Moral and social purpose of education Books

Book SynopsisWhat does it look like to let go of Whiteness? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the explosive Unhooking from Whiteness: Resisting the Esprit de Corps, editors Hartlep and Hayes continued the conversation they began in 2013 with Unhooking from Whiteness: The Key to Dismantling Racism in the United States. This third and final volume focuses on the writers' processes to let go of the pathology of Whiteness. The contributors in this book have once again come from an intersection of races, ethnicities, sexual identities and gender identities and includes conversations across these multiple intersections. The editors move from prepared précises on multicultural education toward actionable conversations that drive social justice agendas and have the power to eliminate educational inequities.Table of ContentsPreface: Unhooking from Whiteness: #BlackLivesMatter!  Issac Carter About the Cover: Cruising the Political Landscape in 1992 Los Angeles  Luis-Genaro Garcia List of Figures and Tables About the Contributors Prologue: Corpus Delecti  Lasana D. Kazembe 1 Unhooking from Whiteness: Beginning the Journey  Cleveland Hayes, Issac Carter and Kathy Elderson 2 Decivilization in the Trump Error: A Call for Humanity without the Whiteness of Man  Issac Carter 3 Four Domains of Benefiting from Racism: A Multi-Year Autoethnography of a High School Student Exchange  Andrew J. Schiera 4 Loving Blackness to Dismantle Whiteness: On Pushing Ideals of Social Justice to Unhook from Whiteness  Brenda Juarez Harris 5 Gay Is Not the New Black: Decentering Whiteness in the Quest for Equality  Cleveland Hayes 6 The Least Racist White Person in the Room: Towards Critical Authenticity  Dennis L. Rudnick 7 I Must Confront What Is Uncomfortable  Adonay Montes 8 Diversity Bang: Who Benefits from Interest Convergence in Higher Ed?  Naomi W. Nishi 9 Defecting from Whiteness: Coalescing toward Liberation  Zachary S. Ritter and Kenneth R. Roth 10 “Hey, I Live There!”: Unpacking Environmental Justice Education and Whiteness in a Rust Belt City  Monica L. Miles, Kate Haq and Eve Shippens 11 Complicating the Ally/Enemy Dichotomy: White Teachers, Critical Whiteness, and Racial Justice Identifications  Jamie Utt 12 The Enemy Is White Supremacy: How South Korea and China Got Hooked  Hannah R. Stohry, Jing Tan and Brittany A. Aronson 13 Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking  Cristina Santamaría Graff and Josh Manlove 14 Your Whiteness Is Showing, and Yes, It Is Racist: How Whites Stay in the Dark  Jared J. Aldern and Peter M. Newlove 15 There Is No Turning Back  Kathy Elderson Afterword  Nicholas D. Hartlep Index

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Book SynopsisWhat does it look like to let go of Whiteness? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the explosive Unhooking from Whiteness: Resisting the Esprit de Corps, editors Hartlep and Hayes continued the conversation they began in 2013 with Unhooking from Whiteness: The Key to Dismantling Racism in the United States. This third and final volume focuses on the writers' processes to let go of the pathology of Whiteness. The contributors in this book have once again come from an intersection of races, ethnicities, sexual identities and gender identities and includes conversations across these multiple intersections. The editors move from prepared précises on multicultural education toward actionable conversations that drive social justice agendas and have the power to eliminate educational inequities.Table of ContentsPreface: Unhooking from Whiteness: #BlackLivesMatter!  Issac Carter About the Cover: Cruising the Political Landscape in 1992 Los Angeles  Luis-Genaro Garcia List of Figures and Tables About the Contributors Prologue: Corpus Delecti  Lasana D. Kazembe 1 Unhooking from Whiteness: Beginning the Journey  Cleveland Hayes, Issac Carter and Kathy Elderson 2 Decivilization in the Trump Error: A Call for Humanity without the Whiteness of Man  Issac Carter 3 Four Domains of Benefiting from Racism: A Multi-Year Autoethnography of a High School Student Exchange  Andrew J. Schiera 4 Loving Blackness to Dismantle Whiteness: On Pushing Ideals of Social Justice to Unhook from Whiteness  Brenda Juarez Harris 5 Gay Is Not the New Black: Decentering Whiteness in the Quest for Equality  Cleveland Hayes 6 The Least Racist White Person in the Room: Towards Critical Authenticity  Dennis L. Rudnick 7 I Must Confront What Is Uncomfortable  Adonay Montes 8 Diversity Bang: Who Benefits from Interest Convergence in Higher Ed?  Naomi W. Nishi 9 Defecting from Whiteness: Coalescing toward Liberation  Zachary S. Ritter and Kenneth R. Roth 10 “Hey, I Live There!”: Unpacking Environmental Justice Education and Whiteness in a Rust Belt City  Monica L. Miles, Kate Haq and Eve Shippens 11 Complicating the Ally/Enemy Dichotomy: White Teachers, Critical Whiteness, and Racial Justice Identifications  Jamie Utt 12 The Enemy Is White Supremacy: How South Korea and China Got Hooked  Hannah R. Stohry, Jing Tan and Brittany A. Aronson 13 Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking  Cristina Santamaría Graff and Josh Manlove 14 Your Whiteness Is Showing, and Yes, It Is Racist: How Whites Stay in the Dark  Jared J. Aldern and Peter M. Newlove 15 There Is No Turning Back  Kathy Elderson Afterword  Nicholas D. Hartlep Index

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Book SynopsisAt a time when universities demand immediate and quantifiable impacts of scholarship, the voices of research participants become secondary to impact factors and the volume of research produced. Moreover, what counts as research within the academy constrains practices and methods that may more authentically articulate the phenomena being studied. When external forces limit methodological practices, research innovation slows and homogenizes. This book aims to address the methodological, interpretive, ethical/procedural challenges and tensions within theatre-based research with a goal of elevating our field’s research practice and inquiry. Each chapter embraces various methodologies, positionalities and examples of mediation by inviting two or more leading researchers to interrogated each other’s work and, in so doing, highlighted current debates and practices in theatre-based research. Topics include: ethics, method, audience, purpose, mediation, form, aesthetics, voice, data generation, and research participants. Each chapter frames a critical dialogue between researchers that take multiple forms (dialogic interlude, research conversation, dramatic narrative, duologue, poetic exchange, etc.).Trade Review"Drama Research Methods: Provocations of Practice is an outstanding and important book. This engaging, well-crafted, and highly original collection makes significant contributions to performance studies and arts-based research. It is a must-read for anyone interested in how theatre arts can merge with teaching and research practices. I applaud the editors and contributors. Bravo!" - Patricia Leavy, PhD, author of Method Meets Art (Guilford Publications, 2009) and Low-Fat Love (Sense, 2015) "What the reader comes away with [after reading this book] is an unusual peek behind the curtain of arts-based educational research (…) In Drama Research Methods, the editors crafted a text that had a clear intention – there would be no more hero narratives or success stories, which so frequently pervade educational drama research publications (202). (…) Duffy, Hatton, and Sallis have effectively closed the circle, marrying methods and practice in a way that more accurately reflects the field." - Jonathan P. Jones in Research in Drama Education: The Journal of Applied Theatre and Performance (2021).Table of ContentsForeword: The Both/and of Performance Research  Anne M. Harris Introduction Part 1: Provocations of Design 1. Touchstones of Practice: Consideration from the Theatre Workshop Floor  George Belliveau and Christine Sinclair 2. Act-ive P-art-icipation: Social Inclusion and Drama Research  Jo Raphael and Kelly Freebody 3. Learning on the Ground: How Our Research Stories Teach Us about Ethics  Kathleen Gallagher and Richard Sallis Part 2: Provocations of Method 4. A Research Tango in Three Moves: Gendering the Drama Research Space  Christine Hatton and Richard Sallis 5. Three Arts Based Researchers Walk into a Forum: A Conversation on the Opportunities and Challenges in Embodied and Performed Research  Nisha Sajnani, Richard Sallis and Joe Salvatore 6. Surrender, Pedagogy Ambiguity, Research and Impossibility: Cats @ Play  Joe Norris, Lynn Fels and Yasmine Kandil 7. Participation in Participatory Drama-Based Research  Diane Conrad and Janinka Greenwood Part 3: Provocations of representation 8. How Do Culture and Power Work in and through Drama Research?: An e-Conversation Between  Selina Busby and Brian S. Heap 9. Representation, Authenticity and the Graphic Novel in Arts Education Inquiry: Transubstantiating Research  Robin Pascoe and Peter R. Wright 10. Defiant Bodies: A Punk Rock Crip Queer Cabaret: Cripping and Queering Emancipatory Disability Research  Emma Selwyn and Liselle Terret Part 4: Provocations of practice 11. We Need to Talk about Theory: Rethinking the Theory/Practice Dichotomy in Pursuit of Rigour in Drama Research  Helen Cahill, Viv Aitken and Christine Hatton 12. The Stories That Made Us: A Duoethnography on Becoming Reflective Drama Researchers  Christine Hatton and Peter Duffy 13. Research and Its Impact: A Dramatic Cyber-Dialogue in Three Scenes  John O’Toole and Peter Duffy 14. Lessons Learned: Provocations of Practice  Allison Anders, Peter Duffy, Christine Hatton and Richard Sallis 15. Afterword: Well Begun Is Half Done  Brad Haseman

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Book SynopsisAt a time when universities demand immediate and quantifiable impacts of scholarship, the voices of research participants become secondary to impact factors and the volume of research produced. Moreover, what counts as research within the academy constrains practices and methods that may more authentically articulate the phenomena being studied. When external forces limit methodological practices, research innovation slows and homogenizes. This book aims to address the methodological, interpretive, ethical/procedural challenges and tensions within theatre-based research with a goal of elevating our field’s research practice and inquiry. Each chapter embraces various methodologies, positionalities and examples of mediation by inviting two or more leading researchers to interrogated each other’s work and, in so doing, highlighted current debates and practices in theatre-based research. Topics include: ethics, method, audience, purpose, mediation, form, aesthetics, voice, data generation, and research participants. Each chapter frames a critical dialogue between researchers that take multiple forms (dialogic interlude, research conversation, dramatic narrative, duologue, poetic exchange, etc.).Trade Review"Drama Research Methods: Provocations of Practice is an outstanding and important book. This engaging, well-crafted, and highly original collection makes significant contributions to performance studies and arts-based research. It is a must-read for anyone interested in how theatre arts can merge with teaching and research practices. I applaud the editors and contributors. Bravo!" - Patricia Leavy, PhD, author of Method Meets Art (Guilford Publications, 2009) and Low-Fat Love (Sense, 2015) "What the reader comes away with [after reading this book] is an unusual peek behind the curtain of arts-based educational research (…) In Drama Research Methods, the editors crafted a text that had a clear intention – there would be no more hero narratives or success stories, which so frequently pervade educational drama research publications (202). (…) Duffy, Hatton, and Sallis have effectively closed the circle, marrying methods and practice in a way that more accurately reflects the field." - Jonathan P. Jones in Research in Drama Education: The Journal of Applied Theatre and Performance (2021).Table of ContentsForeword: The Both/and of Performance Research  Anne M. Harris Introduction Part 1: Provocations of Design 1. Touchstones of Practice: Consideration from the Theatre Workshop Floor  George Belliveau and Christine Sinclair 2. Act-ive P-art-icipation: Social Inclusion and Drama Research  Jo Raphael and Kelly Freebody 3. Learning on the Ground: How Our Research Stories Teach Us about Ethics  Kathleen Gallagher and Richard Sallis Part 2: Provocations of Method 4. A Research Tango in Three Moves: Gendering the Drama Research Space  Christine Hatton and Richard Sallis 5. Three Arts Based Researchers Walk into a Forum: A Conversation on the Opportunities and Challenges in Embodied and Performed Research  Nisha Sajnani, Richard Sallis and Joe Salvatore 6. Surrender, Pedagogy Ambiguity, Research and Impossibility: Cats @ Play  Joe Norris, Lynn Fels and Yasmine Kandil 7. Participation in Participatory Drama-Based Research  Diane Conrad and Janinka Greenwood Part 3: Provocations of representation 8. How Do Culture and Power Work in and through Drama Research?: An e-Conversation Between  Selina Busby and Brian S. Heap 9. Representation, Authenticity and the Graphic Novel in Arts Education Inquiry: Transubstantiating Research  Robin Pascoe and Peter R. Wright 10. Defiant Bodies: A Punk Rock Crip Queer Cabaret: Cripping and Queering Emancipatory Disability Research  Emma Selwyn and Liselle Terret Part 4: Provocations of practice 11. We Need to Talk about Theory: Rethinking the Theory/Practice Dichotomy in Pursuit of Rigour in Drama Research  Helen Cahill, Viv Aitken and Christine Hatton 12. The Stories That Made Us: A Duoethnography on Becoming Reflective Drama Researchers  Christine Hatton and Peter Duffy 13. Research and Its Impact: A Dramatic Cyber-Dialogue in Three Scenes  John O’Toole and Peter Duffy 14. Lessons Learned: Provocations of Practice  Allison Anders, Peter Duffy, Christine Hatton and Richard Sallis 15. Afterword: Well Begun Is Half Done  Brad Haseman

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Book SynopsisCritical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions). Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education. Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.Table of ContentsFigures and Tables 1. Bold Visions for Science Education  Kenneth Tobin and Lynn Bryan 2. Mind the Gap between Science, Teaching and Education  Glauco Silva, Marcília Barcellos and Elisabeth Souza 3. Teaching Science in Times of Crisis  S. Lizette Ramos De Robles and Alejandro J. Gallard Martínez 4. I Know What I Want to Teach But How Can I Know What They Are Going to Learn?  Ralph Levinson 5. Adventures in Cheeseworld  Mitch Bleier and Ashley N. Morton 6. Exploring the Transformative Potential of Experiential Learning  Sonya N. Martin and Da Yeon Kang 7. Taking a Risk  Leah D. Pride 8. Creative Critical Inquiry  Jennifer D. Adams 9. The Engagement of Community Stakeholders in School Science Education  Arnau Amat 10. Examining the Mediation of Power in Informal Environments  Geeta Verma, Anton Puvirajah and Helen Douglass 11. Innovation to What End? Makerspaces as Sites for Science Education  Michael Tan 12. Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia  Chantal Pouliot 13. Science Education as a Material Issue? Exploring the Role of Materiality in Science Education through the Lens of Bradian Theory  Colin Hennessy Elliott, Shruti Krishnamoorthy, Catherine Milne and Kathryn Scantlebury 14. Emotion Work at the Frontline of STEM Teaching: Burning out and Turning Away  ALberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan McKenzie 15. Science Education Researcher as Consultant-Researcher: A Critical Reflection of the Nature of Science Education Research in Japan  Masakata Ogawa 16. Science Education  Shakhnoza Kayumova, Lucy Avraamidou and Jennifer D. Adams Index

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Book SynopsisCritical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions). Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education. Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.Table of ContentsFigures and Tables 1. Bold Visions for Science Education  Kenneth Tobin and Lynn Bryan 2. Mind the Gap between Science, Teaching and Education  Glauco Silva, Marcília Barcellos and Elisabeth Souza 3. Teaching Science in Times of Crisis  S. Lizette Ramos De Robles and Alejandro J. Gallard Martínez 4. I Know What I Want to Teach But How Can I Know What They Are Going to Learn?  Ralph Levinson 5. Adventures in Cheeseworld  Mitch Bleier and Ashley N. Morton 6. Exploring the Transformative Potential of Experiential Learning  Sonya N. Martin and Da Yeon Kang 7. Taking a Risk  Leah D. Pride 8. Creative Critical Inquiry  Jennifer D. Adams 9. The Engagement of Community Stakeholders in School Science Education  Arnau Amat 10. Examining the Mediation of Power in Informal Environments  Geeta Verma, Anton Puvirajah and Helen Douglass 11. Innovation to What End? Makerspaces as Sites for Science Education  Michael Tan 12. Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia  Chantal Pouliot 13. Science Education as a Material Issue? Exploring the Role of Materiality in Science Education through the Lens of Bradian Theory  Colin Hennessy Elliott, Shruti Krishnamoorthy, Catherine Milne and Kathryn Scantlebury 14. Emotion Work at the Frontline of STEM Teaching: Burning out and Turning Away  ALberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan McKenzie 15. Science Education Researcher as Consultant-Researcher: A Critical Reflection of the Nature of Science Education Research in Japan  Masakata Ogawa 16. Science Education  Shakhnoza Kayumova, Lucy Avraamidou and Jennifer D. Adams Index

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Book SynopsisWho’s in? Who’s out? Who decides? What are we going to do about inclusive education? What kind of world do we want our children to live in? How might education help us to achieve that vision for our children? In Who’s In? Who’s Out? What to Do about Inclusive Education, a group of respected international scholars come together to think about education at a momentous time in global history, where the world has fractured, people are displaced and we search for new research, education programmes and political leadership to restore social cohesion and rebuild school systems that may claim to be an apprenticeship in democracy. This book highlights the challenges inclusive education researchers take on in working to dismantle barriers involving access, presence, participation and success in education. Contributors include: Elga Andriana, Michael Apple, Ann Cheryl Armstrong, Marnie Best, Roseanna Bourke, Jenni Carter, Kathy Cologon, Tim Corcoran, Deborah Crossing, Simona D’Alessio, Rosemary Ann du Plessis, David Evans, Lani Florian, Cameron Forrest, Christine Grima-Farrell, Bjørn F. Hamre, Leechin Heng, Amitya Kumara, Bindi MacGill, Laisiasa Merumeru, John Munro, Patricia O’Brien, John O’Neill, Sulochini Pather, Deborah Price, Merelesita Qeleni, Kathleen Quinlivan, Puti Ayu Setiani, Peta Skujins, Roger Slee, John Stanwick, and Peter Walker.Table of ContentsAcknowledgments Notes on Contributors 1. Who’s In? Who’s Out?  Marnie Best, Tim Corcoran and Roger Slee 2. Reflections on TIES: Why TIES 2017 Made a Difference  Michael W. Apple 3. Reflections on TIES: An Oasis to Engage  Lani Florian 4. Reflections on TIES: A Passion about Inclusion  Patricia O’Brien 5. Reflections on TIES: Eating an Elephant  Peter Walker 6. Inclusive Education in Italy and in Australia: Embracing Radical Epistemological Stances to Develop Inclusive Policies and Practices  Simona D’Alessio, Christine Grima-Farrell and Kathy Cologon 7. Inclusion and the Management of Diversity in the Danish Welfare State  Bjørn F. Hamre 8. ‘Working the Space’ towards the Vision of Inclusion from One Initial Teacher (ITE) Education Programme in Aotearoa, New Zealand  Leechin Heng, Kathleen Quinlivan and Rosemary Ann du Plessis 9. Fearless and Informal Learning: Challenging Inclusion  Roseanna Bourke and John O’neill 10. UDL to Support Learning in Gunung Kidul  David Evans, Elga Andriana, Puti Ayu Setiani and Amitya Kumara 11. Reconceptualising Support for Inclusive Education within the Pacific (A Sea of Islands): Exploring the Vaka  Ann Cheryl Armstrong, Merelesita Qeleni and Laisiasa Merumeru 12. Dilemmas in the Field – Doing Inclusive Education Elsewhere  Sulochini Pather and Roger Slee 13. Predictors and Consequences of Being Persistently Not in Employment Education or Training (NEET): Evidence from the Longitudinal Surveys of Australian Youth  Cameron Forrest, Peta Skujins and John Stanwick 14. Youthworx South Australia: Re-Engaging Youth in Learning and Employment through the Creative Art of Film-Making  Bindi MacGill, Jenni Carter and Deborah Price 15. Effective Inclusive Teaching Needs Synergistic Knowing and Learning  John Munro 16. Principles of Inclusion for Children and Students with Disability in Education and Care  Ministerial Advisory Committee: Children and Students with Disability (MAC: CSWD)

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Book SynopsisWho’s in? Who’s out? Who decides? What are we going to do about inclusive education? What kind of world do we want our children to live in? How might education help us to achieve that vision for our children? In Who’s In? Who’s Out? What to Do about Inclusive Education, a group of respected international scholars come together to think about education at a momentous time in global history, where the world has fractured, people are displaced and we search for new research, education programmes and political leadership to restore social cohesion and rebuild school systems that may claim to be an apprenticeship in democracy. This book highlights the challenges inclusive education researchers take on in working to dismantle barriers involving access, presence, participation and success in education. Contributors include: Elga Andriana, Michael Apple, Ann Cheryl Armstrong, Marnie Best, Roseanna Bourke, Jenni Carter, Kathy Cologon, Tim Corcoran, Deborah Crossing, Simona D’Alessio, Rosemary Ann du Plessis, David Evans, Lani Florian, Cameron Forrest, Christine Grima-Farrell, Bjørn F. Hamre, Leechin Heng, Amitya Kumara, Bindi MacGill, Laisiasa Merumeru, John Munro, Patricia O’Brien, John O’Neill, Sulochini Pather, Deborah Price, Merelesita Qeleni, Kathleen Quinlivan, Puti Ayu Setiani, Peta Skujins, Roger Slee, John Stanwick, and Peter Walker.Table of ContentsAcknowledgments Notes on Contributors 1. Who’s In? Who’s Out?  Marnie Best, Tim Corcoran and Roger Slee 2. Reflections on TIES: Why TIES 2017 Made a Difference  Michael W. Apple 3. Reflections on TIES: An Oasis to Engage  Lani Florian 4. Reflections on TIES: A Passion about Inclusion  Patricia O’Brien 5. Reflections on TIES: Eating an Elephant  Peter Walker 6. Inclusive Education in Italy and in Australia: Embracing Radical Epistemological Stances to Develop Inclusive Policies and Practices  Simona D’Alessio, Christine Grima-Farrell and Kathy Cologon 7. Inclusion and the Management of Diversity in the Danish Welfare State  Bjørn F. Hamre 8. ‘Working the Space’ towards the Vision of Inclusion from One Initial Teacher (ITE) Education Programme in Aotearoa, New Zealand  Leechin Heng, Kathleen Quinlivan and Rosemary Ann du Plessis 9. Fearless and Informal Learning: Challenging Inclusion  Roseanna Bourke and John O’neill 10. UDL to Support Learning in Gunung Kidul  David Evans, Elga Andriana, Puti Ayu Setiani and Amitya Kumara 11. Reconceptualising Support for Inclusive Education within the Pacific (A Sea of Islands): Exploring the Vaka  Ann Cheryl Armstrong, Merelesita Qeleni and Laisiasa Merumeru 12. Dilemmas in the Field – Doing Inclusive Education Elsewhere  Sulochini Pather and Roger Slee 13. Predictors and Consequences of Being Persistently Not in Employment Education or Training (NEET): Evidence from the Longitudinal Surveys of Australian Youth  Cameron Forrest, Peta Skujins and John Stanwick 14. Youthworx South Australia: Re-Engaging Youth in Learning and Employment through the Creative Art of Film-Making  Bindi MacGill, Jenni Carter and Deborah Price 15. Effective Inclusive Teaching Needs Synergistic Knowing and Learning  John Munro 16. Principles of Inclusion for Children and Students with Disability in Education and Care  Ministerial Advisory Committee: Children and Students with Disability (MAC: CSWD)

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Book SynopsisThe contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, and women. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Lamesha C. Brown, LaToya Brown, Altheria Caldera, Araceli Calderón, Marisa V. Cervantes, Joy Cobb, Raven K. Cokley, Francine R. Coston, Angela Gay, Josué R. López, Rebecca Morgan, Gloria A. Negrete-Lopez, Lisa S. Palacios, Takeshia Pierre, Alejandra I. Ramírez, Matt Reid, Ebony Russ, Jaye Sablan, Travis Smith, Phitsamay S. Uy, Jane A. Van Galen, Jason K. Wallace and Lin Wu.Table of ContentsList of Figures Notes on Contributors Introduction: Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power  Jaye Sablan and Jane Van Galen 1 Memories and Migration in Misanthropic Times  Josué López 2 Scenes from the Life of a Burgeoning Mother-Scholar  Becky Morgan 3 A Doctoral Odyssey: Navigating Family, Culture, and Community in a Foreign Land  Travis C. Smith 4 Confessions of a Single Mother in Academia  Araceli Calderón 5 “I Wish Someone Had Told Me It Was Going to Be Like This”: Lessons Learned as a PhD Student  Marisa V. Cervantes 6 Black and in Grad School: Demystifying the Intersections of Race and Gender in Higher Education  LaToya W. Brown 7 Locating Struggles with Sociology and Surviving with Mindfulness  Matt Reid 8 From the Mekong and Delaware River to the Merrimack River: The Intentional Road to the Doctorate  Phitsamay Sychitkokhong Uy and Francine Rudd Coston 9 Enduring: The Misadventures of Navigating a PWI as the Mythical Being Named a Strong Black Woman  Takeshia Pierre 10 Smile Now, Cry Later: Navigating Structures of Inequality in Academia through Resistance, Resilience, and Humor in Our Women of Color Writing Group  Gloria Negrete-Lopez, Lisa S. Palacios and Alejandra I. Ramírez 11 A One-Sided Conversation with Academia  Joy Cobb 12 Just What Is a First-Generation Chinese Male Immigrant and College Student Doing in a Nice Field Like Teacher Education?  Lin Wu 13 Strangers Can Make No Noise  Altheria Caldera 14 A Black Girl’s Magic Is Often Her Blues  Angela Gay 15 A Particularly Ferocious Fire within Me  Ebony N. Russ 16 This Is Soul Work – A Portrait of Three Black First-Gen Docs  Jason K. Wallace, Raven K. Cokley and Lamesha C. Brown Author Index Subject Index

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Book SynopsisUsing a range of critical perspectives, On the Question of Truth in the Era of Trump closely examines notions of “truth in crisis” leading up to and after the election of Donald Trump. The authors explore how truth is constructed along the lines of race, social class, and gender as filtered through the self-referential characteristics of social media in particular. The authors assert that the US left has shown itself inadequate to the task of confronting right wing ideologies, which have only intensified since the 2016 election, resulting in increased mobilization of white supremacist and nationalist groups. Whether underestimating Trump by downplaying the threat of his candidacy during the primaries, trivializing the concerns of women and minorities as “identity politics,” or rushing to prioritize the free speech rights of the far-right, left academics and the media have found themselves unable to use their traditional arsenal of evidence, rational discourse, and appeals to diversity of viewpoints. The authors assert that political resistance to the right is not a matter of playful use of signs and symbols or discourse alone and has to be fought directly and in solidarity. At this point, it is clear that Trump and his supporters have not just deployed relativism as a form of strategy, but have fully weaponized it against their perceived enemies: women, immigrants, minorities, LGBTQ people along with educational, scientific, and journalistic institutions. It is hoped that this in-depth, critical dissection of truth in the current political reality will assist in the project of resistance. Contributors are: Faith Agostinone-Wilson, Mike Cole, Jeremy T. Godwin, Jones Irwin, Austin Pickup, Daniel Ian Rubin, and Eric C. Sheffield.

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Book SynopsisArtistic Mentoring as a Decolonizing Methodology: An Evolving Collaborative Painting Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez illuminates the collaborative, holistic teaching processes of artistic mentoring, a decolonizing arts-based methodology, focused on the Indigenous expert as partner and mentor.Table of ContentsOsiyo: Welcome in Cherokee  Christine Ballengee Morris Foreword  Luke Eric Lassiter Acknowledgements List of Figures Introduction Mentor Biographies Pedro Rafael González Chavajay  Joseph Johnston Paula Nicho Cúmez  Joseph Johnston Salvador Cúmez Curruchich  Joseph Johnston PART 1: The Artist as Mentor: The Mentoring Relationship as a Teaching Method and Paintings as Didactic Tools Introduction to Part 1: The Artist as mentor Pastor Maya (Maya Pastor) 1 Personal and Cultural Narrative as Inspiration: A Painting and Pedagogical Collaboration with Two Maya Artists  A Problem of Perspective  A Problem of Practice  Perspective and Practice in Context  Decolonizing Methodologies  Results  Life as Text  Discussion  Applications  Conclusion 2 Where Lived Experience Resides in Art Education: A Painting and Pedagogical Collaboration with Paula Nicho Cúmez  Introduction  Reflections on Feminist Pedagogy  Female Kaqchikel Maya Painting and Teaching Processes  Owning One’s Narrative in Collaboratively Produced Paintings  Weaving Women’s Iconography in Paintings  Fusion: One Imagines the Painting into Being  Kaqchikel Women Painters’ Iconography: Personal in Cultural  Maya Women Painters as Role Models  Asserting Female Ways of Connected Knowing and Teacher/Student Role Reversals  A Feminist Teacher’s Strategy: To Elicit  Conclusion PART 2: The Artist as Historian: Paintings as Historical Documents, Sites for Cultural Transmission, and Platforms of Protest and Resistance Introduction to Part 2: The Artist as Historian, Massacre en Atitlán (Massacre in Atitlán)  Painting as a Site for Claiming Maya History 3 Maya Paintings as Teachers of Justice: Art Making the Impossible Possible  The Maya Painting Movement in Context  Our Values Must Be Salvaged and Presented to Our Children 4 Crossing Borders 5 Advocating for Justice: A Maya Painter’s Journey  A Story of Courage  The Anthropology of Genocide: Annihilating Difference (Hinton, 2002)  A Brief Overview of Guatemalan History  A Tragic Moment in History: Massacre in Santiago Atitlán December 3, 1990  Pedro Rafael González Chavajay’s Story PART 3: The Artist as Ethnographer: Collaborative Ethnography, Decolonizing Research Practice, and the Ethics of Representation Introduction to Part 3: The Artist as Ethnographer, Nuestra Amistad (Our Friendship) 6 “Coming of Age in Methodology”: Two Collaborative Inquiries with Shinnecock and Maya Peoples  Diane’s Research Story  Shinnecock Museum  Kryssi’s Research Story  Conclusion: Closing the Distance Section 1: Ethical Changes in Representation Phase One – Participants and Research Process 7 Visual Privileging: Subjectivity in Collaborative Ethnography 8 Decolonizing Development through Indigenous Artist-Led Inquiry  Speaking with, Not for or about Others  The Recounting of Tales, Myths and Readings  Approaching Arts-Based Inquiry with Eyes Wide-Open  Researching in Ways that Might (Dis)Serve Multiple Populations  Conclusions Section 2: Ethical Changes in Representation Phase Two – Relational Presentation 9 Indigenous Methodologies: A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Introduction  A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Conclusion 10 The Inseparability of Indigenous Research and Pedagogy: A Collaborative Painting of a Maya Tz’utuhil Grieving Ritual  Sharing Pain and Happiness  We Shared This  La Consolación  Oh What a Wonderful Theme  You Were the Author of This Painting  You Were There  Reality of a Community  This Painting Carries Something Important  We Have Gotten to Know Each Other  Part of a Larger Story PART 4: The Artist as Teacher: Transformations of the Academy and the Artist/Teacher Introduction to Part 4: The Artist as Teacher, La Consolacion (Condolence) Section 1: Transformations: Curricular Applications to Teaching 11 Learning OUTSIDE the Box: How Mayan Pedagogy Informs a Community/University Partnership  Inroads: Art Education  Connections: Transferring Knowledge across Cultures  The Specifics  How It Unfolded: Step by Step  Negotiating Learning  Leadership: Novices Become Experts  Cultural Narratives: Paths to Learning  Co-Mentoring, Friendship, and the Co-Construction of Knowledge  Conclusions and Implications Situated Learning: The Local Context 12 Maya Teaching Methods: Transformers of Content and Pedagogy in Higher Education  Part One: Working out of Maya Studios  Part Two: Walk the Talk  Conclusion Section 2: Transformations: Self-Reflections of the Artist/Teacher 13 Interior Paths: Transformations of a Painter  El Rapto del Gallo (Abduction of the Rooster): The Absence of Presence in Art Education  Vendedora De Gallos (Seller of Roosters): Paths in as Lived Experience  Conclusion: Who Rules the Roost? 14 Decolonizing Methodologies and the Ethics of Representation: A Collaborative Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez  Introduction: Ethnography in Art Education  Description of the Study: A Collaborative Ethnographic Study  Language  Dismantling Concepts: Research, Benefits, Researcher Subjectivity  Confidentiality and Representation: How Will the Results Be Disseminated?  Discussion: A Growing Discomfort  Conclusion 15 Conclusion  Discoveries  Through the Lens of Life and Death  Reciprocity and Relationship  Doing Arts Thinking  Expanding the Possibilities: Arts Thinking Grounded in Indigenous Perspectives  Artistic Mentoring as a Decolonizing Methodology Index

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Book SynopsisArtistic Mentoring as a Decolonizing Methodology: An Evolving Collaborative Painting Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez illuminates the collaborative, holistic teaching processes of artistic mentoring, a decolonizing arts-based methodology, focused on the Indigenous expert as partner and mentor.Table of ContentsOsiyo: Welcome in Cherokee  Christine Ballengee Morris Foreword  Luke Eric Lassiter Acknowledgements List of Figures Introduction Mentor Biographies Pedro Rafael González Chavajay  Joseph Johnston Paula Nicho Cúmez  Joseph Johnston Salvador Cúmez Curruchich  Joseph Johnston PART 1: The Artist as Mentor: The Mentoring Relationship as a Teaching Method and Paintings as Didactic Tools Introduction to Part 1: The Artist as mentor Pastor Maya (Maya Pastor) 1 Personal and Cultural Narrative as Inspiration: A Painting and Pedagogical Collaboration with Two Maya Artists  A Problem of Perspective  A Problem of Practice  Perspective and Practice in Context  Decolonizing Methodologies  Results  Life as Text  Discussion  Applications  Conclusion 2 Where Lived Experience Resides in Art Education: A Painting and Pedagogical Collaboration with Paula Nicho Cúmez  Introduction  Reflections on Feminist Pedagogy  Female Kaqchikel Maya Painting and Teaching Processes  Owning One’s Narrative in Collaboratively Produced Paintings  Weaving Women’s Iconography in Paintings  Fusion: One Imagines the Painting into Being  Kaqchikel Women Painters’ Iconography: Personal in Cultural  Maya Women Painters as Role Models  Asserting Female Ways of Connected Knowing and Teacher/Student Role Reversals  A Feminist Teacher’s Strategy: To Elicit  Conclusion PART 2: The Artist as Historian: Paintings as Historical Documents, Sites for Cultural Transmission, and Platforms of Protest and Resistance Introduction to Part 2: The Artist as Historian, Massacre en Atitlán (Massacre in Atitlán)  Painting as a Site for Claiming Maya History 3 Maya Paintings as Teachers of Justice: Art Making the Impossible Possible  The Maya Painting Movement in Context  Our Values Must Be Salvaged and Presented to Our Children 4 Crossing Borders 5 Advocating for Justice: A Maya Painter’s Journey  A Story of Courage  The Anthropology of Genocide: Annihilating Difference (Hinton, 2002)  A Brief Overview of Guatemalan History  A Tragic Moment in History: Massacre in Santiago Atitlán December 3, 1990  Pedro Rafael González Chavajay’s Story PART 3: The Artist as Ethnographer: Collaborative Ethnography, Decolonizing Research Practice, and the Ethics of Representation Introduction to Part 3: The Artist as Ethnographer, Nuestra Amistad (Our Friendship) 6 “Coming of Age in Methodology”: Two Collaborative Inquiries with Shinnecock and Maya Peoples  Diane’s Research Story  Shinnecock Museum  Kryssi’s Research Story  Conclusion: Closing the Distance Section 1: Ethical Changes in Representation Phase One – Participants and Research Process 7 Visual Privileging: Subjectivity in Collaborative Ethnography 8 Decolonizing Development through Indigenous Artist-Led Inquiry  Speaking with, Not for or about Others  The Recounting of Tales, Myths and Readings  Approaching Arts-Based Inquiry with Eyes Wide-Open  Researching in Ways that Might (Dis)Serve Multiple Populations  Conclusions Section 2: Ethical Changes in Representation Phase Two – Relational Presentation 9 Indigenous Methodologies: A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Introduction  A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Conclusion 10 The Inseparability of Indigenous Research and Pedagogy: A Collaborative Painting of a Maya Tz’utuhil Grieving Ritual  Sharing Pain and Happiness  We Shared This  La Consolación  Oh What a Wonderful Theme  You Were the Author of This Painting  You Were There  Reality of a Community  This Painting Carries Something Important  We Have Gotten to Know Each Other  Part of a Larger Story PART 4: The Artist as Teacher: Transformations of the Academy and the Artist/Teacher Introduction to Part 4: The Artist as Teacher, La Consolacion (Condolence) Section 1: Transformations: Curricular Applications to Teaching 11 Learning OUTSIDE the Box: How Mayan Pedagogy Informs a Community/University Partnership  Inroads: Art Education  Connections: Transferring Knowledge across Cultures  The Specifics  How It Unfolded: Step by Step  Negotiating Learning  Leadership: Novices Become Experts  Cultural Narratives: Paths to Learning  Co-Mentoring, Friendship, and the Co-Construction of Knowledge  Conclusions and Implications Situated Learning: The Local Context 12 Maya Teaching Methods: Transformers of Content and Pedagogy in Higher Education  Part One: Working out of Maya Studios  Part Two: Walk the Talk  Conclusion Section 2: Transformations: Self-Reflections of the Artist/Teacher 13 Interior Paths: Transformations of a Painter  El Rapto del Gallo (Abduction of the Rooster): The Absence of Presence in Art Education  Vendedora De Gallos (Seller of Roosters): Paths in as Lived Experience  Conclusion: Who Rules the Roost? 14 Decolonizing Methodologies and the Ethics of Representation: A Collaborative Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez  Introduction: Ethnography in Art Education  Description of the Study: A Collaborative Ethnographic Study  Language  Dismantling Concepts: Research, Benefits, Researcher Subjectivity  Confidentiality and Representation: How Will the Results Be Disseminated?  Discussion: A Growing Discomfort  Conclusion 15 Conclusion  Discoveries  Through the Lens of Life and Death  Reciprocity and Relationship  Doing Arts Thinking  Expanding the Possibilities: Arts Thinking Grounded in Indigenous Perspectives  Artistic Mentoring as a Decolonizing Methodology Index

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

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

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Book SynopsisAs Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

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Book SynopsisAs Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

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

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Book SynopsisThis innovative project wrapped research around a youth theatre project. Young people of colour and from refugee backgrounds developed a sustained provocation for the people of Geelong, a large regional centre in Australia. The packed public performance—at the biggest venue in town—challenged locals to rethink assumptions. The audience response was insightful and momentous. The companion workshops for schools had profound impact with adolescent audiences. Internationally, this book connects with artistic, educational, and research communities, offering a substantial contribution to understandings of racism. This book is a provocative, transdisciplinary meditation on race, culture, the arts and change.Trade Review"This manuscript contributes more than just a unique case study from the Australian context, it offers ways to think through the role of applied theatre and other creative approaches to anti-racist praxis. It also offers some insights into the realities of young people facing structural violence and racism and the ways creative approaches can be spaces which are both healing and empowering. [I]t is an informative, provocative and instructional work. It manages to weave together an array of theorising, case studies, positionalities, practical applications, and reflections in a deeply contextualised manner. The writing is accessible, and it would offer researchers, practitioners and educators some very useful ways to think through and develop anti-racist praxis via creative modalities" – Sam Keast, Victoria University "The 6 Hours in Geelong project nudges us, ever so gently, to think, wonder, and move with critical praxis through a process grounded in decolonial theory, transformative education, public pedagogy to a performance which acknowledges, exposes, and challenges us to think differently about who we are in relation to race. “The arts,” Maxine Greene suggests, “cannot change the world, but they may change human beings who might change the world." – Elizabeth (Liz) Mackinlay, The University of Queensland "I find this book to be extremely timely and of the utmost importance, especially to readers from the United States given the attacks that are currently being made on the teaching of Critical Race Theory (CRT) in public schools in the US. [...] Overall, I believe this book will be a significant contribution to anti-racism literature providing practical information and powerful messages to teachers, community arts leaders, and others who are concerned about issues of racism in society." – William G. McManus, Boston UniversityTable of ContentsAcknowledgements List of Illustrations Notes on Authors PART 1: Setting the Scene 1 Tackling Racism: Community Theatre, Critical Inquiry, and Epistemic Disobedience  1 Laying the Conceptual Foundations  2 Placing This Study  3 The Structure of This Book 2 Researching from Somewhere: Our Personal and Collective Positioning  1 Alison Baker  2 André de Quadros  3 Dave Kelman  4 Christopher Sonn  5 Julie White 3 Crafting an Approach across and through Difference  1 Bringing Applied Theatre and Research Together  2 Working across, with, and through Diffference as Intra-Action  3 Methodological Approach  4 Conclusion PART 2: Applied Theatre: The Arts Education Project 4 Looking Inward: 6 Hours in Geelong as Process  1 Who Were the Actors?  2 Applied Theatre  3 6 Hours in Geelong  4 Devising Process  5 Characters  6 Authoring Process  7 Play Excerpts  8 Conclusion 5 Looking Outward: How Community Audiences Viewed 6 Hours in Geelong  1 Geelong after Dark  2 School Interactive Performances  3 The Community Performance Events  4 Conclusion PART 3: Theorisation and Perspectives: Interdisciplinary Discussion 6 Applied Theatre: The Practitioner’s Dilemma  1 White Privilege, Race, Power Relations, and Positionalities  2 The Slippery Nature of Artistic Meaning in Context  3 Individual and Group Identity  4 The Nature of the Challenge  5 Processes and Practices for Negotiating Intersections in Making 6 Hours in Geelong  6 Group Authorship  7 A Provisional Offfering 7 “People Don’t Know Our Story”: Exposing Coloniality through Counter-Storytelling  1 Critical Studies of Race, Decoloniality, and Stories  2 Unpacking Stories through the Lens of Coloniality  3 Young People Negotiating Coloniality in Everyday Lives  4 Conclusion 8 Essentialism and Cosmopolitan WEIRDness  1 WEIRDness, Essentialism, and Coloniality  2 Entanglements of Racism, Theatre, and Theory  3 Analysis of Racism and Identity in 6 Hours in Geelong  4 Embracing Complexity PART 4: So What? Implications for Practice 9 Schooling, Racism, and Powerful Conversations  1 Context for Conceptualisation  2 Schools as the Site for Discussions about Race  3 Conceptual Framework for Powerful Conversations  4 How Teachers Can Overcome Obstacles  5 Conclusion 10 Community Arts: Politics and Privilege  1 Community Arts in Context  2 Politics and Privilege in Community Arts Practice  3 Race as Context for Practice  4 Implications 11 Aftermath and Afterwards Appendix: 6 Hours in Geelong Script References Index

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

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Book SynopsisWhat should the relationship between school and society be? Obstinate Education: Reconnecting School and Society argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it. This book argues that education should not just be responsive but should keep its own responsibility; should not just focus on empowerment but also on emancipation; and, through this, should help students to become ‘world-wise.’ It argues that critical thinking and classroom philosophy should retain a political orientation and not be reduced to useful thinking skills, and shows the importance of hesitation in educational relationships. This text makes a strong case for the connection between education and democracy, both in the context of schools, colleges and universities and in the work of public pedagogy.Trade ReviewCheck out the book being discussed on the New Books Network podcast here. "With Obstinate Education, Biesta wrote an intellectually heeft Biesta een intellectueel, uitdagend boek geschreven. Het boek daagt uit ‘door’ te ‘denken’, niet alleen de pedagogische kwesties die Biesta in zijn boek aansnijdt en de pedago[1]giek die hij daarbij voor het voetlicht brengt, maar ook kwesties die niet besproken worden, maar er wel nauw mee samenhangen. Ik denk hier bijvoorbeeld aan de relatie tussen overheid en onderwijs [...] Ik raad het boek van harte aan."Table of ContentsPreface Acknowledgements Note on the Author Introduction: The Duty to Resist 1 Responsive or Responsible? Democratic Education for the Global Networked Society  Introduction  The Global Networked Society: Fact or Fiction?  Education for the Global Networked Society: Responsive or Responsible?  Democratic Education for the Global Networked Society?  Conclusion 2 How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal  Introduction  A Brief History of Bildung  Bildung Lost, Bildung Regained  How General Can Bildung Be?  The Epistemological Interpretation: The General as the Universal  The Interpretation from the Sociology of Knowledge: The General as a Social Construction  A Critical Theory of Bildung and Critical Pedagogy  The Network Approach: The General as the Asymmetrical Expansion of the Local  Concluding Remarks 3 Becoming World-Wise: An Educational Perspective on the Rhetorical Curriculum  Introduction  Education, Paideia and Bildung  Becoming ‘Symbol-Wise’ or Becoming ‘World-Wise’?  Empowerment or Emancipation?  The Challenge 4 Critical Thinking and the Question of Critique: Some Lessons from Deconstruction  Philosophy, Critique, and Modern Education  Critical Thinking and the Question of Critique  Critical Dogmatism  Transcendental Critique  Deconstruction  From Critique to Deconstruction  Conclusion 5 Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education  What Might Philosophy Achieve?  Philosophical Enquiry or Scientific Enquiry?  A Performative Contradiction  The Trouble with Humanism, Particularly in Education  A Post-Humanist Theory of Education: Action, Uniqueness and Exposure  Conclusion: A Different Philosophy for Different Children 6 No Education without Hesitation: Exploring the Limits of Educational Relations  Introduction  The Multiple Meanings of ‘Education’  ‘Mind the Gap!’  ‘Being Addressed’  ‘You Must Change Your Life’  Concluding Remarks 7 Transclusion: Overcoming the Tension between Inclusion and Exclusion in the Discourse on Democracy and Democratisation  Introduction  Inclusion and Democracy  Making Democracy More Inclusive: The Deliberative Turn  Entry Conditions and Democratic Exclusions  Overcoming Internal Exclusion: Making Democracy More Welcoming  Can Democracy Reach as State of Total Inclusions? And Should It?  From Democracy to Democratisation  Discussion: Marking the Difference between Inclusion and Transclusion 8 Education and Democracy Revisited: Dewey’s Democratic Deficit  Introduction  Connecting Democracy and Education: The Moral Argument  Education as Bildung  From the Ethics of Democracy to Democracy and Education  A Democratic Deficit?  From Absolutism to Experimentalism  Overcoming the ‘Crisis in Culture’  Concluding Comments: The Missing Link Revisited 9 Making Pedagogy Public: For the Public, of the Public, or in the Interest of Publicness?  Introduction  The Decline of the Public Sphere  Arendt on Action, Plurality, and Freedom  “The Space Where Freedom Can Appear”  For the Public, of the Public, or in the Interest of Publicness?  Conclusion Conclusion: Looking Back and Looking Forward Appendix: From Experimentalism to Existentialism: Writing in the Margins of Philosophy of Education References Index

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

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

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Book SynopsisEllen A. Brantlinger: When Meanings Falter and Words Fail, Ideology Matters celebrates the work of and is dedicated to the memory of Ellen A. Brantlinger, a scholar-activist who spent most of her professional career as a professor of special education at Indiana University in Bloomington, Indiana in the United States of America. Ellen was recognized internationally as an educator and critical theorist and celebrated for her incisive and unyielding critique of special education research, policy, and practice that spanned several decades. Brantlinger held that the impoverished nature of special education theory and practice was rooted to conformance with the most rigid constructs of standardization, normalcy, and its resulting inequitable outcomes for children with disabilities. When the push for educational inclusion gained currency in some quarters in the United States (mid-1980s), Brantlinger was among a handful of scholars who identified special education as the major obstacle to the inclusion of disabled students in the educational system. She was widely published in North American journals well known in special education, teacher education, multicultural education, sociology of education, urban education, school counseling, curriculum theory, qualitative education, and feminist teaching. This book offers an elaboration of the scholarly contributions made by Ellen Brantlinger to research in education, special education, inclusive education, and the early development of Disability Studies in Education. Many of its contributors move between the paradigmatic locations of special education, inclusive education, and disability studies as they consider Ellen’s influence. Contributors are: Julie Allan, Subini A. Annamma, Jessica Bacon, Alicia A. Broderick, Kathleen M. Collins, David J. Connor, Dianne L. Ferguson, Philip M. Ferguson, Amy L. Ferrel, Beth Ferri, Joanne Kim, Janette Klingner, Corrine Li, Brooke A. Moore, Emily A. Nusbaum, and Janet S. Sauer.Trade Review"It is refreshing to have access to the chapters as a singular body of work that recognises the formative contributions of a celebrated scholar from the field, and the book will be of particular interest to those less familiar with DSE's early development. [...] This book and the series from which it comes will provide an important index by which to measure their progress". Ben Whitburn, Deakin University, in Journal of Disability Studies in Education Vol 1 | Issue 1 (2020), pp.1-4.Table of ContentsSeries Introduction Notes on Contributors  Linda Ware Introduction: Honoring of the Research, Scholarship, and Activism of Ellen A. Brantlinger  Linda Ware and Roger Slee 1 Risk Taker, Role Model, Muse, and “Charlatan”: Stories of Ellen, an Atypical Giant  David J. Connor 2 Including Ideology  Julie Allan 3 Research, Relationships and Making Understanding: A Look at Brantlinger’s Darla and the Value of Case Study Research  Janet Story Sauer 4 When the Light Turns Blue: Journeying into Disability Studies Guided by the Work of Ellen Brantlinger  Kathleen M. Collins and Alicia A. Broderick 5 Challenging the Ideology of Normal in Schools  Subini A. Annamma, Amy L. Ferrel, Brooke A. Moore and Janette Klingner 6 Vulnerable to Exclusion: The Place for Segregated Education within Conceptions of Inclusion  Emily A. Nusbaum 7 The Impact of Standards-Based Reform: Applying Brantlinger‘s Critique of “Hierarchical Ideologies”  Jessica Bacon and Beth Ferri 8 Family Portraits: Past and Present Representations of Parents in Special Education Text Books  Dianne L. Ferguson, Philip M. Ferguson, Joanne Kim and Corrine Li Index

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

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

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

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Book SynopsisConversations related to epistemology and methodology have been present in comparative and international education (CIE) since the field’s inception. How CIE phenomena are studied, the questions asked, the tools used, and ideas about knowledge and reality that they reflect, shape the nature of the knowledge produced, the valuing of that knowledge, and the implications for practice in diverse societies. This book is part of a growing conversation in which the ways that standardized practices in CIE research have functioned to reproduce problematic hierarchies, silences and exclusions of diverse peoples, societies, knowledges, and realities. Argued is that there must be recognition and understanding of the negative consequences of hegemonic onto-epistemologies and methodologies in CIE, dominantly sourced in European social science traditions, that continue to shape and influence the design, implementation and dissemination/application of CIE research knowledge. Yet, while critical reflection is necessary, it alone is insufficient to realize the transformative change called for: as students, researchers, practitioners and policymakers, we must hear and heed calls for concrete action to challenge, resist and transform the status quo in the field and work to further realize a more ethical and inclusive CIE. Interrogating and Innovating Comparative and International Research presents a series of conceptual and empirically-based essays that critically explore and problematize the dominance of Eurocentric epistemological and methodological traditions in CIE research. As an action-oriented volume, the contributions do not end with critique, rather suggestions are made and orientations modelled from different perspectives about the possibilities for change in CIE. Contributors are: Emily Anderson, Supriya Baily, Gerardo L. Blanco, Alisha Braun, Erik Jon Byker, Meagan Call-Cummings, Brendan J. DeCoster, D. Brent Edwards Jr., Sothy Eng, Ameena Ghaffar-Kucher, Jeremy Gombin-Sperling, Kelly Grace, Radhika Iyengar, Huma Kidwai, Lê Minh Hằng, Caroline Manion, Patricia S. Parker, Leigh Patel, Timothy D. Reedy, Karen Ross, Betsy Scotto-Lavino, Payal P. Shah, Derrick Tu, and Matthew A. Witenstein.Table of ContentsForeword  Halla B. Holmarsdottir Preface Acknowledgements About the Cover List of Figures and Tables List of Acronyms Notes on Contributors 1 Interrogating and Innovating CIE Research: Setting the Stage  Meagan Call-Cummings, Caroline Manion and Payal P. Shah PART 1: Interrogating and Innovating CIE Research 2 Onto-Epistemological Frontiers in CIE Research: Exploring the Problematic  Caroline Manion 3 Before Reconciliation, There Must Be Truth  Leigh Patel 4 Beauty and Comparative Education Research Methods: A Consideration for Aesthetic Cognitivism  Derrick Tu 5 Interrogating Impact: Whose Knowledge Counts in Assessment of Comparative and International Education Interventions?  Karen Ross PART 2: Decolonizing Methodology by Invoking Local Voices 6 Decolonializing Voice and Localizing Method in Comparative Education  Gerardo L. Blanco 7 Amplifying Indian Women’s Voices and Experiences to Advance Their Access to Technical and Vocational Education Training  Radhika Iyengar and Matthew A. Witenstein 8 Contemporary Traditions of State-Madrassa Relationships in India  Huma Kidwai 9 ‘I Walk Each Village’: Transforming Knowledge through Citizen-Led Assessments  Erik Jon Byker PART 3: Destabilizing Power and Authority: Taking Intersectionality Seriously 10 Destabilizing Power and Authority: Taking Intersectionality Seriously  Payal P. Shah and Emily Anderson 11 Notes on Intersectionality and Decolonizing Knowledge Production  Patricia S. Parker 12 Knowledge Hierarchies and Interviewing Methods in Cambodia: Strategies for Collaborative Interpretation  Kelly Grace and Sothy Eng 13 Amplifying the Voices of People with Disabilities in Comparative and International Education Research with PhotoVoice Methodology  Alisha M. Braun PART 4: Implications for Methodology: Towards More Equitable Futures 14 Implications for Methodology: Towards More Equitable Futures  Supriya Baily, Betsy M. Scotto-Lavino and Meagan Call-Cummings 15 CIE Methodology and Possibilities of Other Futures  Ameena Ghaffar-Kucher 16 The “Significance” of Epistemicide: Unpacking the Problematic Statistical Foundations of Knowledge Production in Global Education Governance  D. Brent Edwards Jr. 17 Continuing the Conversation: Towards a Model of Collective Critical Reflection in CIE Research  Lê Minh H.ng, Brendan Decoster, Jeremy R. Gombin-Sperling and Timothy D. Reedy 18 New Directions for Consideration: Looking Forward and Ahead  Emily Anderson, Supriya Baily, Radhika Iyengar and Matthew A. Witenstein Index

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Book SynopsisConversations related to epistemology and methodology have been present in comparative and international education (CIE) since the field’s inception. How CIE phenomena are studied, the questions asked, the tools used, and ideas about knowledge and reality that they reflect, shape the nature of the knowledge produced, the valuing of that knowledge, and the implications for practice in diverse societies. This book is part of a growing conversation in which the ways that standardized practices in CIE research have functioned to reproduce problematic hierarchies, silences and exclusions of diverse peoples, societies, knowledges, and realities. Argued is that there must be recognition and understanding of the negative consequences of hegemonic onto-epistemologies and methodologies in CIE, dominantly sourced in European social science traditions, that continue to shape and influence the design, implementation and dissemination/application of CIE research knowledge. Yet, while critical reflection is necessary, it alone is insufficient to realize the transformative change called for: as students, researchers, practitioners and policymakers, we must hear and heed calls for concrete action to challenge, resist and transform the status quo in the field and work to further realize a more ethical and inclusive CIE. Interrogating and Innovating Comparative and International Research presents a series of conceptual and empirically-based essays that critically explore and problematize the dominance of Eurocentric epistemological and methodological traditions in CIE research. As an action-oriented volume, the contributions do not end with critique, rather suggestions are made and orientations modelled from different perspectives about the possibilities for change in CIE. Contributors are: Emily Anderson, Supriya Baily, Gerardo L. Blanco, Alisha Braun, Erik Jon Byker, Meagan Call-Cummings, Brendan J. DeCoster, D. Brent Edwards Jr., Sothy Eng, Ameena Ghaffar-Kucher, Jeremy Gombin-Sperling, Kelly Grace, Radhika Iyengar, Huma Kidwai, Lê Minh Hằng, Caroline Manion, Patricia S. Parker, Leigh Patel, Timothy D. Reedy, Karen Ross, Betsy Scotto-Lavino, Payal P. Shah, Derrick Tu, and Matthew A. Witenstein.Table of ContentsForeword  Halla B. Holmarsdottir Preface Acknowledgements About the Cover List of Figures and Tables List of Acronyms Notes on Contributors 1 Interrogating and Innovating CIE Research: Setting the Stage  Meagan Call-Cummings, Caroline Manion and Payal P. Shah PART 1: Interrogating and Innovating CIE Research 2 Onto-Epistemological Frontiers in CIE Research: Exploring the Problematic  Caroline Manion 3 Before Reconciliation, There Must Be Truth  Leigh Patel 4 Beauty and Comparative Education Research Methods: A Consideration for Aesthetic Cognitivism  Derrick Tu 5 Interrogating Impact: Whose Knowledge Counts in Assessment of Comparative and International Education Interventions?  Karen Ross PART 2: Decolonizing Methodology by Invoking Local Voices 6 Decolonializing Voice and Localizing Method in Comparative Education  Gerardo L. Blanco 7 Amplifying Indian Women’s Voices and Experiences to Advance Their Access to Technical and Vocational Education Training  Radhika Iyengar and Matthew A. Witenstein 8 Contemporary Traditions of State-Madrassa Relationships in India  Huma Kidwai 9 ‘I Walk Each Village’: Transforming Knowledge through Citizen-Led Assessments  Erik Jon Byker PART 3: Destabilizing Power and Authority: Taking Intersectionality Seriously 10 Destabilizing Power and Authority: Taking Intersectionality Seriously  Payal P. Shah and Emily Anderson 11 Notes on Intersectionality and Decolonizing Knowledge Production  Patricia S. Parker 12 Knowledge Hierarchies and Interviewing Methods in Cambodia: Strategies for Collaborative Interpretation  Kelly Grace and Sothy Eng 13 Amplifying the Voices of People with Disabilities in Comparative and International Education Research with PhotoVoice Methodology  Alisha M. Braun PART 4: Implications for Methodology: Towards More Equitable Futures 14 Implications for Methodology: Towards More Equitable Futures  Supriya Baily, Betsy M. Scotto-Lavino and Meagan Call-Cummings 15 CIE Methodology and Possibilities of Other Futures  Ameena Ghaffar-Kucher 16 The “Significance” of Epistemicide: Unpacking the Problematic Statistical Foundations of Knowledge Production in Global Education Governance  D. Brent Edwards Jr. 17 Continuing the Conversation: Towards a Model of Collective Critical Reflection in CIE Research  Lê Minh H.ng, Brendan Decoster, Jeremy R. Gombin-Sperling and Timothy D. Reedy 18 New Directions for Consideration: Looking Forward and Ahead  Emily Anderson, Supriya Baily, Radhika Iyengar and Matthew A. Witenstein Index

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Book SynopsisThe contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Careers overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school and then become faculty, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, ability and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, women, or people with disabilities. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to a research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Veronica R. Barrios, Candis Bond, Beth Buyserie, Noralis Rodríguez Coss, Charise Paulette DeBerry, Janette Diaz, Alfred P. Flores, José García, Cynthia George, Shonda Goward, Luis Javier Pentón Herrera, Nataria T. Joseph, Castagna Lacet, Jennifer M. Longley, Catherine Ma, Esther Díaz Martín, Nadia Yolanda Alverez Mexia, T. Mark Montoya, Miranda Mosier, Michelle Parrinello-Cason, J. Michael Ryan, Adrián Arroyo Pérez, Will Porter, Jaye Sablan, Theresa Stewart-Ambo, Keisha Thompson, Ethan Trinh, Jane A. Van Galen and Wendy Champagnie Williams.Table of ContentsList of Figures Notes on Contributors Introduction: Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Academic Careers  Jane A. Van Galen and Jaye Sablan 1 “Si pega, Bueno”: Testimonio of a First Generation Latinx Dual-Career Academic Couple Navigating Family and Profession  Esther Díaz Martín and José García 2 Writing as An Art of Rebellion: Scholars of Color Using Literacy to Find Spaces of Identity and Belonging in Academia  Ethan Trinh and Luis Javier Pentón Herrera 3 Telling Stories: Writing Ourselves into Academia  Miranda Mosier 4 Pathways, Pedagogy, and Pacific Islander Studies  Alfred P. Flores 5 Navigating Institutional Borderlands: An Inside Perspective from the Outside  T. Mark Montoya 6 Dear Native Students, with Love  Theresa Stewart-Ambo 7 Backbone Snacks  Charise P. DeBerry 8 The First  Veronica R. Barrios 9 Sister, Sister, Never Knew How Much I Missed Ya!  Catherine Ma and Keisha V. Thompson 10 “I Have Measured out My Life with Coffee Spoons”: On Time and Motherhood as a First-Generation PhD  Candis Bond 11 Yes, We Count: Weaving Fluid Identities of Disability and Sexuality into First-Gen Pedagogies  Beth Buyserie 12 From the Hood to Higher Ed: An Autoethnography of Race, Class, and Gender  Castagna Lacet and Wendy Champagnie Williams 13 Multiply Conscious and in Need of Divine Intervention  Nataria T. Joseph 14 The Long and the Short of It: Realities and Expectations of Landing and Losing a Dream Job  Michelle Parrinello-Cason 15 Surviving the Matrix: The Struggles of a Small Town Gay Kid to Become a Globe-Trotting Professional Academic  J. Michael Ryan 16 (In)visible (Dis)advantages: Being “One of the Boys” in Classical Music Performance  Will Porter 17 Re-Framing the Enemy within in Academia  Noralis Rodríguez Coss 18 Navigating Distances: From Sob Story to Educational Privilege  Janette Diaz 19 Finding My Voice  Jennifer M. Longley 20 Climbing Uphill  Nadia Yolanda Alvarez Mexia and Adrián Arroyo Pérez 21 First-Gens and Student Debt: Paying More While Getting Less  Cynthia George 22 Resilience and Grit Are for Rich People: How “Making It” through Higher Education Has Made Me Sick  Shonda L. Goward Index

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Book SynopsisThe contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Careers overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school and then become faculty, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, ability and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, women, or people with disabilities. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to a research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Veronica R. Barrios, Candis Bond, Beth Buyserie, Noralis Rodríguez Coss, Charise Paulette DeBerry, Janette Diaz, Alfred P. Flores, José García, Cynthia George, Shonda Goward, Luis Javier Pentón Herrera, Nataria T. Joseph, Castagna Lacet, Jennifer M. Longley, Catherine Ma, Esther Díaz Martín, Nadia Yolanda Alverez Mexia, T. Mark Montoya, Miranda Mosier, Michelle Parrinello-Cason, J. Michael Ryan, Adrián Arroyo Pérez, Will Porter, Jaye Sablan, Theresa Stewart-Ambo, Keisha Thompson, Ethan Trinh, Jane A. Van Galen and Wendy Champagnie Williams.Table of ContentsList of Figures Notes on Contributors Introduction: Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Academic Careers  Jane A. Van Galen and Jaye Sablan 1 “Si pega, Bueno”: Testimonio of a First Generation Latinx Dual-Career Academic Couple Navigating Family and Profession  Esther Díaz Martín and José García 2 Writing as An Art of Rebellion: Scholars of Color Using Literacy to Find Spaces of Identity and Belonging in Academia  Ethan Trinh and Luis Javier Pentón Herrera 3 Telling Stories: Writing Ourselves into Academia  Miranda Mosier 4 Pathways, Pedagogy, and Pacific Islander Studies  Alfred P. Flores 5 Navigating Institutional Borderlands: An Inside Perspective from the Outside  T. Mark Montoya 6 Dear Native Students, with Love  Theresa Stewart-Ambo 7 Backbone Snacks  Charise P. DeBerry 8 The First  Veronica R. Barrios 9 Sister, Sister, Never Knew How Much I Missed Ya!  Catherine Ma and Keisha V. Thompson 10 “I Have Measured out My Life with Coffee Spoons”: On Time and Motherhood as a First-Generation PhD  Candis Bond 11 Yes, We Count: Weaving Fluid Identities of Disability and Sexuality into First-Gen Pedagogies  Beth Buyserie 12 From the Hood to Higher Ed: An Autoethnography of Race, Class, and Gender  Castagna Lacet and Wendy Champagnie Williams 13 Multiply Conscious and in Need of Divine Intervention  Nataria T. Joseph 14 The Long and the Short of It: Realities and Expectations of Landing and Losing a Dream Job  Michelle Parrinello-Cason 15 Surviving the Matrix: The Struggles of a Small Town Gay Kid to Become a Globe-Trotting Professional Academic  J. Michael Ryan 16 (In)visible (Dis)advantages: Being “One of the Boys” in Classical Music Performance  Will Porter 17 Re-Framing the Enemy within in Academia  Noralis Rodríguez Coss 18 Navigating Distances: From Sob Story to Educational Privilege  Janette Diaz 19 Finding My Voice  Jennifer M. Longley 20 Climbing Uphill  Nadia Yolanda Alvarez Mexia and Adrián Arroyo Pérez 21 First-Gens and Student Debt: Paying More While Getting Less  Cynthia George 22 Resilience and Grit Are for Rich People: How “Making It” through Higher Education Has Made Me Sick  Shonda L. Goward Index

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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

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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

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Book SynopsisIntegrating experience and observations with theoretical ideologies and philosophical dispositions, the author provides a refreshing methodology and vision to the development of curriculum and instruction for administrative leaders, educators and policymakers in an urban education setting. Collectively combing her administrative and instructional experience as an educator, principal and superintendent, she shares with readers a new pedagogical approach that emphasizes principles of collaboration and co-investigation among educators and students to explore universal life lessons and confront systemic oppression that impact urban youth. The Pedagogy of Consciousness is one that emphasizes a humanizing approach to education with balanced partnerships and shared connections among educators and students. The promise of this compelling model is that it collectively revitalizes a broken, disenfranchised system, while demonstrating the capacity to revolutionize urban education and transform lives. The book opens up with a historical analysis of education, beginning with its inception and culminating with its present state of affairs, confronting systemic inequities and modes of standardization that still permeate today. The author provokes administrative leaders and educators to value student diversity and rethink the architecture of the traditional school systems by placing students at the forefront of their education through the co-development of curriculum and learning themes that impact their lives on a daily basis. The Pedagogy of Consciousness provides innovative measures for educators and students alike to recognize the excellence that they were born with. The model, which is based on the dynamic disposition of education as a fluid, organic process, highlights relationship building among educators and students as a core element necessary to create a classroom culture based upon facets of loyalty, trust and mutual respect. To this end, educators and students investigate issues that affect their lives on a daily basis to experience self-growth and liberation that ultimately transcends into a shift in perception, thoughts and action. Embedded in the model is also the use of coping mechanisms and daily affirmations that allow students to recognize the highest form of one’s inner consciousness. The author demonstrates the importance of leading educational reform through teaching students that they are pillars of their own success.Table of ContentsForeword: The Pedagogy of Consciousness to the World  Edmund Adjapong Preface List of Figures and Tables Where It All Started… 1 The Colors of Oppression  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 2 Irreparable Damage  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 3 A Curriculum for Life  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 4 Principles of Humanity: Healing through the Pedagogy of Consciousness  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 5 Restoration of Hope for the Culture  1 Mind Activation  2 Concluding Thoughts  3 Introspective Discourse Appendix A: Curricular Unit Template Appendix B: Curricular Reflection Checklist Appendix C: Sample Unit Developed by Students & Educators Appendix D: Sample Lesson Plan Design Appendix E: Positive Affirmations for Students & Educators References Index

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Book SynopsisOverarching principles of human rights which shore up a nearly 30-year history of international efforts to develop educational systems that are responsive to the needs of all. Arguably the most widely recognised international inclusive education policy, the Salamanca Statement released in 1994 from the United Nations Education, Science and Cultural Organisation (UNESCO), recognised that every child has a basic right to education. In so doing, however, it drew a line around special needs as a particular emphasis, in globalising efforts towards equal opportunity through decrees for first principles of universally attainable privileges. Considered a watershed moment in global responses to educational exclusion, the Salamanca Statement was core to increasing awareness among nations of the need for fostering more inclusive education policy and practice. Nonetheless, the liberal ideologies that frame human rights in inclusive education are seldom called into question, despite perpetual marginalisation and disadvantage post Salamanca. Inclusive Education Is a Right, Right? brings the many together to consider educational democracy at a moment in global history where the political order fractures populations, and the displacement of socio-economic participation is displayed in every news bulletin – true, fake or otherwise. Under these conditions, the significance of academic activism, wherein diverse perspectives, methodologies and theoretical approaches are put to work to increase equity in education, has perhaps never been so stark. Across the collection the combined chapters engage with researchers, students, education professionals and leaders, advocacy organisations, and people experiencing exclusion and consider human rights in relation to inclusive education. Contributors are: Kate Anderson, Alison Baker, Tim Corcoran, Edwin Creely, Jenny Duke, Peng-Sim Eng, Leechin Heng, Anna Kilderry, Sarah Lambert, Bec Marland, Julianne Moss, Philippa Moylan, Mia Nosrat, Joanne O’Mara, Jo Raphael, Bethany Rice, Andrew Riordan, Amathullah Shakeeb, Roger Slee, Kitty te Riele, Matthew K. E. Thomas, Peter Walker, Scott Welsh, Ben Whitburn, Julie White and Michalinos Zembylas.Table of ContentsFigures and Tables Notes on Contributors 1 More Than Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 2 A Posthumanist Critique of Human Rights: Towards an Agonistic Account of Rights in Inclusive Education  Michalinos Zembylas 3 Online Open Education and Social Justice: Progress for Regional, Multi-Lingual, and Female Learners  Sarah Lambert 4 Risks in Time: To Inclusive Educational Rights  Ben Whitburn and Matthew Krehl Edward Thomas 5 Youth Justice, Educational Exclusion and Moral Panic  Philippa Moylan, Julie White, Tim Corcoran, Kitty Te Riele and Alison Baker 6 Herding Cats: Making Sense of Adjustments for Students with a Disability through Action Research in Schools  Jennie Duke and Andrew Riordan 7 An Exploration of One Initial Teacher Education (ITE) Program’s Attempt to Transform How Inclusion Is Understood and Practiced  Leechin Heng 8 Phenomenological Learning in the Northern Territory  Scott Welsh and Mia Nosrat 9 Old Ideas, New Withdrawal Rooms: A Spatial Study of a Co-Located South Australian Special School  Peter Walker 10 Encountering Diversity: Drama as a Democratic Pedagogy to Prepare Inclusive-Minded Teachers  Jo Raphael, Joanne O’Mara, Ben Whitburn, Edwin Creely, Kate Anderson and Julianne Moss 11 Opportunities for Inclusive Practice: The Stories Our Students Tell  Bethany M. Rice 12 “We Appreciate the Efforts, But Is This Enough?”: Inclusive Education in the Maldives  Amathullah Shakeeb, Ben Whitburn and Anna Kilderry 13 Reading Rights: Dyslexia Policy Enactment and Challenges for Inclusion  Bec Marland 14 Relational Power and Communication: Praxis for Educational Inclusivity  Peng-Sim Eng, Tim Corcoran and Ben Whitburn 15 Artificial Intelligence, Neoliberalism and Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 16 After Words?  Roger Slee Index

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Book SynopsisOverarching principles of human rights which shore up a nearly 30-year history of international efforts to develop educational systems that are responsive to the needs of all. Arguably the most widely recognised international inclusive education policy, the Salamanca Statement released in 1994 from the United Nations Education, Science and Cultural Organisation (UNESCO), recognised that every child has a basic right to education. In so doing, however, it drew a line around special needs as a particular emphasis, in globalising efforts towards equal opportunity through decrees for first principles of universally attainable privileges. Considered a watershed moment in global responses to educational exclusion, the Salamanca Statement was core to increasing awareness among nations of the need for fostering more inclusive education policy and practice. Nonetheless, the liberal ideologies that frame human rights in inclusive education are seldom called into question, despite perpetual marginalisation and disadvantage post Salamanca. Inclusive Education Is a Right, Right? brings the many together to consider educational democracy at a moment in global history where the political order fractures populations, and the displacement of socio-economic participation is displayed in every news bulletin – true, fake or otherwise. Under these conditions, the significance of academic activism, wherein diverse perspectives, methodologies and theoretical approaches are put to work to increase equity in education, has perhaps never been so stark. Across the collection the combined chapters engage with researchers, students, education professionals and leaders, advocacy organisations, and people experiencing exclusion and consider human rights in relation to inclusive education. Contributors are: Kate Anderson, Alison Baker, Tim Corcoran, Edwin Creely, Jenny Duke, Peng-Sim Eng, Leechin Heng, Anna Kilderry, Sarah Lambert, Bec Marland, Julianne Moss, Philippa Moylan, Mia Nosrat, Joanne O’Mara, Jo Raphael, Bethany Rice, Andrew Riordan, Amathullah Shakeeb, Roger Slee, Kitty te Riele, Matthew K. E. Thomas, Peter Walker, Scott Welsh, Ben Whitburn, Julie White and Michalinos Zembylas.Table of ContentsFigures and Tables Notes on Contributors 1 More Than Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 2 A Posthumanist Critique of Human Rights: Towards an Agonistic Account of Rights in Inclusive Education  Michalinos Zembylas 3 Online Open Education and Social Justice: Progress for Regional, Multi-Lingual, and Female Learners  Sarah Lambert 4 Risks in Time: To Inclusive Educational Rights  Ben Whitburn and Matthew Krehl Edward Thomas 5 Youth Justice, Educational Exclusion and Moral Panic  Philippa Moylan, Julie White, Tim Corcoran, Kitty Te Riele and Alison Baker 6 Herding Cats: Making Sense of Adjustments for Students with a Disability through Action Research in Schools  Jennie Duke and Andrew Riordan 7 An Exploration of One Initial Teacher Education (ITE) Program’s Attempt to Transform How Inclusion Is Understood and Practiced  Leechin Heng 8 Phenomenological Learning in the Northern Territory  Scott Welsh and Mia Nosrat 9 Old Ideas, New Withdrawal Rooms: A Spatial Study of a Co-Located South Australian Special School  Peter Walker 10 Encountering Diversity: Drama as a Democratic Pedagogy to Prepare Inclusive-Minded Teachers  Jo Raphael, Joanne O’Mara, Ben Whitburn, Edwin Creely, Kate Anderson and Julianne Moss 11 Opportunities for Inclusive Practice: The Stories Our Students Tell  Bethany M. Rice 12 “We Appreciate the Efforts, But Is This Enough?”: Inclusive Education in the Maldives  Amathullah Shakeeb, Ben Whitburn and Anna Kilderry 13 Reading Rights: Dyslexia Policy Enactment and Challenges for Inclusion  Bec Marland 14 Relational Power and Communication: Praxis for Educational Inclusivity  Peng-Sim Eng, Tim Corcoran and Ben Whitburn 15 Artificial Intelligence, Neoliberalism and Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 16 After Words?  Roger Slee Index

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Book SynopsisIntegrating experience and observations with theoretical ideologies and philosophical dispositions, the author provides a refreshing methodology and vision to the development of curriculum and instruction for administrative leaders, educators and policymakers in an urban education setting. Collectively combing her administrative and instructional experience as an educator, principal and superintendent, she shares with readers a new pedagogical approach that emphasizes principles of collaboration and co-investigation among educators and students to explore universal life lessons and confront systemic oppression that impact urban youth. The Pedagogy of Consciousness is one that emphasizes a humanizing approach to education with balanced partnerships and shared connections among educators and students. The promise of this compelling model is that it collectively revitalizes a broken, disenfranchised system, while demonstrating the capacity to revolutionize urban education and transform lives. The book opens up with a historical analysis of education, beginning with its inception and culminating with its present state of affairs, confronting systemic inequities and modes of standardization that still permeate today. The author provokes administrative leaders and educators to value student diversity and rethink the architecture of the traditional school systems by placing students at the forefront of their education through the co-development of curriculum and learning themes that impact their lives on a daily basis. The Pedagogy of Consciousness provides innovative measures for educators and students alike to recognize the excellence that they were born with. The model, which is based on the dynamic disposition of education as a fluid, organic process, highlights relationship building among educators and students as a core element necessary to create a classroom culture based upon facets of loyalty, trust and mutual respect. To this end, educators and students investigate issues that affect their lives on a daily basis to experience self-growth and liberation that ultimately transcends into a shift in perception, thoughts and action. Embedded in the model is also the use of coping mechanisms and daily affirmations that allow students to recognize the highest form of one’s inner consciousness. The author demonstrates the importance of leading educational reform through teaching students that they are pillars of their own success.Table of ContentsForeword: The Pedagogy of Consciousness to the World  Edmund Adjapong Preface List of Figures and Tables Where It All Started… 1 The Colors of Oppression  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 2 Irreparable Damage  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 3 A Curriculum for Life  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 4 Principles of Humanity: Healing through the Pedagogy of Consciousness  1 Mind Activation  2 Thoughts for Contemplation  3 Introspective Discourse 5 Restoration of Hope for the Culture  1 Mind Activation  2 Concluding Thoughts  3 Introspective Discourse Appendix A: Curricular Unit Template Appendix B: Curricular Reflection Checklist Appendix C: Sample Unit Developed by Students & Educators Appendix D: Sample Lesson Plan Design Appendix E: Positive Affirmations for Students & Educators References Index

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

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

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Book SynopsisThe “Strong Poet”: Essays in Honor of Lous Heshusius is an edited volume focused on the research, scholarship, and leadership of one of the earliest proponents of radical change in the field of special education. This volume is part of the series Critical Leaders and the Foundation of Disability Studies in Education, a collective history of the ecology of ideas that gave way to the emergence of the field of Disability Studies in Education (DSE). The series formalizes the value of attending to a history, distinguished by Steve Taylor (2005), as one that existed before it was named DSE. In this volume the contributors borrow from the venerable life work of Lous Heshusius, to center her original claims, early research, and the enduring challenge she posed to special education against examples from their own practice and personal histories. Each chapter recovers aspects of the genius of Heshusius that ultimately disrupted status quo thinking about disability. Specifically her attention to recognizing the lives and desires of those that society too often relegates to categories and contexts devoid of self-direction and authentic agency. In brief, we find in Heshusius, a researcher who sought to privilege the voice of individuals with disability. She was among those who drew from and elaborated upon the methods and tools of qualitative research. Contributors are: Julie Allan, Alicia A. Broderick, Danielle M. Cowley, Deborah J. Gallagher, Emily A. Nusbaum, and Linda Ware.Table of ContentsSeries Introduction  Linda Ware Notes on Contributors Introduction: Lous Heshusius, the “Strong Poet”  Linda Ware and Emily A. Nusbaum 1 Boredom, Refusal, and Disbelief, Coming to the Work of Lous Heshusius  Linda Ware 2 New to the “Family of Malcontents”: Reflections on an Early Career of Creative Discontent  Emily A. Nusbaum 3 Seeking the Real in an Unreal World on Reading Lous Heshusius  Alicia A. Broderick 4 Reflexivity with and without Self: Lous Heshusius’s Purposeless Listening Exercise  Julie Allan 5 The Illusion of Our Separativeness: Exploring Heshusius’s Concept of Participary Conciousness in Disability Research and Inclusive Education  Deborah J. Gallagher 6 Respect for the Ghost, Justice for the Living: A Sociological Haunting 30 Years in the Making  Danielle M. Cowley Index

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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

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Book SynopsisUsing a range of critical perspectives, On the Question of Truth in the Era of Trump closely examines notions of “truth in crisis” leading up to and after the election of Donald Trump. The authors explore how truth is constructed along the lines of race, social class, and gender as filtered through the self-referential characteristics of social media in particular. The authors assert that the US left has shown itself inadequate to the task of confronting right wing ideologies, which have only intensified since the 2016 election, resulting in increased mobilization of white supremacist and nationalist groups. Whether underestimating Trump by downplaying the threat of his candidacy during the primaries, trivializing the concerns of women and minorities as “identity politics,” or rushing to prioritize the free speech rights of the far-right, left academics and the media have found themselves unable to use their traditional arsenal of evidence, rational discourse, and appeals to diversity of viewpoints. The authors assert that political resistance to the right is not a matter of playful use of signs and symbols or discourse alone and has to be fought directly and in solidarity. At this point, it is clear that Trump and his supporters have not just deployed relativism as a form of strategy, but have fully weaponized it against their perceived enemies: women, immigrants, minorities, LGBTQ people along with educational, scientific, and journalistic institutions. It is hoped that this in-depth, critical dissection of truth in the current political reality will assist in the project of resistance. Contributors are: Faith Agostinone-Wilson, Mike Cole, Jeremy T. Godwin, Jones Irwin, Austin Pickup, Daniel Ian Rubin, and Eric C. Sheffield.

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

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

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Book SynopsisIn Educating for Social Justice: Field Notes from Rural Communities, educators from across the United States offer their experiences engaging in rural, place-based social justice education. With education settings ranging from university campuses in Georgia to small villages in New Mexico, each chapter details the stories of teaching and learning within the often-overlooked rural areas of the United States. Attempting to highlight the experiences of rural educators, this text explores the triumphs, challenges, and hopes of teachers who strive to implement justice pedagogy in their rural settings. Contributors are: Carey E. Andrzejewski, Hannah Carson Baggett, Sarah N. Baquet, T. Jameson Brewer, Brianna Brown, Christian D. Chan, Elizabeth Churape-García, Jason Collins, María Isabel Cortés-Zamora, Jacqueline Daniel, Joanna Davis-McElligatt, Katy Farber, Derek R. Ford, Sheri C. Hardee, Jehan Hill, Lynn Liao Hodge, Renee C. Howells, Adam W. Jordan, Rosann Kent, Shea N. Kerkhoff, Jeffery B. Knapp, Peggy Larrick, Leni Marshall, Kelly L. McFaden, Morgan Moore, Kaitlinn Morin, Nora Nuñez-Gonzalez, Daniel Paulson, Emma Redden, Angela Redondo, Gregory Samuels, Hiller Spires, Ashley Walther, Serena M. Wilcox, Madison Wolter, and Sharon Wright.

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Book SynopsisIn Educating for Social Justice: Field Notes from Rural Communities, educators from across the United States offer their experiences engaging in rural, place-based social justice education. With education settings ranging from university campuses in Georgia to small villages in New Mexico, each chapter details the stories of teaching and learning within the often-overlooked rural areas of the United States. Attempting to highlight the experiences of rural educators, this text explores the triumphs, challenges, and hopes of teachers who strive to implement justice pedagogy in their rural settings. Contributors are: Carey E. Andrzejewski, Hannah Carson Baggett, Sarah N. Baquet, T. Jameson Brewer, Brianna Brown, Christian D. Chan, Elizabeth Churape-García, Jason Collins, María Isabel Cortés-Zamora, Jacqueline Daniel, Joanna Davis-McElligatt, Katy Farber, Derek R. Ford, Sheri C. Hardee, Jehan Hill, Lynn Liao Hodge, Renee C. Howells, Adam W. Jordan, Rosann Kent, Shea N. Kerkhoff, Jeffery B. Knapp, Peggy Larrick, Leni Marshall, Kelly L. McFaden, Morgan Moore, Kaitlinn Morin, Nora Nuñez-Gonzalez, Daniel Paulson, Emma Redden, Angela Redondo, Gregory Samuels, Hiller Spires, Ashley Walther, Serena M. Wilcox, Madison Wolter, and Sharon Wright.

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Book SynopsisThis book investigates and uncover paradoxes and ambivalences that are actualised when seeking to make the right choices in the best interests of the child. The 1989 United Nations Convention on the Rights of the Child established a milestone for the 20th century. Many of these ideas still stand, but time calls for new reflections, empirical descriptions and knowledge as provided in this book. Special attention is directed to the conceptualisation of children and childhood cultures, the missing voices of infants and fragile children, as well as transformations during times of globalisation and change. All chapters contribute to understand and discuss aspects of societal demands and cultural conditions for modern-day children age 0–18, accompanied by pointers to their future. Contributors are: Eli Kristin Aadland, Wenche Bjorbækmo, Jorunn Spord Borgen, Gunn Helene Engelsrud, Kristin Vindhol Evensen, Eldbjørg Fossgard, Liv Torunn Grindheim, Asle Holthe, Liisa Karlsson, Stinne Gunder Strøm Krogager, Jonatan Leer, Ida Marie Lyså, Elin Eriksen Ødegaard, Czarecah Tuppil Oropilla, Susanne Højlund Pedersen, Anja Maria Pesch, Karen Klitgaard Povlsen, Gro Rugseth, Pauline von Bonsdorff, Hege Wergedahl and Susanne C. Ylönen.Table of ContentsForeword  Gunn Helene Engelsrud Preface Acknowledgements List of Figures and Tables Notes on Contributors 1 Introducing Childhood Cultures in Transformation  Elin Eriksen Ødegaard and Jorunn Spord Borgen 2 In the Best Interests of the Child: From the Century of the Child to the Century of Sustainability  Liv Torunn Grindheim, Jorunn Spord Borgen and Elin Eriksen Ødegaard 3 On Equal Terms? On Implementing Infants’ Cultural Rights  Pauline von Bonsdorff 4 Children with Severe, Multiple Disabilities: Interplaying Beings, Communicative Becomings  Kristin Vindhol Evensen 5 Spaces for Transitions in Intergenerational Childhood Experiences  Czarecah Oropilla 6 Managing Risk and Balancing Minds: Transforming the Next Generation through ‘Frustration Education’  Ida Marie Lyså 7 Children’s Food Choices during Kindergarten Meals  Hege Wergedahl, Eldbjørg Fossgard, Eli Kristin Aadland and Asle Holthe 8 Children, Food and Digital Media: Questions, Challenges and Methodologies  Karen Klitgaard Povlsen, Stinne Gunder Strøm Krogager, Jonatan Leer and Susanne Højlund 9 ‘Children at Risk’ in Public Health Policy: What Is at Risk?  Jorunn Spord Borgen, Gro Rugseth and Wenche S. Bjorbækmo 10 ‘Childish’ beyond Age: Reconceptualising the Aesthetics of Resistance  Susanne C. Ylönen 11 Approaching Agency in Intra-Activities  Liv Torunn Grindheim 12 Studying Families’ and Teachers’ Multilingual Practices and Ideologies in Kindergartens: A Nexus Analytic Approach  Anja Maria Pesch 13 Studies of Child Perspectives in Methodology and Practice with ‘Osallisuus’ as a Finnish Approach to Children’s Reciprocal Cultural Participation  Liisa Karlsson 14 Global Paradoxes and Provocations in Education: Exploring Sustainable Futures for Children and Youth  Jorunn Spord Borgen and Elin Eriksen Ødegaard Index

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Book SynopsisThis book investigates and uncover paradoxes and ambivalences that are actualised when seeking to make the right choices in the best interests of the child. The 1989 United Nations Convention on the Rights of the Child established a milestone for the 20th century. Many of these ideas still stand, but time calls for new reflections, empirical descriptions and knowledge as provided in this book. Special attention is directed to the conceptualisation of children and childhood cultures, the missing voices of infants and fragile children, as well as transformations during times of globalisation and change. All chapters contribute to understand and discuss aspects of societal demands and cultural conditions for modern-day children age 0–18, accompanied by pointers to their future. Contributors are: Eli Kristin Aadland, Wenche Bjorbækmo, Jorunn Spord Borgen, Gunn Helene Engelsrud, Kristin Vindhol Evensen, Eldbjørg Fossgard, Liv Torunn Grindheim, Asle Holthe, Liisa Karlsson, Stinne Gunder Strøm Krogager, Jonatan Leer, Ida Marie Lyså, Elin Eriksen Ødegaard, Czarecah Tuppil Oropilla, Susanne Højlund Pedersen, Anja Maria Pesch, Karen Klitgaard Povlsen, Gro Rugseth, Pauline von Bonsdorff, Hege Wergedahl and Susanne C. Ylönen.Table of ContentsForeword  Gunn Helene Engelsrud Preface Acknowledgements List of Figures and Tables Notes on Contributors 1 Introducing Childhood Cultures in Transformation  Elin Eriksen Ødegaard and Jorunn Spord Borgen 2 In the Best Interests of the Child: From the Century of the Child to the Century of Sustainability  Liv Torunn Grindheim, Jorunn Spord Borgen and Elin Eriksen Ødegaard 3 On Equal Terms? On Implementing Infants’ Cultural Rights  Pauline von Bonsdorff 4 Children with Severe, Multiple Disabilities: Interplaying Beings, Communicative Becomings  Kristin Vindhol Evensen 5 Spaces for Transitions in Intergenerational Childhood Experiences  Czarecah Oropilla 6 Managing Risk and Balancing Minds: Transforming the Next Generation through ‘Frustration Education’  Ida Marie Lyså 7 Children’s Food Choices during Kindergarten Meals  Hege Wergedahl, Eldbjørg Fossgard, Eli Kristin Aadland and Asle Holthe 8 Children, Food and Digital Media: Questions, Challenges and Methodologies  Karen Klitgaard Povlsen, Stinne Gunder Strøm Krogager, Jonatan Leer and Susanne Højlund 9 ‘Children at Risk’ in Public Health Policy: What Is at Risk?  Jorunn Spord Borgen, Gro Rugseth and Wenche S. Bjorbækmo 10 ‘Childish’ beyond Age: Reconceptualising the Aesthetics of Resistance  Susanne C. Ylönen 11 Approaching Agency in Intra-Activities  Liv Torunn Grindheim 12 Studying Families’ and Teachers’ Multilingual Practices and Ideologies in Kindergartens: A Nexus Analytic Approach  Anja Maria Pesch 13 Studies of Child Perspectives in Methodology and Practice with ‘Osallisuus’ as a Finnish Approach to Children’s Reciprocal Cultural Participation  Liisa Karlsson 14 Global Paradoxes and Provocations in Education: Exploring Sustainable Futures for Children and Youth  Jorunn Spord Borgen and Elin Eriksen Ødegaard Index

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Book SynopsisInYou Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved. Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”Trade ReviewAdvance Praise "Professor Markert has created an outstanding collection of real-life professional experiences that can serve as actual simulations for both prospective and current school administrators. Such diversified, descriptive testimonials shared by school leaders gives resonance to the challenges and variety of leadership skills needed in today's educational environments. Just to have the chance to view a multitude of dilemmas touching so many different competencies is an excellent leadership training tool that truly encompasses reflective practice." Cheryl A. McElhany, President Extended Day Child Care Center, Dublin, CA "The case studies in this well-written book provide the perfect foundation for fruitful consideration of complex situations that face building leaders every day. It is one thing to be able to name the standards of professional leadership but quite another to be able to apply them from day to day. These case studies will inspire deep and authentic discussions about what did and what could have happened in each case presented. Emerging leaders will find this book a valuable resource for preparing themselves to respond to challenging situations. Current leaders will want to use the case studies as a way to explore with colleagues situations similar to those they have faced, thinking about what they did right and what they might want to change in their future responses." Susan Coultrap-McQuin, Ph.D. Professor Emeritus & Former Provost State University of New York at Oswego "In my years as an education attorney, many school leaders have stated they eventually wanted to write a book about their many you can't make this up experiences, and now Linda Rae Markert has done it! These multinational tales from the field provoke informed inquiry, critical analysis, and self-assessment, all in the format of a really good read." Donald E. Budmen, ESQ. Education Law Attorney Ferrara Fiorenza PC, East Syracuse, NY "Gather a group of school principals together and you will hear a common refrain; you can't make this up! Ethical decision making, crucial conversations, and dealing with challenging situations are simply part of the job. Where this book really shines is in Markert's deft storytelling and thought-provoking questions to ponder. Veteran and novice school leaders alike will see their own experiences come alive in the cases making self-reflection possible. Readers will gain new perspectives as they lead in these unique times." Beth Anne Lozier, Principal Camillus Middle School, West Genesee Central School DistrictTable of ContentsAbout the Author 1 Overview of This Conversation  1 Beginning an International Conversation among School Leaders  2 A Context for Using Case Studies  3 Ethical Decision-Making & Interview Template  4 Alignment of Case Studies with Professional Standards for Educational Leaders 2 Mission, Vision and Core Values  1 Are We Doing Enough?  2 I Am Your Child’s Advocate  3 #Enough 3 Ethics and Professional Norms  1 Do I Blow the Whistle?  2 He Just Showed up Unexpectedly  3 Where Have You Been?  4 We Can’t Find the Error 4 Equity and Cultural Responsiveness  1 Your Son Has Great Potential  2 I Never Said Any of Those Things  3 I Don’t Want To – You Can’t Make Me  4 My Wedding Plans 5 Curriculum, Instruction and Assessment  1 I Never Thought I Was Cheating  2 Silent Night  3 How Did They Override the System? 6 Community of Care and Support for Students  1 Not Mine, Smoking Stinks!  2 This Girl Hit My Daughter  3 Please Don’t Kick Him out of School  4 You Must Show Me That Tape 7 Professional Capacity of School Personnel  1 But I’m a Good Teacher  2 Measure Twice, Cut Once  3 She’s So Disorganized  4 Do Summative Reviews Ever Make a Diffference? 8 Professional Community for Teachers and Staff  1 Just Joking Around  2 My Course Requirements Apply to Everyone  3 I Can Show You My Uber Receipts  4 All Boys Talk That Way 9 Meaningful Engagement of Families and Community  1 I Love My Kids  2 Don’t Make Me Get on the Bus  3 Our Son Must Have Mr. Thorwall  4 Mom Wants the Checkbook 10 Operations and Management  1 We Are Not Welcome  2 Standards Uphold the Status Quo  3 Mathematically Speaking, It Was Beautiful 11 School Improvement  1 Is This a Credible Threat?  2 It’s Always about the Money 12 Final Reflections  1 Ethical School Leadership Index

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