Violence Fatima Khan Part 3: Reflections and Re-Imaginings 13. A Collective Triologue on Sexualised Violence and Indigenous Women Marnina Gonick, Veronica Gore and Lisa Christmas 14. Girls and Young Women Creatively Addressing Sexual Violence Online: Exploring the Successes, Challenges, and Possibilities Laurel Hart 15. How We See It: What Can Girls and Young Women Learn from National and Transnational Dialogue about Sexual Violence Bongiwe Maome 16. Methodological Reflections on a Visual Participatory Study on Resilience Processes of African Girls with a History of Child Sexual Abuse Sadiyya Haffejee, Twinky Banda and Linda Theron 17. Unsettling: Musings on Ten Years of Collaborations with Indigenous Youth as a White Settler Scholar Sarah Flicker List of Contributors Index
£104.80
Brill Places of Privilege: Interdisciplinary Perspectives on Identities, Change and Resistance
Book SynopsisPlaces of Privilege examines dynamics of privilege and power in the construction of place in a period of the rapid social transformation of places, borders and boundaries. Drawing on inter-disciplinary perspectives, the book examines place as a site for the making and re-making of privilege, while considering new meanings of community, and examining spaces for cultural identity and resistance. Chapters point to a range of conceptual resources that can be utilised to produce critical analyses of place-making. As the authors point out, power and privilege shape place but these dynamics are in turn shaped by the specific place based histories and social dynamics within which they are located. Contributors are: Lutfiye Ali, Alison M. Baker, Paola Bilbrough, Tony Birch, Jora Broerse, Sally Clark, Josephine Cornell, Yon Hsu, Lou Iaquinto, Karen Jackson, Shose Kessi, Rebecca Lyons, Chris McConville, Nicole Oke, Amy Quayle, Alexandra Ramirez, Kopano Ratele, Christopher C. Sonn, and Ramón Spaaij.Table of ContentsAcknowledgements List of Figures and Tables 1. Introduction to Places of Privilege Nicole Oke, Christopher C. Sonn and Alison M. Baker Part 1: Place, Power and Boundary Making 2. Colombian Berraquera: Personal and Cultural Experiences on the Journey from Displacement to Belonging Alexandra Ramírez 3. Reconstructing the Transit Experience: A Case Study of Community Development from Cisarua Sally Clark 4. The Unlimited Refugee: The Politics of Race and Refugee-Ness in Two Screen Representations of Sudanese Australians Paola Bilbrough 5. A Conversation between Normal & Abnormal Lou Iaquinto Part 2: Place-Making – Privileges of Culture and Identity 6. Exploring Meanings and Practices of Indigenous Placemaking in Melbourne’s West Christopher C. Sonn, Karen Jackson and Rebecca Lyons 7. Sport and the Politics of Belonging: The Experiences of Australian and Dutch Somalis Ramón Spaaij and Jora Broerse 8. Gentrification: Power and Privilege in Footscray Chris McConville and Nicole Oke 9. ‘We’ve Seen the End of the World and We Don’t Accept It’: Protection of Indigenous Country and Climate Justice Tony Birch Part 3: Place, Privilege and Social Settings 10. Eating Chinese in White Suburbia: Palatable Exoticism for Home and Belonging Yon Hsu 11. Dynamics of Privilege, Identity and Resistance at a Historically White University: A Photovoice Study of Exclusionary Institutional Culture Josephine Cornell, Shose Kessi and Kopano Ratele 12. Reflexivities of Discomfort: Unsettling Subjectivities in and through Research Alison M. Baker, Amy Quayle and Lutfiye Ali Notes on Contributors Index
£38.40
Brill Places of Privilege: Interdisciplinary Perspectives on Identities, Change and Resistance
Book SynopsisPlaces of Privilege examines dynamics of privilege and power in the construction of place in a period of the rapid social transformation of places, borders and boundaries. Drawing on inter-disciplinary perspectives, the book examines place as a site for the making and re-making of privilege, while considering new meanings of community, and examining spaces for cultural identity and resistance. Chapters point to a range of conceptual resources that can be utilised to produce critical analyses of place-making. As the authors point out, power and privilege shape place but these dynamics are in turn shaped by the specific place based histories and social dynamics within which they are located. Contributors are: Lutfiye Ali, Alison M. Baker, Paola Bilbrough, Tony Birch, Jora Broerse, Sally Clark, Josephine Cornell, Yon Hsu, Lou Iaquinto, Karen Jackson, Shose Kessi, Rebecca Lyons, Chris McConville, Nicole Oke, Amy Quayle, Alexandra Ramirez, Kopano Ratele, Christopher C. Sonn, and Ramón Spaaij.Table of ContentsAcknowledgements List of Figures and Tables 1. Introduction to Places of Privilege Nicole Oke, Christopher C. Sonn and Alison M. Baker Part 1: Place, Power and Boundary Making 2. Colombian Berraquera: Personal and Cultural Experiences on the Journey from Displacement to Belonging Alexandra Ramírez 3. Reconstructing the Transit Experience: A Case Study of Community Development from Cisarua Sally Clark 4. The Unlimited Refugee: The Politics of Race and Refugee-Ness in Two Screen Representations of Sudanese Australians Paola Bilbrough 5. A Conversation between Normal & Abnormal Lou Iaquinto Part 2: Place-Making – Privileges of Culture and Identity 6. Exploring Meanings and Practices of Indigenous Placemaking in Melbourne’s West Christopher C. Sonn, Karen Jackson and Rebecca Lyons 7. Sport and the Politics of Belonging: The Experiences of Australian and Dutch Somalis Ramón Spaaij and Jora Broerse 8. Gentrification: Power and Privilege in Footscray Chris McConville and Nicole Oke 9. ‘We’ve Seen the End of the World and We Don’t Accept It’: Protection of Indigenous Country and Climate Justice Tony Birch Part 3: Place, Privilege and Social Settings 10. Eating Chinese in White Suburbia: Palatable Exoticism for Home and Belonging Yon Hsu 11. Dynamics of Privilege, Identity and Resistance at a Historically White University: A Photovoice Study of Exclusionary Institutional Culture Josephine Cornell, Shose Kessi and Kopano Ratele 12. Reflexivities of Discomfort: Unsettling Subjectivities in and through Research Alison M. Baker, Amy Quayle and Lutfiye Ali Notes on Contributors Index
£104.80
Brill Global Citizenship, Common Wealth and Uncommon Citizenships
Book SynopsisThis set of essays critically analyze global citizenship by bringing together leading ideas about citizenship and the commons in this time that both needs and resists a global perspective on issues and relations. Education plays a significant role in how we come to address these issues and this volume will contribute to ensuring that equity, global citizenship, and the common wealth provide platforms from which we might engage in transformational, collective work.Table of Contents1. Global Citizenship, Common Wealth, and Uncommon Citizenships: An Introduction Lynette Shultz and Thashika Pillay 2. The Contradictions of International Education and International Development: Counter-Eurocentric Perspectives Ali A. Abdi 3. Aboriginal Women, Uncommon Citizens Marlene E. McKay 4. Cycles of Learning and Unlearning through Literary Study: Reading Marginalized Experience Narratives for Critical Global Citizenship Education Carrie Karsgaard 5. The Scholarship of Engagement: Moving Higher Education from Isolated Islands to an Inclusive Space Grace Rwiza and Chouaib El Bouhali 6. Seeking “Global Citizenship” in Graduate Library and Information Studies Education Toni Samek and Christina Palech 7. The Role of Host Villages in Fostering Cosmopolitan Values among ISL Participants Harry Smaller, Michael O’Sullivan, Xochilt Hernández and Ashley Rerrie 8. Security in a World of Strangers: Exploring the Lived Meaning of Help Giving to International Students Derek Tannis 9. Southern Struggles over “Knowing” and Their Significance for the Politics of Global Citizenship Crain Soudien 10. Dance for Change: Seeking Tribal Citizenship and Identity Karen J. Pheasant-Neganigwane 11. Global Citizenship Education as a UNESCO Key Theme: More of the Same or Opportunities for Thinking ‘Otherwise’? Karen Pashby 12. Citizenship and Education for Adult Newcomers Sung Kyung Ahn 13. Transgressive Learning: Journey to Becoming Ecocentric Irene Friesen Wolfstone About the Contributors Index
£49.40
Brill Global Citizenship, Common Wealth and Uncommon Citizenships
Book SynopsisThis set of essays critically analyze global citizenship by bringing together leading ideas about citizenship and the commons in this time that both needs and resists a global perspective on issues and relations. Education plays a significant role in how we come to address these issues and this volume will contribute to ensuring that equity, global citizenship, and the common wealth provide platforms from which we might engage in transformational, collective work.Table of Contents1. Global Citizenship, Common Wealth, and Uncommon Citizenships: An Introduction Lynette Shultz and Thashika Pillay 2. The Contradictions of International Education and International Development: Counter-Eurocentric Perspectives Ali A. Abdi 3. Aboriginal Women, Uncommon Citizens Marlene E. McKay 4. Cycles of Learning and Unlearning through Literary Study: Reading Marginalized Experience Narratives for Critical Global Citizenship Education Carrie Karsgaard 5. The Scholarship of Engagement: Moving Higher Education from Isolated Islands to an Inclusive Space Grace Rwiza and Chouaib El Bouhali 6. Seeking “Global Citizenship” in Graduate Library and Information Studies Education Toni Samek and Christina Palech 7. The Role of Host Villages in Fostering Cosmopolitan Values among ISL Participants Harry Smaller, Michael O’Sullivan, Xochilt Hernández and Ashley Rerrie 8. Security in a World of Strangers: Exploring the Lived Meaning of Help Giving to International Students Derek Tannis 9. Southern Struggles over “Knowing” and Their Significance for the Politics of Global Citizenship Crain Soudien 10. Dance for Change: Seeking Tribal Citizenship and Identity Karen J. Pheasant-Neganigwane 11. Global Citizenship Education as a UNESCO Key Theme: More of the Same or Opportunities for Thinking ‘Otherwise’? Karen Pashby 12. Citizenship and Education for Adult Newcomers Sung Kyung Ahn 13. Transgressive Learning: Journey to Becoming Ecocentric Irene Friesen Wolfstone About the Contributors Index
£104.00
Brill They’re Called the “Throwaways”: Children in Special Education Using Artmaking for Social Change
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
£42.40
Brill They’re Called the “Throwaways”: Children in
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
£100.00
Brill Reel Big Bullies: Teaching to the Problem
Book SynopsisTalk with students about bullying in their schools/communities and three themes are likely to emerge: a) there’s nothing anyone can do about it, b) bullying is necessary as it builds character, and c) there needs to be more educational programming in the schools designed to curb bullying behavior. Contrast those sentiments with the helplessness teachers and administrators feel. Many will tell you that current state and federal guidelines tie their hands until after an incident occurs. In other words, a student must get hurt before the school is able to do anything. Reel Big Bullies is designed for regular anti-bullying campaigns and will not cost struggling districts thousands of dollars to implement as it provides teachers with educational resources to complement regular instruction in classrooms. Using clips from Hollywood blockbusters like Knocked Up, The Emperor’s New Groove, The Benchwarmers and others, Reel Big Bullies is designed to help students, administrators, teachers and counselors create a safer school environment for all students. It is also intended to help all students understand the terrible toll bullying can take on its targets, and to encourage students to stand up for their classmates who are being bullied. The book’s framework follows the three themes above and discusses the pertinent legal and policy decisions affecting educational intervention. With the already busy (overwhelmed) teacher in mind, we describe nearly 200 film clips teachers can show in class to promote and spark discussions with students in middle and high schools.Table of ContentsForeword Preface 1 Bully: Introduction 2 Read It and Weep: Stats about Bullying 3 Dazed & Confused: Defining Bullying 4 The Little Rascals: Memorable Movie Bullies 5 See No Evil, Hear No Evil: Changing Bystander Attitudes 6 Dangerous Minds: Prevailing Attitudes about Bullying Culture 7 It’s a Mad, Mad, Mad World: Mean World Syndrome (Media Effects) 8 Advise & Consent: Legal Policy and Bullying 9 Lean on Me: The Role of the Teacher as Intervener 10 The Big Short: Film Clips for Instructional Use 11 This Is the End: Conclusion
£27.20
Brill Fostering a Relational Pedagogy: Self-Study as Transformative Praxis
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
£39.05
Brill Harnessing the Transformative Power of Education
Book SynopsisThe transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the ‘problems’ of education. This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives. Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of ‘transformation’ to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all. Its contributors include not only scholars, but also professional experts and young people. The book’s aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education.Table of ContentsForeword Frances Underwood List of Figures and Tables Notes on Contributors 1 The Transformative Potential of Education Becky Shelley, Kitty te Riele, Natalie Brown and Jodee Wilson PART 1: Themes and Concepts Vignette A: Learning Outside School Ellie Kearnes, Denise Delphin and Tristam Fitzallen (with Tess Crellin) 2 Lateral Violence in Aboriginal Communities: From Awareness to Transformations Yvonne Clark and Karen Glover 3 Building Strong and Supportive Communities: Developing a Child Standpoint Sharon Bessell 4 What Do We Really Mean by Educational Attainment? Katrina Beams and Natalie Brown PART 2: Enabling Success in Learning Vignette B: Exploring Successful Learning with Lucas and Lily: What Can a School-University Partnership Offer to Enhance the Education of Senior Secondary Students and Prepare Them for What’s Next in Their Learning? Jess Woodroffe, Tom Viney, Michael Craw, Lily Spencer and Lucas Long 5 Using the Practice of Statistics to Design Students’ Experiences in STEM Education Noleine Fitzallen and Jane Watson 6 Pedagogies in Science Education for Social Justice Barbara Kameniar and Jacinta Duncan 7 A Framework for Quality Flexible Learning Programs Kitty te Riele PART 3: Identity, Well-Being and Learning Vignette C: Students as Agents of Change Brodie Kennedy, Sophie Reid and Sue Stack 8 Learning with the Children’s University Becky Shelley, Georgia Sutton and Karen Eyles 9 Beyond Me-Ism: Teamwork, Team Building and Cooperation in Flexible Learning Environments Fiona MacDonald, Bethany Easton and Dorothy Bottrell 10 The Transformative Power of Gratitude in Education Kerry Howells 11 Passport to Better Health and Education Outcomes for Tasmania’s Children Andrew P. Hills, Megan Gibson and Trevor Brown 12 HealthLit4Kids: Building Health Literacy from the School Ground Up Rose Nash, Shandell Elmer and Richard Osborne PART 4: Collaboration and Partnership Vignette D: The Power of Collaboration and Partnership: Stories of the Brooker Highway Emily Bullock and Kate Gross 13 The Spatialities of School-Parent-Community Engagement Elaine Stratford, Sue Kilpatrick, Robin Katersky Barnes, Gemma Burns and Sarah Fischer 14 Enabling the Work of Flexible and Inclusive Learning Providers through Collaboration, Partnerships and Networks Louisa Ellum 15 Transforming Trajectories for Disadvantaged Young Children: Lessons from Tasmania’s Child and Family Centres Nick Hopwood 16 Cultivating Professional Learning Partnerships in Tasmania Abbey MacDonald and Katie Wightman Afterword Julian Sefton-Green Index
£119.20
Brill Fostering a Relational Pedagogy: Self-Study as
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
£104.00