Philosophy and theory of education Books

Book SynopsisTeaching, Responsibility, and the Corruption of Youth explores the concept and practice of responsibility in education and teaching in the new post-Cold War era after the long run of globalization and liberal internationalism has been disrupted by the rise of populism, anti-immigration sentiments and new forms of terrorism. The old liberal values and forms of tolerance have been questioned. Responsibility is a complex concept in our lives with moral, social, financial and political aspects. It embraces both legal and moral forms, and refers to the state of being accountable or answerable for one’s actions implying a sense of obligation associated with being in a position of authority such as a parent, teacher or guardian having authority over children. First used with schools in 1855, the concept's legal meaning was only tested in the 1960s when student conduct, especially when materially affecting the rights of other students, was not considered immune by constitutional guarantees of freedom. This volume investigates the questions left with us today: What does responsibility mean in the present era? Does loco parentis still hold? What of the rights of students? In what does teacher responsibility consist? Can student autonomy be reconciled with market accountability? To what extent can responsibility of or for students be linked to ‘care of the self’ and ‘care for others’? And, most importantly, to what extent, if any, can teachers be held accountable for the actions of their students?Table of ContentsPreface and Acknowledgements Introduction: Teaching, Philosophy and the Education of Youth 1 Philosophy, Education and the Corruption of Youth: From Socrates to Islamic Extremists  Introduction  Youth, Moral Development and Indoctrination  The Case of Socrates – A Teacher Accused of Corrupting Youth  Education, Dissent, Indoctrination and Corrupting Youth – Contemporary Exemplars  Conclusion 2 Heidegger, De-Nazification and the Art of Teaching  Introduction  Heidegger as Teacher  Heidegger’s Comportment and the Art of Teaching 3 Truth-Telling as an Educational Practice of the Self: Foucault, Parrhesia and the Ethics of Subjectivity  Introduction  Foucault on the Truth: From Regimes to Games of Truth  Parrhesia, Education and Practices of Truth-Telling  Conclusion: Foucault and the Prospects for Parrhesiastical Education 4 Interculturalism, Ethnocentrism and Dialogue  Introduction: Interculturalism and Ethnocentrism  Dialogue  Conclusion 5 Understanding the Sources of Anti-Westernism: An Interview with Jan Nederveen Pieterse 6 Islam and the End of European Multiculturalism? From Multiculturalism to Civic Integration  Introduction  From Multiculturalism to the Crisis of Civic Integration  David Camerons 2011 Speech at the Munich Security Conference  Education and the Rise of Terrorism Studies  Reactions to Islamic Extremism: Hate Preachers and Poisonous Narratives  Radicalization as ‘Education’  The Crisis of Integration &emps;Appendix 7 ‘Western Education Is Sinful’: Boko Haram and the Abduction of Chibok Schoolgirls  Introduction 8 Global Citizenship Education: Politics, Problems and Prospects  Introduction 9 The Refugee Crisis and the Right to Political Asylum  Introduction 10 The Refugee Crisis in Europe: Words without Borders  ‘Refugee Blues,’ by W.H. Auden  From ‘A Mother in a Refugee Camp’, by Chinua Achebe  ‘From Home’, by Warsan Shire  From ‘When I am Overcome by Weakness’, by Najat Abdul Samad  From ‘I Am a Refugee’, by Mohamed Raouf Bachir 11 From State Responsibility for Education and Welfare to Self-Responsibilization in the Market  Introduction 12 Pedagogies of the Walking Dead: Diminishing Responsibility for Social Justice in a Neoliberal World  Introduction: Zombie Theory  Responsibilization and Deprofessionalization  Responsibilizing Teachers: The International Agencies  Neoliberalism and Teachers Conclusion: Education for Ecological Democracy  Democracy, Yet Again  Ecological Democracy  Origins and Possibilities  Education for Ecological Democracy Postscript: The End of Neoliberal Globalization and the Rise of Authoritarian Populism

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Book SynopsisThe re-emergence of China as a world power promises to be the signal economic, political, cultural, and social development of the 21st century. In the face of its rise, fine grained accounts of the shape and texture of this new China are both timely and necessary. Navigating the Aspirational City forwards a theory of contemporary Chinese urban educational culture that focusses on the influence of dominant conceptions of “the good citizen” and the material environment upon parents as they pursue their childrearing projects. The book provides a description of the beliefs and practices of urban Chinese parents as they “educate” their children. These beliefs and practices are placed in relation to a historical chain of ideas about how to best educate children, as well as within the urban context in which they are produced and reproduced, renovated, and transformed. Beginning with a history of revolutionary “orders of worth” culminating in the “aspirational cité,” the book details the shifting standards that define the “human capital” conditions of possibility of a developed modern economy. It goes on to describe a set of policies and practices known as san nian da bianyang by which the whole of one particular city, Shijiazhuang, has been demolished, re-built, and re-ordered. Contemporary China is, the author contends, no less revolutionary than Mao’s, noting that parents’ beliefs and practices articulate with the present ideational and material context to produce what appears, at times, to be radical transformation and, at others, remarkable stability.Trade Review“This book makes an important contribution to discussions of educational, social, cultural and economic developments in China. Dr. Yochim is a superb writer and extraordinary scholar who brings advanced understandings grounded in his own intimate engagements with China, his prowess with Chinese culture and language, ethnographic research skills and his ability to apply various lenses (especially Bourdieu, Archer & Harvey) to developments in China over the last 50 years.” – Robert Tierney, University of British Columbia / Beijing Normal University / The University of Sydney “This book is a fascinating read, and illuminates many aspects of my life in China that I was only partially aware of. Dr. Yochim has a unique insight into cultural matters of parenting in China, and he can help outsiders to have a balanced view of what are often contentious issues.” – David Turner, Beijing Normal UniversityTable of ContentsPreface List of Figures and Tables Chapter 1: Scoping Chinese Educational Culture  Research Problem & Questions  Third-Tier City, First World Problems  An Urban Educational Culture of Familial Aspiration  Education, Family, City, Culture  Conceptualizing Educational Culture  Organization of the Book Chapter 2: The Heavy Burden of Revolution  Jianfu: Lightening the Heavy Burden  Jianfu in the Early Revolutionary Period  Jianfu in the Great Proletarian Cultural Revolution Chapter 3: The “Reform” Era & the Emergence of the Aspirational Cité  The Emergence of the Aspirational Cité  Jianfu: A Flexible Policy  Chapter 4: Building an Aspirational City  Tangible Effects of Renovation  Educational Institutions for the Aspirational City Chapter 5: Educating Children in the Aspirational City  The Parents  Beliefs and Activities of Middle-Class Urban Parents Chapter 6: Making One’s Way through the Field of Urban Educational Culture  Negotiating & Navigating: The Logic of China’s Urban Educational Culture  Jianfu Reconsidered  Negotiating & Navigating Educational Culture  The Aspirational Family? Chapter 7: Urban Educational Culture Revisited  Renovation and Desire in 2017 Appendix A: Methodological Preliminaries and Specifications Appendix B: Documents Used in Corpus Analysis References Index

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Book SynopsisThe re-emergence of China as a world power promises to be the signal economic, political, cultural, and social development of the 21st century. In the face of its rise, fine grained accounts of the shape and texture of this new China are both timely and necessary. Navigating the Aspirational City forwards a theory of contemporary Chinese urban educational culture that focusses on the influence of dominant conceptions of “the good citizen” and the material environment upon parents as they pursue their childrearing projects. The book provides a description of the beliefs and practices of urban Chinese parents as they “educate” their children. These beliefs and practices are placed in relation to a historical chain of ideas about how to best educate children, as well as within the urban context in which they are produced and reproduced, renovated, and transformed. Beginning with a history of revolutionary “orders of worth” culminating in the “aspirational cité,” the book details the shifting standards that define the “human capital” conditions of possibility of a developed modern economy. It goes on to describe a set of policies and practices known as san nian da bianyang by which the whole of one particular city, Shijiazhuang, has been demolished, re-built, and re-ordered. Contemporary China is, the author contends, no less revolutionary than Mao’s, noting that parents’ beliefs and practices articulate with the present ideational and material context to produce what appears, at times, to be radical transformation and, at others, remarkable stability.Trade Review“This book makes an important contribution to discussions of educational, social, cultural and economic developments in China. Dr. Yochim is a superb writer and extraordinary scholar who brings advanced understandings grounded in his own intimate engagements with China, his prowess with Chinese culture and language, ethnographic research skills and his ability to apply various lenses (especially Bourdieu, Archer & Harvey) to developments in China over the last 50 years.” – Robert Tierney, University of British Columbia / Beijing Normal University / The University of Sydney “This book is a fascinating read, and illuminates many aspects of my life in China that I was only partially aware of. Dr. Yochim has a unique insight into cultural matters of parenting in China, and he can help outsiders to have a balanced view of what are often contentious issues.” – David Turner, Beijing Normal UniversityTable of ContentsPreface List of Figures and Tables Chapter 1: Scoping Chinese Educational Culture  Research Problem & Questions  Third-Tier City, First World Problems  An Urban Educational Culture of Familial Aspiration  Education, Family, City, Culture  Conceptualizing Educational Culture  Organization of the Book Chapter 2: The Heavy Burden of Revolution  Jianfu: Lightening the Heavy Burden  Jianfu in the Early Revolutionary Period  Jianfu in the Great Proletarian Cultural Revolution Chapter 3: The “Reform” Era & the Emergence of the Aspirational Cité  The Emergence of the Aspirational Cité  Jianfu: A Flexible Policy  Chapter 4: Building an Aspirational City  Tangible Effects of Renovation  Educational Institutions for the Aspirational City Chapter 5: Educating Children in the Aspirational City  The Parents  Beliefs and Activities of Middle-Class Urban Parents Chapter 6: Making One’s Way through the Field of Urban Educational Culture  Negotiating & Navigating: The Logic of China’s Urban Educational Culture  Jianfu Reconsidered  Negotiating & Navigating Educational Culture  The Aspirational Family? Chapter 7: Urban Educational Culture Revisited  Renovation and Desire in 2017 Appendix A: Methodological Preliminaries and Specifications Appendix B: Documents Used in Corpus Analysis References Index

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Book SynopsisThe case studies compiled in Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling offer a comparative look at how the global politics of educational decentralization have influenced the democratic aspirations of diverse community-based schooling initiatives in Europe, Africa, Asia and the Americas.Table of ContentsForeword: Community Organizing and Educational Justice: From Local Struggles to a Global Movement  Mark R. Warren Acknowledgements List of Acronyms Notes on Contributors 1. Introduction: Community-Based Schooling and the Intersectional Politics of Decentralization and Democratization  Kai Heidemann and Rebecca Clothey 2. Social Movement-Led Democratic Governance of Public Education: The Case of the Brazilian Landless Workers Movement  Rebecca Tarlau 3. Crisis, Protest and Democratization ‘From Below’: The Rise of a Community-Based Schooling Movement in Argentina  Kai Heidemann 4. Accountability through Community-Based Management? Implications from the Local Level Implementation in El Salvador of a Globally-Popular Model  D. Brent Edwards Jr. 5. Decentralization, Centralization and Minority Education in Hungary  Andria D. Timmer 6. Decentralization and Education in Tanzania: The Role of Community Schools and Education for the Poor  Serena Koissaba 7. Between State and Society: Community Schools in Zambia  Richard Bamattre 8. Building a Community-Based Charter School in the United States  Rebecca Clothey and Deanna Hill 9. An Alternative Education Model in Urumqi  Rebecca Clothey 10. School of Feminism in Beijing: Embodied Resistance and “Weak” Education in Twenty-First-Century China  Weiling Deng Index

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Book SynopsisThe case studies compiled in Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling offer a comparative look at how the global politics of educational decentralization have influenced the democratic aspirations of diverse community-based schooling initiatives in Europe, Africa, Asia and the Americas.Table of ContentsForeword: Community Organizing and Educational Justice: From Local Struggles to a Global Movement  Mark R. Warren Acknowledgements List of Acronyms Notes on Contributors 1. Introduction: Community-Based Schooling and the Intersectional Politics of Decentralization and Democratization  Kai Heidemann and Rebecca Clothey 2. Social Movement-Led Democratic Governance of Public Education: The Case of the Brazilian Landless Workers Movement  Rebecca Tarlau 3. Crisis, Protest and Democratization ‘From Below’: The Rise of a Community-Based Schooling Movement in Argentina  Kai Heidemann 4. Accountability through Community-Based Management? Implications from the Local Level Implementation in El Salvador of a Globally-Popular Model  D. Brent Edwards Jr. 5. Decentralization, Centralization and Minority Education in Hungary  Andria D. Timmer 6. Decentralization and Education in Tanzania: The Role of Community Schools and Education for the Poor  Serena Koissaba 7. Between State and Society: Community Schools in Zambia  Richard Bamattre 8. Building a Community-Based Charter School in the United States  Rebecca Clothey and Deanna Hill 9. An Alternative Education Model in Urumqi  Rebecca Clothey 10. School of Feminism in Beijing: Embodied Resistance and “Weak” Education in Twenty-First-Century China  Weiling Deng Index

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Book SynopsisIn Belonging: Rethinking Inclusive Practices to Support Well-Being and Identity, issues related to inclusive education and belonging across a range of education contexts from early childhood to tertiary education are examined and matters related to participation, policy and theory, and identity and well-being are explored. Individual chapters, which are drawn from papers presented at The Inclusive Education Summit held at the University of Canterbury, 2016, canvass a variety of topics including pedagogy, sexuality, theory, policy and practice. These topics are explored from the authors’ varying perspectives as practitioners, academics and lay-persons and also from varying international perspectives including New Zealand, South Africa and Australia. Contributors are: Keith Ballard, Henrietta Bollinger, Hera Cook, Michael Gafffney, Annie Guerin, Fiona Henderson, Leechin Heng, Kate McAnelly, Trish McMenamin, Be Pannell, Christine Rietveld, Marie Turner, Ben Whitburn, Julie White, and Melanie Wong.Table of ContentsNotes on Contributors 1 Introduction: Setting the Scene  Trish McMenamin and Annie Guerin> 2 What Happens Next? Inclusion in an Excluding World  Keith Ballard> PART 1: Participation – Belonging in Action 3 Inclusion and Autism: Belonging  Marie Turner, Gwen Gilmore and Scott Welsh> 4 Theory Circles, Inclusion and the PhD student  Be Pannell, Julie White and Fiona Henderson> 5 Achieving Citizenship for All: Theorising Active Participation for Disabled Children and Their Families in Early Childhood Education  Kate McAnnelly and Michael Gaffney> PART 2: Policy and Theory to Support Belonging 6 The Construction of Giftedness in Education Policy in New Zealand and Australia: Implications for Inclusive Education Policy and Practice  Melanie Wong and Ben Whitburn> 7 Employing Intersectionality and the Concept of Difference to Investigate Belonging and Inclusion  Leechin Heng and Julie White> PART 3: Identity and Well-being – Keys to Belonging 8 The Impact of Inclusive Education and Access to Sexuality Education on the Development of Identity in Young People Living with Disability  Henrietta Bollinger and Hera Cook> 9 Quality of “Belonging” and its Relationship to Learning: Case Studies of Three New Entrant Children and a 12-Year Old with Down Syndrome  Christine Rietveld>

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Book SynopsisIn Belonging: Rethinking Inclusive Practices to Support Well-Being and Identity, issues related to inclusive education and belonging across a range of education contexts from early childhood to tertiary education are examined and matters related to participation, policy and theory, and identity and well-being are explored. Individual chapters, which are drawn from papers presented at The Inclusive Education Summit held at the University of Canterbury, 2016, canvass a variety of topics including pedagogy, sexuality, theory, policy and practice. These topics are explored from the authors’ varying perspectives as practitioners, academics and lay-persons and also from varying international perspectives including New Zealand, South Africa and Australia. Contributors are: Keith Ballard, Henrietta Bollinger, Hera Cook, Michael Gafffney, Annie Guerin, Fiona Henderson, Leechin Heng, Kate McAnelly, Trish McMenamin, Be Pannell, Christine Rietveld, Marie Turner, Ben Whitburn, Julie White, and Melanie Wong.Table of ContentsNotes on Contributors 1 Introduction: Setting the Scene  Trish McMenamin and Annie Guerin> 2 What Happens Next? Inclusion in an Excluding World  Keith Ballard> PART 1: Participation – Belonging in Action 3 Inclusion and Autism: Belonging  Marie Turner, Gwen Gilmore and Scott Welsh> 4 Theory Circles, Inclusion and the PhD student  Be Pannell, Julie White and Fiona Henderson> 5 Achieving Citizenship for All: Theorising Active Participation for Disabled Children and Their Families in Early Childhood Education  Kate McAnnelly and Michael Gaffney> PART 2: Policy and Theory to Support Belonging 6 The Construction of Giftedness in Education Policy in New Zealand and Australia: Implications for Inclusive Education Policy and Practice  Melanie Wong and Ben Whitburn> 7 Employing Intersectionality and the Concept of Difference to Investigate Belonging and Inclusion  Leechin Heng and Julie White> PART 3: Identity and Well-being – Keys to Belonging 8 The Impact of Inclusive Education and Access to Sexuality Education on the Development of Identity in Young People Living with Disability  Henrietta Bollinger and Hera Cook> 9 Quality of “Belonging” and its Relationship to Learning: Case Studies of Three New Entrant Children and a 12-Year Old with Down Syndrome  Christine Rietveld>

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Book SynopsisCultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated. Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.

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Book SynopsisJoseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, “Every human is an artist,“ points to the fundamental ability of every human to be creative in the art of life – with respect to the development of one’s own personality and one’s actions within society. Beuys saw society as an artwork in a permanent process of transformation, a ‘social sculpture‘ in which every person participated, and for which everyone should be educated as comprehensively as possible. Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuys’s art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of ‘artistic projects’ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaß discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area. Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.Table of ContentsPreface List of Figures 1 Joseph Beuys and the Artistic Education  1 Freedom and the Challenge to Be an Artist of Living  2 The Polar Play of Artistic Thinking  3 The Decentralized Subject of Postmodernity  4 Identity and the Coherent Self 2 Beuysf Extended Concept of Art  1 Art as Evolution of Mind  2 Emancipation of the Mythical Age . Socrates, Plato, Aristotle, Christ  3 Progress of Science – Kant, Newton, Helmholtz, Marx  4 Calvary Cross – Materialism  5 Christ and Man at Play  6 Humans as Artists and the Social Sculpture  7 Exercising Artistic Communication  8 Future Perspectives: Artistic or Artifijicial Thinking 3 Beuyse Artworks as Lessons  1 The eWarmth Qualityf of Artistic Thought  2 eThe Chieff . Revolution of Communication through Art  3 Creating New Flows of Energy  4 Political Statement and Shamanistic Revolution  5 The eChieff as Artistic Education 4 Artistic Learning through Artistic Projects  1 The River Metaphor  2 Pedagogy in Artistic Projects  3 Structural elements of the Artistic Project  4 Experiment  5 Contextuality  6 Polarities as Tensions and Tools of the Artistic Learning Process 5 Artistic Projects as Practice of Artistic Education  1 Research Aspects  2 "Head with a Story"h  3 Aspects of Artistic Education 6 Variations of Artistic Projects  1 "Freedom and Dignity"  2 "The Leaf Principle – Bionic"  3 Diffferent Topics – Diffferent Ways of Artistic Learning 7 Studying Artistic Education  1 Becoming a Generalist  2 Art Educators Have to Be Artists  3 Providing Time and Space for Artistic Studies  4 Should I Study One Medium or More?  5 Giving Grades for Artistic Studies?  6 Visual Studies – Pictorial Sciences  7 The Contemporary Relevance of Art History  8 The Role of Philosophy  9 Relevant Philosophical Disciplines  10 Pedagogy – The Art of Artistic Education  11 Educational Studies  12 Art Pedagogy as Art  13 Interdisciplinary Studies in Artistic Projects  14 Experiencing and Reflecting Polarities  15 Critical Reflection and Imagination in Pedagogy  16 Existential Creativity – Artistic Education as a Mental Attitude 8 Art Class as a Construction Site  Mario Urlass  1 How Can We Bring Students into Educational Situations Which Foreground the Self and the World? 9 On the Educational Potential of Art: A Requiem for Schonau  Christian Wagner  1 Introduction  2 Pupils, Art, and Economic Utility  3 Pupils as Performers: Dying and Death from Diffferent Perspectives  4 Artistic Thinking as a Teaching Process  5 Schonauer Requiem: A Requiem for Schonau  6 Concluding Remarks References

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Book SynopsisAwarded an Honorable Mention for the 2022 Society of Professors of Education Outstanding Book Award Imagining Dewey features productive (re)interpretations of 21st century experience using the lens of John Dewey’s Art as Experience, through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art, and agonist pluralism. There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience. Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, María-Isabel Moreno-Montoro, María Martínez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leísa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marín Viadel, Sean Wiebe, Li Xu and Martha Patricia Espíritu Zavalza.Trade Review“The ancients posited ‘a quarrel between poetry and philosophy’: yet centuries later, work occasionally arises that throws into dazzling relief the interplay between fact and value, stasis and process, sedimented past and the spark of innovation. With one foot firmly planted in Dewey’s Art as Experience and the other mid-step into our present day, Imagining Dewey mines Deweyan/American pragmatist ideas on creativity, innovation, truth, and flourishing. It provides a refreshing dialogue between threads of fields too often artificially separated, as it connects resources in American, continental, and postmodern traditions with foundational insights and concerns of Plato and Aristotle. As internationally, cultures struggle today to integrate STEM fields with MESH fields (media literacy, ethics, sociology & history), Imagining Dewey provides a tapestry of theories, practices, hyperlinks, illustrations, and case examples highlighting practices of creative innovation that offer direction for both personal development and democratic, sociopolitical growth. Its energy of analysis is akin to mid-20th c. critical social theory critiques of increasingly dominative configurations of media, economics, and power: but in the spirit of early U.S. pragmatism, the essays focus “a pedagogy and politics of possibility” on 21st c. dynamics for new directions and solutions.” – L. Ryan Musgrave, PhD, Rollins College, Florida, USA “Imagining Dewey takes up the philosopher's 1934 text, Art as Experience, and demonstrates its pertinence and thought-provoking power for our day. Maarhuis and Rud have assembled a wide-ranging set of essays that illuminate our aesthetic experience of contemporary artistic and non-artistic works of very different kinds. Their imaginative rediscovery of Dewey's insights and interests in the present will be revitalizing for scholars of aesthetic education.” – René V. Arcilla, PhD, New York University, New York, USA “Enter this book and fall into Dewey’s promises. Imagining Dewey by Maarhuis and Rud pulls together philosophy, pedagogy, and making to create a dialogic canvas of polyglossia on the aesthetics of unfolding life-learning. This collection bids for a reader response that experiences the art of living fully alive, in the halo of the present flash and flow, awake to the quickening of unity and dissonance of the real, the complexity of beauty, the freedom of harmony, the openness of rhythm. Experience the art of imagining here, cultivate a recovery of the soul. Read this and feel yourself change in the experience. A must-read for all graduate programs.” – Pauline Sameshima, PhD, Lakehead University, Ontario, Canada “Dewey scholars, arts-based researchers and arts-integrated teachers, progressive educators, and all people who like to view and discuss art will benefit from this vigorous presentation of artworks created and recreated through the aesthetic experience of explorations of the connecting links among artists and their audiences. The text provides multiple inroads to curricular innovation. It is profoundly pluralistic and, therefore, a treatise on the connecting link between the arts and social justice.” – Susan Finley, PhD, Washington State University, Washington, USATable of ContentsForeword  Jim Garrison List of Figures Notes on Contributors Introduction  Patricia L. Maarhuis and A. G. Rud Part 1: Art Is/Is Not Experience 1. Art as Experience, Experience as Art  M. Cristina Di GreGori, Livio Mattarollo and Leopoldo Rueda 2. Travels through China in the Dewey and Barnes Letters: Arts, education, and politics  Carolyn L. Berenato 3. Art Is (Not) Experience: Engaging Dewey in Reverse  John Baldacchino Part 2: Performance & Happenings 4. The Aesthetics of Rehearsal  Scott L. Pratt 5. Building Experience: Fiction Account as Narrative Support and Product of Artistic Investigation  Martha Patricia Espíritu Zavalza 6. Collapsing Life and Art  David Vessey 7. The Artworks of Women: Weaving in a Semiotic and Pragmatic Performative Action  María-Isabel Moreno-Montoro Part 3: Encounters & Relationships 8. Dewey’s Art as Experience: A Guide in an Age of Personal Technology  David L. Hildebrand 9. Images of Injustice: The Problem of Visual Culture in Dewey’s Aesthetics  Jessica A. Heybach 10. Illumination: Teacher Education and the Aesthetic Encounter  Sean Wiebe and Ellyn Lyle Part 4: Dissonance & Reflection 11. Experiencing Art and Social Science: A Multimodal Poetic Perception of Social Ecological Cohesion  Adam I. Attwood 12. Aesthetic Experiences and Dewey’s Descendants: Poetic Inquiry as a Way of Knowing  Amanda N. Gulla 13. “Art Is More Moral than Moralities”: Deweyan Reflections on Literature in/as Education  James M. Albrecht 14. Father Catich and the Clean-Cut Christs: Re-presenting American Values Then and Now  Tadd Ruetenik Part 5: Time, Space, & Nature 15. Eco-Aesthetic Experiences: A Deweyan Framework for Ecological Aims in Schools  Christy McConnell Moroye and P. Bruce Uhrmacher 16. Temporality and Spatiality in Artwork: Dewey and Traditional Chinese Painting  Li Xu 17. Articulation from an Aesthetic Environment: Experience of research A/r/tographic  María Martínez Morales 18. Aesthetic Experiences of Making with Paper: The (Artist-Infused) Corner for Under Eight Year Olds  Louise G. Phillips Part 6: Transformation & The Work of Art 19. Sincerity in the Work of Art  Bethany N. Henning 20. Practicing the New School: Dewey, A/r/tography and the Intrusion of Poetics in Education  Leísa Sasso 21. Arts Based Educational Research and Social Transformation: A Project of Social A/r/tography  Ricardo Marín-Viadel and Joaquin Roldan 22. Imagination, Inquiry, and Voice: A Deweyan Approach to Education in a 21st Century Urban High School  Amanda N. Gulla, Holly Fairbank, and Stephen Noonan Index

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Book SynopsisThis book introduces the reader to the literary work and to an understanding of its cultural background and its specific features. In doing so, it refers to two main traditions of Western culture: one of aesthetics and the theory of art and the other of literary theory. In our postmodern world, language and artistic creation (and above all literature as the art of language) occupy a special role in understanding the human world and become existential issues. A critical attitude requires knowledge of the relevant past in order to understand what we are today. The author presents key topics, ideas, and representatives of aesthetics, theory, and the interpretation of works of art in an historical perspective, in order to explain the Western tradition with constant attention to the present condition. Aesthetics, Theory and Interpretation of the Literary Work offers an outline of essential concepts and authors of aesthetics and theories of the literary work, presenting basic topics and ideas in their historical context and development, considering their relevance to the contemporary debate, and highlighting the specificity of the experience of the art work in our present world. The best way to approach a work of art is to enjoy it. In order to enjoy a literary work, we have to consider its correct context and its specific artistic qualities. The book is conceived as a general and enjoyable introduction to the experience of the work of art in Western culture. See inside the book.Trade Review'Paolo Euron manages to present a coherent and compact history of western critical thought, retaining a sense of its magnitude and complexity and the indefinable course of its development over two thousand years. [...] It is the quality of this historical and humanistic vision that makes Paolo Euron’s book lively and appealing and refreshingly different from much of the current professional work in this field. [...] Euron’s book is a highly readable and competent introduction to western literary criticism and the philosophy of aesthetics. It combines a firm grasp of the material with accuracy and rigour of analysis and clarity in presentation." S. Sreenivasan, in Journal of Literature and Aesthetics, Jan-June 2020.Table of ContentsIntroduction 1 Art, Beauty and Imitation in Plato’s Philosophy 2 Art and Imitation in Aristotle 3 Horace, Pseudo-Longinus and the Aesthetics of Literature in Hellenism 4 Plotinus, Neo-Platonic and Christian Conception of Beauty 5 The Middle Ages and Dante Alighieri 6 Humanism and the New Idea of Human Beings 7 Italian Neo-Platonism and Marsilio Ficino 8 The New Idea of the Human Being and Artist: The Renaissance 9 The Baroque: History and Poetry in Giambattista Vico 10 Baumgarten: Aesthetics and Sensitivity 11 Kant and the Origin of Modern Aesthetics 12 The Heritage of Kantian Philosophy in Romanticism 13 Moritz: Beyond the Concept of Imitation 14 Theory of Poetry of Early German Romanticism 15 Hegel: Art as a Form of the Absolute Spirit 16 Schopenhauer: Art as Disinterestedness and Knowledge of Reality 17 Nietzsche: Knowledge and Art 18 Symbolism and Aestheticism 19 Benedetto Croce: Art and intuition 20 Linguistics and Criticism 21 Antonio Gramsci: The Role of Intellectuals in Culture 22 Structuralism 23 Martin Heidegger: The Work of Art and Truth 24 Hans-Georg Gadamer: Poetry and Interpretation 25 Critical Theory: A New Attitude towards Art and Society 26 Perspectives of Post-Structuralism 27 The Practice of Deconstruction 28 Contemporary Schools and Traditions in Literary and Critical Theory 29 Postmodern and the New Character of the Literary Work References Index

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Book SynopsisThis book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues are examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education. Contributors are: Kristín Björnsdóttir, Michelle L Bonati, Bruce Chapman, Amy L. Cook, Deborah Espiner, Friederike Gadow, Meg Grigal, Debra Hart, Laura Hayden, Anne Hughson, John Kubiak, Niamh Lally, Lorraine Lindsay, Jemima MacDonald, Kathleen J. Marshall, Kerri-ann Messenger, Lumene Montissol, Ray Murray, John O’Brien, Patricia O’Brien, Barrie O’Connor, Molly O’Keeffe, Clare Papay, Anthony J. Plotner , Parimala Raghavendra, Fiona Rillotta, Michael Shevlin , Roger Slee, Natasha A. Spassiani , Guðrún V. Stefánsdóttir, Josh Stenberg, Kimberley Teasley, Lorraine Towers, Margaret Turley, Bruce Uditsky, Chelsea VanHorn Stinnett, Stephanie Walker, Thea Werkoven, Felicia L. Wilczenski.Table of ContentsForeword  Lani Florian Acknowledgements List of Figures and Tables Notes on Contributors Purpose of the Book  Patricia O’Brien, Michelle L. Bonati, Friederike Gadow and Roger Slee Part 1: Philosophical, Theoretical and Rights Based Framework of Inclusion 1. From Institutionalisation to Inclusion  Patricia O’Brien and Michelle L. Bonati 2. Widening Higher Education Opportunities for Students with Intellectual Disabilities: An Overview of Program Issues and Policy Implications  Barrie O’Connor, Deborah Espiner and Molly O’Keeffe 3. Setting the Scene for People with Disability to Experience University Life  Roger Slee Part 2: Evidence-Based Outcomes Arising from Inclusive University Programs across International Boundaries 4. 30 Years of Inclusive Post-Secondary Education: Scope, Challenges and Outcomes  E. Anne Hughson and Bruce Uditsky 5. Inclusive Higher Education for People with Intellectual Disability in the United States: An Overview of Policy, Practice, and Outcomes  Meg Grigal, Debra Hart and Clare Papay 6. Developing an Inclusive Model of Postsecondary Education for Students with Intellectual Disability: Challenges and Outcomes  Anthony J. Plotner, Kathleen J. Marshall, Chelsea Vanhorn Stinnett and Kimberly Teasley 7. Meaningful Participation and Shared Ownership in an Inclusive University Program in Iceland  Guðrún V. Stefánsdóttir and Kristín Björnsdóttir 8. Scope, Challenges and Outcomes of an Inclusive Tertiary University Initiative in Australia  Friederike Gadow and Jemima MacDonald 9. Developing Post-Secondary Education Programmes for People with Intellectual Disablities at Trinity College, the University of Dublin, Ireland  John Kubiak, Natasha Spassiani, Michael Shevlin and Molly O’Keeffe 10. Journey “up the Hill” through Inclusive Higher Education for People with Intellectual Disability at a South Australian University: Scope, Challenges and Outcomes to Date and into the Future  Fiona Rillotta, Lorraine Lindsay and Parimala Raghavendra Part 3: The Lived Experience of Being and Becoming a University Student 11. Journey "Up the Hill" to My Hopes and Dreams  Kerri-ann Messenger, Lorraine Lindsay and Fiona Rillotta 12. My Life as a University Student  Stephanie Walker and Jemima MacDonald 13. Expanding Pathways to University: Student Experience of Inclusive Programming  Lumene Montissol and Amy L. Cook 14. My Name Is Margaret and This Is My Story  Margaret Turley 15. A Conversation with Families of Young People with Intellectual Disability for Whom the Dream of Attending University Came True  Patricia O’Brien and Ray Murray 16. Lecturers’ Perspectives on Being Involved in Teaching Students with Intellectual Disability Participating in University Courses  Michelle L. Bonati, Bruce Chapman, Josh Stenberg, Lorraine Towers and Thea Werkhoven Part 4: Critical Issues Associated with the Further Development of Post Secondary Education for Students with Intellectual Disability 17. What Comes Next? Sustaining Outcomes Post-University  Niamh Lally, Patricia O’Brien and Robert Gilligan 18. Counsellor Roles in Postsecondary Transition from School to University  Amy L. Cook, Laura A. Hayden and Felicia L. Wilczenski 19. Inclusive Tertiary Education through Universal Design for Learning and Service-Learning  Michelle L. Bonati 20. Transition from University to Employment  Vivienne Riches, Friederike Gadow and Jemima MacDonald 21. Exploring the Growing Edges of Inclusion  John O’Brien 22. Moving from Rhetoric to Reality: Inclusive Tertiary Education for Adults with Intellectual Disability  Patricia O’Brien, Michelle L. Bonati, Friederike Gadow and Roger Slee Index

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Book SynopsisChild-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making. Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O’Keefe, Joanne O’Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O’Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.Table of ContentsForeword: The Problem of Empathy  Mary Kalantzis and Bill Cope Preface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 1 Child-Parent Research Reimagined  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 2 Media Transformations: Working with Iron Man  Guy Merchant 3 Re-Designing Teaching for Tweens in Times of “Streaks,” “Likes” and “Gamers”  Sarah Prestridge 4 High Anxiety: A Collaborative Autoethnographic Inquiry  Kathleen M. Alley and Cassandra R. Skrobot 5 Remixing Digital Play in the Early Years: A Child-Parent Collaboration  Alaina Roach O’Keefe and “E” O’Keefe 6 Career Development? What’s That: Engaging My Daughters in an Examination of Their Learning Process and How It Can Inform Their Future—or Not  Lourdes M. Rivera, Nora Rivera-Larkin and Dahlia Rivera-Larkin 7 Researching and Parenting in the IWorld: The Dialogism of Family Life  Joanne O’Mara and Linda Laidlaw 8 A Parent-Researcher’s Reanalysis of Adolescent Immigrants’ Literacy Experiences: Methodological and Theoretical Insight on Parent-Child Research  Bogum Yoon 9 The Last Word: Teen Reflections  Charlotte Abrams, Molly Kurpis and Eric Ness Afterword: Child-Parent Research: Towards an Ethical Process for Avoiding Being PRICED out of Research  Anthony J. Onwuegbuzie Index

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Book SynopsisThe authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.Trade Review"The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal – are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects –normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part." - John K. Gilbert, Professor Emeritus, The University of ReadingTable of ContentsForeword  David F. Treagust About the Cover List of Figures and Tables Part 1: What Research Has to Tell Teachers about Learning Experiences outside School (LEOS) Chapter 1: Enhancing Science Learning  Chapter Overview  Introduction  Educational Context  Research in LEOS  Structure and Organization of the Book  Assumptions and Terms Used in LEOS Writing and Literature Chapter 2: Formal, Informal, Non-Formal Learning & Free-Choice Learning  Chapter Overview  Introduction  Theories of Learning  Behaviorist Theories of Learning  Constructivism  Social Constructivism  Sociocultural Theories of Learning  Types of Learning  Formal Learning  Non-Formal Learning  Informal Learning Chapter 3: Learning Experiences outside School  Chapter Overview  Introduction  Ways by Which LEOS May Be Facilitated  Learning Environments and LEOS  LEOS: Implications for School Science Chapter 4: The Learner-Integrated Field Trip Inventory (LIFTI)  Chapter Overview  Introduction  Learner-Integrated Field Trip Inventory (LIFTI) Chapter 5: Integrating Formal, Informal and Non-Formal Learning Using the Digitally-Integrated Fieldtrip Inventory (DIFI)  Chapter Overview  Introduction  Blended Learning  The Digitally-Integrated Fieldtrip Inventory (DIFI) Part 2: The Practice of Learning Experiences outside School Chapter 6: Learning Biological Sciences via Learning Experiences outside School  Introduction  Biological Sciences  Reflections and Conclusions Chapter 7: Learning Chemical Sciences via Learning Experiences outside School  Introduction  Chemical Sciences  Reflections and Conclusions Chapter 8: Learning Earth & Space Sciences via Learning Experiences outside School  Introduction  Earth & Space Sciences  Reflections and Conclusions Chapter 9: Learning Physical Sciences via Learning Experiences outside School  Introduction  Physical Sciences  Reflections and Conclusions Appendix: The New Zealand Curriculum and Science Curriculum Index

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Book SynopsisThis accessible and timely edited volume is at once provocative and original in shedding new light on the roles of science and arts creativities for ‘future-making education’. An international set of expert authors grapple with innovative ways of thinking about the complex, textured and contested entanglements of knowledge and practice reconfigurings in STEAM education.Trade Review"As a pragmatist I found the examples and accounts deeply inspiring (…) For those who are well versed in the philosophy of learning and education I expect the language and references would either be reassuringly familiar or helpful in terms of opening up new pathways and arguments. The audience for this, in HE terms, is anyone looking for innovative ways of approaching learning through creativity and exploring the physical world through experience. This works well for those training to teach in primary and secondary education and obviously for those looking to train teachers." - Simon Gamble (2021) Why science and art creativities matter. Innovations in Education and Teaching InternationalTable of ContentsAcknowledgement List of Figures and Tables Notes on Contributors Prelude: (Re-)Configuring STEAM in Future-Making Education  Laura Colucci-Gray and Pamela Burnard PART 1: Positioning Steam in Future-Making Education Introduction to Part 1  Pamela Burnard and Laura Colucci-Gray 1 Where Science Ends, Art Begins? Critical Perspectives on the Development of STEAM in the New Climatic Regime  Anne Pirrie 2 Becoming Bird: Creative Pedagogies for Future-Making Education?  Margaret Somerville, Tessa McGavock and Keiren Stephenson 3 Posthuman De/Colonising Teacher Education in South Africa: Animals, Anthropomorphism and Picture-Book Art  Karin Murris 4 Between Will and Wildness in STEAM Education  Ramsey Affifi PART 2: Why Does Science Matter? Introduction to Part 2  Pamela Burnard and Laura Colucci-Gray 5 Developing an Ecological View through STEAM Pedagogies in Science Education  Laura Colucci-Gray 6 Listening in Science Education: Fostering Students’ Lifeworld Experiences  Edvin Østergaard 7 Science-Arts as Verbs: New Figurations in Early Childhood  Sofie Areljung PART 3: Why Do the Arts Matter? Introduction to Part 3  Pamela Burnard and Laura Colucci-Gray 8 Reconfiguring STEAM through Material Enactments of Mathematics and Arts: A Diffractive Reading of Young People’s Intradisciplinary Math-Artworks  Pamela Burnard, Pallawi Sinha, Carine Steyn, Kristóf Fenyvesi, Christopher Brownell, Olivier Werner and Zsolt Lavicza 9 Steam Education, Art/Science and Quiet Activism  Anna Hickey-Moody, Christine Horn and Marissa Willcox 10 Embracing the Serpent: Education for Ecosophy and Aesthetic Appreciation  James MacAllister 11 Linking the Missing Links: An Artful Workshop on Metamorphoses of Organic Forms  Jan Van Boeckel PART 4: STEAM Reconfigurings in Practice Introduction to Part 4  Pamela Burnard and Laura Colucci-Gray 12 Creative Pedagogy and Environmental Responsibility: A Diffractive Analysis of an Intra-Active Science|Arts Practice  Lindsay Hetherington (with Kerry Chappell, Hermione Ruck Keene and Heather Wren) 13 Learning Mathematical Concepts as a Whole-Body Experience: Connecting Multiple Intelligences, Creativities and Embodiments within the STEAM Framework  Kristóf Fenyvesi, Saara Lehto, Christopher Brownell, Lena Nasiakou, Zsolt Lavicza and Riikka Kosola 14 STEM to STEAM as an Approach to Human Development: The Potential of Arts Practices for Supporting Wellbeing  Nicola Walshe, Elsa Lee, Danielle Lloyd and Ruth Sapsed 15 Taste as Science, Aesthetic Experience and Inquiry  Erik Fooladi 16 On Sensorial Experiences at the Beach: Thinking with Haraway to Explore an Unfolding Sensory Knowing of Marine STEAM  Catherine Francis 17 On Methodological Accounts of Improvisation and "Making with" in Science and Music  Carolyn Cooke Postlude: Un-Conclusions: Disentangling the Assemblage of Science and Arts Creativities for Future-Making Education  Pamela Burnard and Laura Colucci-Gray Epilogue: What Knowledge Do We Need for Future-Making Education?  Tim Ingold Index

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Book SynopsisIncludes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student. This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more! The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights. From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative. Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.Trade Review“The text resonates with my 25 years in academia (including difficult challenges faced when being a graduate advisor) and it resonates with the 20 doctoral students I have supervised to completion during that time.” – Anthony Clarke, University of British Columbia “Unlike other similar volumes, The Doctoral Journey offers a new approach – it represents authentic experiences as diverse as people pursuing doctoral degrees and institutions offering them. The book is original because it offers readers an opportunity to see how real people live through personal and academic challenges, how they develop as future scholars, and how they learn to be compassionate and ‘stay real’ as they complete their journeys. It is the richness and diversity of the experiences and personal backgrounds of the contributors that make this book outstanding.” – Tatiana Gounko, University of VictoriaTable of ContentsDedication Acknowledgements List of Figures Notes on Contributors Introduction: Multiple Pathways  Brent Bradford Notable Quotes Part 1: Doctorates in Education 1 Doctorates in Education: Paths through the Journey  José da Costa Part 2: Beyond Completion 2 Choosing My Own Adventures: A Short Story of My Doctoral Journey  Kathleen Pithouse-Morgan 3 Growth from Cross-Disciplinary Research: A Learning Journey from Doctoral Student to University Scholar  Philip Wing Keung Chan 4 The Doctoral Journey: A Kenyan Experience  Sammy Mutisya Part 3: Journeys Revealed 5 Mapping the Journey: Directed by the “F” Word  Pearl Subban 6 Doing a PhD Part-Time: An Irish Perspective  Alison Egan 7 Teacher in the Academy: A Doctoral Journey  Edgar Schmidt 8 Exploring Place and Identity through Research: How My Doctoral Journey Shaped My Subjective Positionality  Christina A. Parker 9 My Doctoral Journey: Aiming to Become an Effective Scholar of Physical Education  Colin G. Pennington 10 Chasing My Educational Goals: The Journey of a First-Generation Post-Secondary Female Student While Expecting a First Born  Kelsey McEntyre Part 4: An Indigenous Scholar’s Journey from ‘Little Me’ to ‘Knower’ 11 Becoming Real: An Autobiographical Narrative Inquiry into the Experiences of One Métis/Cree Doctoral Student  Trudy Cardinal Part 5: Considering Next Steps upon Completion 12 What’s Next?  Carla L. Peck Part 6: Final Thoughts Contributor Thoughts upon Completion Afterword  June McConaghy and Janet McConaghy

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Book SynopsisThe relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.Table of ContentsAcknowledgements Figures and Tables Notes on Contributors Introduction  Dianne Siemon, Tasos Barkatsas and Rebecca Seah 1 Knowing and Building on What Students Know: The Case of Multiplicative Thinking  Dianne Siemon 2 Learning Trajectories in Early Mathematics Education  Julie Sarama and Douglas H. Clements 3 HLT: A Lens on Conceptual Transition between Mathematical “Markers”  Ron Tzur 4 Using Digital Diagnostic Classroom Assessments Based on Learning Trajectories to Drive Instruction  Jere Confrey, William McGowan, Meetal Shah, Michael Belcher, Margaret Hennessey and Alan Maloney 5 Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years  Dianne Siemon and Rosemary Callingham 6 Reframing Mathematical Futures II: Developing Students’ Algebraic Reasoning in the Middle Years  Marj Horne, Max Stephens and Lorraine Day 7 A Learning Progression for Geometric Reasoning  Rebecca Seah and Marj Horne 8 Statistics and Probability: From Research to the Classroom  Rosemary Callingham, Jane Watson and Greg Oates 9 Investigating Mathematics Students’ Motivations and Perceptions  Tasos Barkatsas and Claudia Orellana 10 Secondary Students’ Mathematics Education Goal Orientations  Tasos Barkatsas and Claudia Orellana Epilogue  Mike Askew

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Book SynopsisThe relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.Table of ContentsAcknowledgements Figures and Tables Notes on Contributors Introduction  Dianne Siemon, Tasos Barkatsas and Rebecca Seah 1 Knowing and Building on What Students Know: The Case of Multiplicative Thinking  Dianne Siemon 2 Learning Trajectories in Early Mathematics Education  Julie Sarama and Douglas H. Clements 3 HLT: A Lens on Conceptual Transition between Mathematical “Markers”  Ron Tzur 4 Using Digital Diagnostic Classroom Assessments Based on Learning Trajectories to Drive Instruction  Jere Confrey, William McGowan, Meetal Shah, Michael Belcher, Margaret Hennessey and Alan Maloney 5 Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years  Dianne Siemon and Rosemary Callingham 6 Reframing Mathematical Futures II: Developing Students’ Algebraic Reasoning in the Middle Years  Marj Horne, Max Stephens and Lorraine Day 7 A Learning Progression for Geometric Reasoning  Rebecca Seah and Marj Horne 8 Statistics and Probability: From Research to the Classroom  Rosemary Callingham, Jane Watson and Greg Oates 9 Investigating Mathematics Students’ Motivations and Perceptions  Tasos Barkatsas and Claudia Orellana 10 Secondary Students’ Mathematics Education Goal Orientations  Tasos Barkatsas and Claudia Orellana Epilogue  Mike Askew

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Book SynopsisThree Approaches to Qualitative Research through the ARtS: Narratives of Teaching for Social Justice and Community incorporates aesthetic education into social justice discourses and advances qualitative research strategies through the medium of three theoretical frameworks: phenomenology, critical ethnographic research, and poststructuralist theories.Table of ContentsAcknowledgements List of Illustrations Introduction  Imagination and the Aesthetic Experience  What Is the Arts Initiative?  Methodological Groundings of This Book  Organization of This Book Chapter 1: Three Theoretical Approaches to the Arts: Where Our Conversation Begins  Where to Start  Phenomenological Inquiry  Critical Ethnographic Research  Poststructuralist Theories  Methodological Inquiry Questions Chapter 2: Heart Is Active Citizenship  Metaphors in Phenomenology  Heart and Active Citizenship  The Heart of the Arts: Images of Partnership Chapter 3: Active Citizenship Is a Shout-Out  Active Citizenship, Solidarity, and Social Change  Vignettes of the Field: From Critical Ethnographic Research Perspectives  Further Considerations Chapter 4: The Arts Community without Community  The “How” of the Cultural Experience in the Arts  Thinking with Theories and Theories with Thinking  The Concept of Community without Community  Community of Interrelationality  Multiplicities of Community  Community without Community and Social Transformation Chapter 5: The Arts, Social Justice, & Research Methodology  Issue 1: Open-Ended Inquiry in the Arts  Issue 2: Arts and Equity Issues  Issue 3: Community and Partnership  Issue 4: Towards Methodological Imagination  Active Citizenship and Metaphors Appendix References Index

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Book SynopsisThree Approaches to Qualitative Research through the ARtS: Narratives of Teaching for Social Justice and Community incorporates aesthetic education into social justice discourses and advances qualitative research strategies through the medium of three theoretical frameworks: phenomenology, critical ethnographic research, and poststructuralist theories.Table of ContentsAcknowledgements List of Illustrations Introduction  Imagination and the Aesthetic Experience  What Is the Arts Initiative?  Methodological Groundings of This Book  Organization of This Book Chapter 1: Three Theoretical Approaches to the Arts: Where Our Conversation Begins  Where to Start  Phenomenological Inquiry  Critical Ethnographic Research  Poststructuralist Theories  Methodological Inquiry Questions Chapter 2: Heart Is Active Citizenship  Metaphors in Phenomenology  Heart and Active Citizenship  The Heart of the Arts: Images of Partnership Chapter 3: Active Citizenship Is a Shout-Out  Active Citizenship, Solidarity, and Social Change  Vignettes of the Field: From Critical Ethnographic Research Perspectives  Further Considerations Chapter 4: The Arts Community without Community  The “How” of the Cultural Experience in the Arts  Thinking with Theories and Theories with Thinking  The Concept of Community without Community  Community of Interrelationality  Multiplicities of Community  Community without Community and Social Transformation Chapter 5: The Arts, Social Justice, & Research Methodology  Issue 1: Open-Ended Inquiry in the Arts  Issue 2: Arts and Equity Issues  Issue 3: Community and Partnership  Issue 4: Towards Methodological Imagination  Active Citizenship and Metaphors Appendix References Index

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Book SynopsisIt is now recognized that language teachers and learners are both users and creators of knowledge in socially, culturally, politically, materially complex, and unpredictable environments. With this in mind, an increasing number of researchers in Second Language Education have progressively broken away from traditional ways of studying educational practices to find novel, and more complex ways to conceptualize and study language teachers’ and learners’ teaching and learning practices and knowledge development. This book is in line with these trends, and should be considered as the actualization of experimentations with novel ways to apprehend the interrelationships between language and education by drawing on the conceptual repertoire of French philosopher Gilles Deleuze and his collaborator Félix Guattari. To guide us through this reflexive journey ten scholars, specialized in the field of Second Language Education, call on their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs). Through this book, new insights and lines of thought are generated on how research and educative practices can be transformed to reimagine second language teaching, learning, and research to think differently about the experiences of language teachers, learners, and researchers, and disrupt the processes that may prevent us from innovating and seizing future opportunities. Contributors are: Francis Bangou, Maria Bastien-Valenca, Joff P. N. Bradley, Martina Emke, Douglas Fleming, Roumiana Ilieva, Brian Morgan, Enrica Piccardo, Aisha Ravindran, Gene Vasilopoulos and Monica Waterhouse.Table of ContentsForeword  Brian Morgan List of Illustrations Notes on Contributors Introduction: Towards Extraordinary Research in Second Language Education  Monica Waterhouse and Francis Bangou PART 1: Deterritorializing the Language Curriculum 1 Rhizocurriculum in ESL: Instances of a Nomad-Education  Monica Waterhouse PART 2: Deterritorializing Language Learners’ Identity 2 Rethinking the Genders and Becoming in Second Language Education  Douglas Fleming 3 Rethinking Plurality in Our Liquid Societies  Enrica Piccardo 4 Deleuze and Globlish: Imperial Tongues, Faceless Coins, War Machines  Joff P. N. Bradley 5 Affective Affordances, Desires, and Assemblages: A Study of International Students in a TESOL Program in Canada  Aisha Ravindran and Roumiana Ilieva PART 3: Deterritorializing Literacies 6 Affect and the Second Language Writer’s Assemblage: Virtual Connections between Digitally-Mediated Source-Based Writing and Plagiarism  Gene Vasilopoulos 7 Experimenting with Multiple Literacies in Family Literacy Intervention Programs: From Rhizocurriculum, Rhizo-Teaching to Language Education  Maria Bastien PART 4: Deterritorializing Language Teacher Education 8 How Might Teacher Education in CALL Exist? Becomings and Experimentations  Francis Bangou 9 Always In-between: Of Rhizomes and Assemblages in Language Teacher Education Research  Martina Emke Intermezzo: Proliferating Becomings with/in Second Language Education  Francis Bangou, Monica Waterhouse and Douglas Fleming Index

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Book SynopsisListen to the presentation of this book! Semiotics has explained the cognitive mechanisms of a complex, subtle and important phenomenon affecting all human interactions and communications across socio-cultural, socio-economic groups. Semiotics has captured a durable and enriching functionality from multiple disciplines including psychology, anthropology, sociology, philosophy, marketing and their multidisciplinary off-spring, such as, educational psychology, consumer psychology, visual literacy, media studies, etc. Semiotic treatises have explored critical factors affecting the relationship between any intended message and the message recipient’s interpretation. The factors that shape interpretation inherently affect learning and often directly affect learner engagement with the content. Learning environments have been culturally-laden communication experiences which academics, largely segmented by discipline, have described but often cloaked in semiotic jargon. Each chapter integrates example after example of semiotics in everyday activities and events, such as stories, graphics, movies, games, infographics, and educational strategies. The chapters also present the most salient semiotic features for learning environments. The book describes semiotics as a communications phenomenon with practical implications for educators to enhance courses and programs with semiotic features in any educational environment but especially in mediated e-learning environments.Table of ContentsPreface Acknowledgments List of Figures and Tables Introduction 1 Aha Moments … Revealing Hidden Messages  1 Ancient Teaching Tools Echo through Time and Space  2 The Invisible Message  3 Seeing Signs  4 The Invisible Part  5 Seeing the Visible and Invisible  6 Maybe High Tech Is Not High Touch  7 Communicating through Cultures 2 Echoes of Ancient Teaching Tools: Text, Signs, Metaphors and Implications for Designing Instruction  1 Seeing beyond Reading  2 History Supports the Signs  3 Twenty-First Century Signs and Symbols  4 More about Semiotics: Semiotics Defijined  5 Semiotic Tools: Text, Signs, and Metaphors  6 Semiotics in Daily Life  7 How Semiotics Afffects Technology  8 How Semiotics Afffects Learning  9 Rationale and Implications for Semiotic Instructional Design 3 Could You Just Draw Me a Picture?  1 Picturing Thoughts  2 Context Does Not Exist in Isolation  3 Academic Excavation  4 Getting the Picture  5 Picturing Thoughts 4 Tell Me a Story: The Human Connection  1 From the Cave to the Cyber Realm  2 Returning to History  3 Stories from Dreams  4 Tell Me a Story  5 Do Fairy Tales Come True?  6 Still Dragons?  7 Finding Common Ground  8 Semiotics in Education  9 Below the Surface  10 In Plain Sight  11 Back to the Human Connection 5 Signs, Symbols, & Systems: Attending to Signs in De-Signing Marketing and Instruction  1 Signs Everywhere  2 Marketing Turns to Stories and Cultural Coding  3 Higher Education Turns to Marketing  4 Post Matriculation: Sustaining Student Relationships  5 Marketing Research: Implications for Online Learning  6 Revealing Cultural Codes: The Greimas’s Semiotic Square 6 Deep Culture and Cybersemiotics  1 Cultural Ethos and Virtual Contexts  2 Disrupting Virtual Concepts and Contexts with a Bricolage Approach  3 Culture-Forms in Training and Instruction  4 The Invisible Elements of Seeing and Learning  5 Technological Frames in Virtual Space  6 Global Perspectives  7 Back to the Future … Cybersemiotics and Cybersignals 7 Lessons from Gaming Gurus: Metaphoria and Testimonials  1 What’s in a Game?  2 Lessons from Gaming Gurus  3 Educational, Professional and Serious Games  4 Gamifijication and Storytelling  5 Semiotic Factors Drive Online Gaming Cultures  6 The Brain and Learning to Read the Signs in Games  7 Gaming Is a Critical and Ubiquitous Part of Online Culture  8 Getting the Picture: Games, the Internet, and Metaphoria  9 Playing with the Past and Future 8 Breaking Down Academic Silos  1 Introduction  2 Thoughts and Signifijication  3 From Enlightenment to Modernity: Sociology as an Academic Discipline  4 Key Business Tools: Marketing and Advertising  5 Education and Semiotics 9 The Global Village’s Message  1 The World Is Flat for Designers  2 De Saussure’s Semiology/Semiotics  3 Structuralism  4 Peirce’s Semiotics  5 Do the ‘Twains’ Sometimes Meet?  6 Disruption and Disruptive Technologies  7 Semiotic Tools to Benefijit Disruptive Innovations and Technologies  8 More Factors That Afffect and Are Afffected by Semiotics  9 Where Is Semiotics Going?  10 Summary Semiotic Thoughts 10 Formulating Semiotic Research: Agenda and Templates  1 Semiotic Resources  2 Words and Graphics First  3 It All Starts with an Idea  4 Context  5 De-Signs and Rede-Signs  6 Semiotic Interface Sign Design and Evaluation Framework  7 Analysis of Instructional Design Tasks  8 Instructional, Semiotic, and Systematic De-Signs  9 Semiotic Web Design Guidelines  10 Games  11 Theme Parks and Games  12 Templates for Models, Blueprints, and Prototypes  13 Marketing – Again  14 Greimas’s Square – Again  15 Research and Marketing Semiotics  16 Templates  17 Creating Original Graphics 11 Lessons Learned from Reading the Signs: DeSigns and Vital Signs of Semiotics across Time, Space, and Academia  1 Introduction  2 Designing the Future  3 Autopoietic Social Systems  4 Semiospheres  5 The Web as a Rhizome for Constructions and Convergences  6 Picturing Better Design Interface  7 More Semiotics? A Growing Variety  8 Semiotics: The Powerful But Invisible and Undervalued Communications Lynchpin  9 The Semiotic Past and Future Glossary of Semiotic Terms

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Book SynopsisListen to the presentation of this book! Semiotics has explained the cognitive mechanisms of a complex, subtle and important phenomenon affecting all human interactions and communications across socio-cultural, socio-economic groups. Semiotics has captured a durable and enriching functionality from multiple disciplines including psychology, anthropology, sociology, philosophy, marketing and their multidisciplinary off-spring, such as, educational psychology, consumer psychology, visual literacy, media studies, etc. Semiotic treatises have explored critical factors affecting the relationship between any intended message and the message recipient’s interpretation. The factors that shape interpretation inherently affect learning and often directly affect learner engagement with the content. Learning environments have been culturally-laden communication experiences which academics, largely segmented by discipline, have described but often cloaked in semiotic jargon. Each chapter integrates example after example of semiotics in everyday activities and events, such as stories, graphics, movies, games, infographics, and educational strategies. The chapters also present the most salient semiotic features for learning environments. The book describes semiotics as a communications phenomenon with practical implications for educators to enhance courses and programs with semiotic features in any educational environment but especially in mediated e-learning environments.Table of ContentsPreface Acknowledgments List of Figures and Tables Introduction 1 Aha Moments … Revealing Hidden Messages  1 Ancient Teaching Tools Echo through Time and Space  2 The Invisible Message  3 Seeing Signs  4 The Invisible Part  5 Seeing the Visible and Invisible  6 Maybe High Tech Is Not High Touch  7 Communicating through Cultures 2 Echoes of Ancient Teaching Tools: Text, Signs, Metaphors and Implications for Designing Instruction  1 Seeing beyond Reading  2 History Supports the Signs  3 Twenty-First Century Signs and Symbols  4 More about Semiotics: Semiotics Defijined  5 Semiotic Tools: Text, Signs, and Metaphors  6 Semiotics in Daily Life  7 How Semiotics Afffects Technology  8 How Semiotics Afffects Learning  9 Rationale and Implications for Semiotic Instructional Design 3 Could You Just Draw Me a Picture?  1 Picturing Thoughts  2 Context Does Not Exist in Isolation  3 Academic Excavation  4 Getting the Picture  5 Picturing Thoughts 4 Tell Me a Story: The Human Connection  1 From the Cave to the Cyber Realm  2 Returning to History  3 Stories from Dreams  4 Tell Me a Story  5 Do Fairy Tales Come True?  6 Still Dragons?  7 Finding Common Ground  8 Semiotics in Education  9 Below the Surface  10 In Plain Sight  11 Back to the Human Connection 5 Signs, Symbols, & Systems: Attending to Signs in De-Signing Marketing and Instruction  1 Signs Everywhere  2 Marketing Turns to Stories and Cultural Coding  3 Higher Education Turns to Marketing  4 Post Matriculation: Sustaining Student Relationships  5 Marketing Research: Implications for Online Learning  6 Revealing Cultural Codes: The Greimas’s Semiotic Square 6 Deep Culture and Cybersemiotics  1 Cultural Ethos and Virtual Contexts  2 Disrupting Virtual Concepts and Contexts with a Bricolage Approach  3 Culture-Forms in Training and Instruction  4 The Invisible Elements of Seeing and Learning  5 Technological Frames in Virtual Space  6 Global Perspectives  7 Back to the Future … Cybersemiotics and Cybersignals 7 Lessons from Gaming Gurus: Metaphoria and Testimonials  1 What’s in a Game?  2 Lessons from Gaming Gurus  3 Educational, Professional and Serious Games  4 Gamifijication and Storytelling  5 Semiotic Factors Drive Online Gaming Cultures  6 The Brain and Learning to Read the Signs in Games  7 Gaming Is a Critical and Ubiquitous Part of Online Culture  8 Getting the Picture: Games, the Internet, and Metaphoria  9 Playing with the Past and Future 8 Breaking Down Academic Silos  1 Introduction  2 Thoughts and Signifijication  3 From Enlightenment to Modernity: Sociology as an Academic Discipline  4 Key Business Tools: Marketing and Advertising  5 Education and Semiotics 9 The Global Village’s Message  1 The World Is Flat for Designers  2 De Saussure’s Semiology/Semiotics  3 Structuralism  4 Peirce’s Semiotics  5 Do the ‘Twains’ Sometimes Meet?  6 Disruption and Disruptive Technologies  7 Semiotic Tools to Benefijit Disruptive Innovations and Technologies  8 More Factors That Afffect and Are Afffected by Semiotics  9 Where Is Semiotics Going?  10 Summary Semiotic Thoughts 10 Formulating Semiotic Research: Agenda and Templates  1 Semiotic Resources  2 Words and Graphics First  3 It All Starts with an Idea  4 Context  5 De-Signs and Rede-Signs  6 Semiotic Interface Sign Design and Evaluation Framework  7 Analysis of Instructional Design Tasks  8 Instructional, Semiotic, and Systematic De-Signs  9 Semiotic Web Design Guidelines  10 Games  11 Theme Parks and Games  12 Templates for Models, Blueprints, and Prototypes  13 Marketing – Again  14 Greimas’s Square – Again  15 Research and Marketing Semiotics  16 Templates  17 Creating Original Graphics 11 Lessons Learned from Reading the Signs: DeSigns and Vital Signs of Semiotics across Time, Space, and Academia  1 Introduction  2 Designing the Future  3 Autopoietic Social Systems  4 Semiospheres  5 The Web as a Rhizome for Constructions and Convergences  6 Picturing Better Design Interface  7 More Semiotics? A Growing Variety  8 Semiotics: The Powerful But Invisible and Undervalued Communications Lynchpin  9 The Semiotic Past and Future Glossary of Semiotic Terms

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Book SynopsisIn the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications.Trade Review"A timely corrective to the polarized social and professional environments we now find ourselves in, particularly in schools, this book's 22 essays address a wide range of matters, including mindfulness, feminism, miseducation, teacher (mis)education, and digital technologies, among many others, unified by a close and critical reading of Dewey’s work...teachers would do well to keep this book of wise and engaging essays on hand as a ready reference guide for their most important work." - T. R. Glander, Nazareth College, in: CHOICEconnectTable of ContentsNotes on Contributors Part 1: Dewey and Educational Theory 1 Dewey’s Social Imaginary of Democratic Education: Democracy’s Role in Educating a Democratic Citizenry  Patrick M. Jenlink 2 What Is a Democracy?: What Does Education in a Democracy Need to Be According to Dewey?  Elizabeth Meadows 3 Mindfulness and Progressive Education  Kyle A. Greenwalt and Cuong H. Nguyen 4 John Dewey and Social Justice Education  Peter Nelsen 5 John Dewey and Feminism  Barbara J. Thayer-Bacon 6 Deweyan Pragmatism as Requisite to Postmodern Thought  Jessica A. Heybach and Eric C. Sheffield 7 Critical Thinking and Democratic Schooling  Maura Striano 8 Education for Democratic Citizenship from Critical Thinking to Inquiry Learning  William R. Caspary Part 2: Dewey and Educational Practice 9 A Dewey Framework for Moral Training for Democracy in Education  Alison Taysum 10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach  Patrick M. Jenlink and Karen Embry Jenlink 11 Souls in the Lab: Building Rich Practical Experiences for Student Teachers and Young Children  Stephanie A. Burdick-Shepherd 12 A Deweyan Faith in Democratic Education: A Teacher’s Dedication to Ensuring All Students Are Included  Michael E. Hess and Theodore J. Hutchinson 13 Promoting Educational Equity through Democratizing Intelligence  Laura M. Harrison and Shah Hasan 14 Living Curriculum as Commonplace  Margaret Macintyre Latta, Rhonda Draper, Kelly Hanson and Karen Ragoonaden 15 Adaptive Challenge: Teachers as Lead Professionals for Democratic Living  Daniel J. Castner Part 3: Dewey and the Scholar-Practitioner Educational Leader 16 Educational Leadership for Democratic Culture  Robert Karaba 17 Civic Efficiency as a Democratic Ideal: Social Renewal through Dewey’s Continuous, Integrated Education  Charles L. Lowery and Connor J. Fewell 18 Organic Pedagogy: Where Dewey’s Democracy and Foucault’s Poststructuralism Meet: Pedagogical Experiences, Applications, and Critique  Chetanath Gautam 19 Experienced, but Not Yet Educated: How Dewey Should Still Contribute to Educational Philosophy  Chance D. Mays 20 Implications of Dewey’s Pragmatism for Digital Media Pedagogy  Lance E. Mason 21 How the Dewey-Lippmann Debate Informs Contemporary Education Policy  Monica Hatfield Price 22 John Dewey and the “Problem” of the Mundane: Implications for Philosophy of Educational Administration  Ali H. Hachem Index

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Book SynopsisIn the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications.Trade Review"A timely corrective to the polarized social and professional environments we now find ourselves in, particularly in schools, this book's 22 essays address a wide range of matters, including mindfulness, feminism, miseducation, teacher (mis)education, and digital technologies, among many others, unified by a close and critical reading of Dewey’s work...teachers would do well to keep this book of wise and engaging essays on hand as a ready reference guide for their most important work." - T. R. Glander, Nazareth College, in: CHOICEconnectTable of ContentsNotes on Contributors Part 1: Dewey and Educational Theory 1 Dewey’s Social Imaginary of Democratic Education: Democracy’s Role in Educating a Democratic Citizenry  Patrick M. Jenlink 2 What Is a Democracy?: What Does Education in a Democracy Need to Be According to Dewey?  Elizabeth Meadows 3 Mindfulness and Progressive Education  Kyle A. Greenwalt and Cuong H. Nguyen 4 John Dewey and Social Justice Education  Peter Nelsen 5 John Dewey and Feminism  Barbara J. Thayer-Bacon 6 Deweyan Pragmatism as Requisite to Postmodern Thought  Jessica A. Heybach and Eric C. Sheffield 7 Critical Thinking and Democratic Schooling  Maura Striano 8 Education for Democratic Citizenship from Critical Thinking to Inquiry Learning  William R. Caspary Part 2: Dewey and Educational Practice 9 A Dewey Framework for Moral Training for Democracy in Education  Alison Taysum 10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach  Patrick M. Jenlink and Karen Embry Jenlink 11 Souls in the Lab: Building Rich Practical Experiences for Student Teachers and Young Children  Stephanie A. Burdick-Shepherd 12 A Deweyan Faith in Democratic Education: A Teacher’s Dedication to Ensuring All Students Are Included  Michael E. Hess and Theodore J. Hutchinson 13 Promoting Educational Equity through Democratizing Intelligence  Laura M. Harrison and Shah Hasan 14 Living Curriculum as Commonplace  Margaret Macintyre Latta, Rhonda Draper, Kelly Hanson and Karen Ragoonaden 15 Adaptive Challenge: Teachers as Lead Professionals for Democratic Living  Daniel J. Castner Part 3: Dewey and the Scholar-Practitioner Educational Leader 16 Educational Leadership for Democratic Culture  Robert Karaba 17 Civic Efficiency as a Democratic Ideal: Social Renewal through Dewey’s Continuous, Integrated Education  Charles L. Lowery and Connor J. Fewell 18 Organic Pedagogy: Where Dewey’s Democracy and Foucault’s Poststructuralism Meet: Pedagogical Experiences, Applications, and Critique  Chetanath Gautam 19 Experienced, but Not Yet Educated: How Dewey Should Still Contribute to Educational Philosophy  Chance D. Mays 20 Implications of Dewey’s Pragmatism for Digital Media Pedagogy  Lance E. Mason 21 How the Dewey-Lippmann Debate Informs Contemporary Education Policy  Monica Hatfield Price 22 John Dewey and the “Problem” of the Mundane: Implications for Philosophy of Educational Administration  Ali H. Hachem Index

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Book SynopsisReflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1. Introduction  John R. Dakers, Jonas Hallström and Marc J. de Vries 2. Carl Mitcham: Descriptions of Technology  Johan Svenningsson 3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts  Marc J. de Vries 4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships  Vicki Compton 5. Pierre Rabardel: Instrumental Activity and Theory of Instrument  Marjolaine Chatoney and Patrice Laisney 6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education  John R. Dakers 7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans  John R. Dakers 8. Bruno Latour: Actor Network Theory  John R. Dakers 9. Andrew Feenberg: Implications of Critical Theory for Technology Education  Piet J. Ankiewicz 10. Langdon Winner: A Call for Critical Theory for Technology Education  Cecilia Axell 11. Kevin Kelly: Technology Education for the Technicum  David Barlex 12. Don Ihde: Praxis Philosophy and Design and Technology Education  Steve Keirl 13. Albert Borgmann: The Device Paradigm  John R. Dakers and Marc J. de Vries 14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology  Jonas Hallström

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Book SynopsisReflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1. Introduction  John R. Dakers, Jonas Hallström and Marc J. de Vries 2. Carl Mitcham: Descriptions of Technology  Johan Svenningsson 3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts  Marc J. de Vries 4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships  Vicki Compton 5. Pierre Rabardel: Instrumental Activity and Theory of Instrument  Marjolaine Chatoney and Patrice Laisney 6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education  John R. Dakers 7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans  John R. Dakers 8. Bruno Latour: Actor Network Theory  John R. Dakers 9. Andrew Feenberg: Implications of Critical Theory for Technology Education  Piet J. Ankiewicz 10. Langdon Winner: A Call for Critical Theory for Technology Education  Cecilia Axell 11. Kevin Kelly: Technology Education for the Technicum  David Barlex 12. Don Ihde: Praxis Philosophy and Design and Technology Education  Steve Keirl 13. Albert Borgmann: The Device Paradigm  John R. Dakers and Marc J. de Vries 14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology  Jonas Hallström

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Book SynopsisThe authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.Trade Review"The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal – are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects –normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part." - John K. Gilbert, Professor Emeritus, The University of ReadingTable of ContentsForeword  David F. Treagust About the Cover List of Figures and Tables Part 1: What Research Has to Tell Teachers about Learning Experiences outside School (LEOS) Chapter 1: Enhancing Science Learning  Chapter Overview  Introduction  Educational Context  Research in LEOS  Structure and Organization of the Book  Assumptions and Terms Used in LEOS Writing and Literature Chapter 2: Formal, Informal, Non-Formal Learning & Free-Choice Learning  Chapter Overview  Introduction  Theories of Learning  Behaviorist Theories of Learning  Constructivism  Social Constructivism  Sociocultural Theories of Learning  Types of Learning  Formal Learning  Non-Formal Learning  Informal Learning Chapter 3: Learning Experiences outside School  Chapter Overview  Introduction  Ways by Which LEOS May Be Facilitated  Learning Environments and LEOS  LEOS: Implications for School Science Chapter 4: The Learner-Integrated Field Trip Inventory (LIFTI)  Chapter Overview  Introduction  Learner-Integrated Field Trip Inventory (LIFTI) Chapter 5: Integrating Formal, Informal and Non-Formal Learning Using the Digitally-Integrated Fieldtrip Inventory (DIFI)  Chapter Overview  Introduction  Blended Learning  The Digitally-Integrated Fieldtrip Inventory (DIFI) Part 2: The Practice of Learning Experiences outside School Chapter 6: Learning Biological Sciences via Learning Experiences outside School  Introduction  Biological Sciences  Reflections and Conclusions Chapter 7: Learning Chemical Sciences via Learning Experiences outside School  Introduction  Chemical Sciences  Reflections and Conclusions Chapter 8: Learning Earth & Space Sciences via Learning Experiences outside School  Introduction  Earth & Space Sciences  Reflections and Conclusions Chapter 9: Learning Physical Sciences via Learning Experiences outside School  Introduction  Physical Sciences  Reflections and Conclusions Appendix: The New Zealand Curriculum and Science Curriculum Index

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Book SynopsisEchoes from a Child’s Soul: Awakening the Moral Imagination of Children presents remarkable poetry inspired by aesthetic education methodology created by children that were labelled academically, socially, and/or emotionally at-risk. Many children deemed average or below-grade level composed poetry beyond their years revealing moral imagination. Art psychology and aesthetic methodology merge to portray the power of awakening children’s voices once silenced. The children’s poetry heralds critical and empathic messages for our future. This book proposes an overwhelming need for change in America’s public-school education system so that no child is ignored, silenced, deemed less than, or marginalized.Table of ContentsPreface List of Figures 1 Why Is Aesthetic Education Important?  1 Introduction  2 Background  3 Art and Moral Imagination in Child Development  4 Visual Thinking, Art & Cognition  5 Visual Thinking and Human Development  6 Reflective Intelligence, Art and Moral Imagination  7 Moral Imagination and Art 2 Releasing Hope: A Spiral of Light  1 The Story of Emily 3 Meeting Ruby Bridges: Moral Imagination Released 4 Blue Lavender Wanderer: A Child’s Soulful Voice Revealed 5 Poetic Imagination 6 Envisioning Thinking: Heart to Heart  1 What Do We Know? 7 Epilogue: Moral Imagination in an Island Culture: The Aran Island Child  1 Creating the Island Map Mural  2 The Aran Island Map Mural Travels to the Summit of Croagh Patrick: A Prayer for the Children of Our World References Index

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Book SynopsisEchoes from a Child’s Soul: Awakening the Moral Imagination of Children presents remarkable poetry inspired by aesthetic education methodology created by children that were labelled academically, socially, and/or emotionally at-risk. Many children deemed average or below-grade level composed poetry beyond their years revealing moral imagination. Art psychology and aesthetic methodology merge to portray the power of awakening children’s voices once silenced. The children’s poetry heralds critical and empathic messages for our future. This book proposes an overwhelming need for change in America’s public-school education system so that no child is ignored, silenced, deemed less than, or marginalized.Table of ContentsPreface List of Figures 1 Why Is Aesthetic Education Important?  1 Introduction  2 Background  3 Art and Moral Imagination in Child Development  4 Visual Thinking, Art & Cognition  5 Visual Thinking and Human Development  6 Reflective Intelligence, Art and Moral Imagination  7 Moral Imagination and Art 2 Releasing Hope: A Spiral of Light  1 The Story of Emily 3 Meeting Ruby Bridges: Moral Imagination Released 4 Blue Lavender Wanderer: A Child’s Soulful Voice Revealed 5 Poetic Imagination 6 Envisioning Thinking: Heart to Heart  1 What Do We Know? 7 Epilogue: Moral Imagination in an Island Culture: The Aran Island Child  1 Creating the Island Map Mural  2 The Aran Island Map Mural Travels to the Summit of Croagh Patrick: A Prayer for the Children of Our World References Index

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Book SynopsisThe quest to understand defines our humanness. Since time immemorial it has given rise to art and literature, philosophical reflection, religious practice, myths, metaphor, and allegory, as well as, in more recent history, disciplined scientific inquiry. Seeking understanding is a lifelong journey towards a goal the parameters of which change as our pursuit progresses, until, at life’s end, the goal vanishes beyond the horizon. Such is humanness. Along the way, we build, in an enduring self-transformative fashion, our mind—the scientific mind. But what is that mind? A transdisciplinary team of 21 prominent authors, from areas such as music history, psychiatry, physics, cosmology, education, astronomy, mathematics, medicine, gaming, artificial intelligence, science communication, early child development, science education, and economics, shed light on what it takes humans to build and cultivate the scientific mind along the lifespan. A decade of intercultural dialogue preceded the book. It comprised six major international Building the Scientific Mind colloquia in culturally diverse settings that spanned the entire planet. Several hundred people from different disciplines and interests—among them distinguished scientists, policy and decision makers, practitioners and thinkers—contributed to the dialogue. Building the scientific mind transforms our ‘way of being in the world.’ It is driven by the desire to understand deeply—cognitively and affectively—who we are in a world of which we are an integral part. It has great relevance for sustained human existence in the Anthropocene and profound implications for how we organize the conditions for informal and formal learning.Table of ContentsForeword  Walter R. Erdelen Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The Making of This Book and Its Roots in Creative Collaboration  Jan Visser and Muriel Visser Intermezzi: Thoughts Inspired by the Thoughts of Others  Jan Visser 1 The Quest to Know: Seeking Understanding and Wisdom  Jan Visser Intermezzo 1: The Missing Piece  Jan Visser 2 Context Is Everything and Everything Has Meaning  Robert Greenberg Intermezzo 2: Life Starts Long before Its Beginning  Jan Visser 3 From Preconception to Preschool: The Foundation of the Scientific Mind  Emily Vargas-Barón Intermezzo 3: Touching the Encountered World  Jan Visser 4 Saga of a Small Science Center  Arvind Gupta Intermezzo 4: The Worthwhile Struggle to Overcome Inertia  Jan Visser 5 Expanding the Dialogue: Challenging the Mental Models of Schooling through Indigenous Invention  Paul E. Heckman Intermezzo 5: When the Sky Is Not the Limit, It Could Be the Beginning  Jan Visser 6 The Inspiring Universe  George Miley, Carolina Ödman and Pedro Russo Intermezzo 6: Never Ever without Passion  Jan Visser 7 Playing the Role of Facilitator: Questioning the Curious Mind  Jos van den Broek Intermezzo 7: On Dialogue  Jan Visser 8 How You Talk Is How You Think; How You Think Is How You Understand  Paul Webb Intermezzo 8: Facing Life’s Biggest Questions  Jan Visser 9 Seeking to Know and Understand the Self  Premana W. Premadi Intermezzo 9: A Sense of Beauty  Jan Visser 10 Beauty in Science, Science in Beauty: The Scientific Aesthetic as an Evolving Heuristic  Matthew Colless Intermezzo 10: Making the Unfamiliar Familiar  Jan Visser 11 Science Popularizer Is the Most Important Job That Does Not Yet Exist: Why Modern Societies Need More Science Popularizers  Lê Nguyên Hoang Intermezzo 11: It’s Not Just a Right; It’s an Obligation to the Future  Jan Visser 12 Fostering Inquiry, Reasoning and Critical Thinking  J. Michael Spector Intermezzo 12: How Long Can We Still Wait and Who Takes Responsibility?  Jan Visser 13 The Shifting Mind of Economics  Martinus Petrus de Wit Intermezzo 13: Looking Back with a View to Looking Forward  Jan Visser 14 Invent the Future  Federico Mayor Intermezzo 14: Culture of Differences vs. Difference of Cultures  Jan Visser 15 Seeking to Find out Why Things Happen: Variations on a Theme of Diallo Sampa’s Grandfather  Ralf Syring Intermezzo 15: Reverence for Life, Whatever Its Manifestations  Jan Visser 16 Nontraditional Pathways to the Development of a Scientific Mind: Examples from the Domain of Psychopathology  Stephen P. Hinshaw Intermezzo 16: Homo Ludens  Jan Visser 17 Education in a Complex World: Nurturing Chaordic Agency through Game Design  Carlo Fabricatore and Ximena López Intermezzo 17: Where Science Ends  Jan Visser 18 HIV, Medical Science and the Call to Greater Humanness  James Lees Index

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Book SynopsisThe quest to understand defines our humanness. Since time immemorial it has given rise to art and literature, philosophical reflection, religious practice, myths, metaphor, and allegory, as well as, in more recent history, disciplined scientific inquiry. Seeking understanding is a lifelong journey towards a goal the parameters of which change as our pursuit progresses, until, at life’s end, the goal vanishes beyond the horizon. Such is humanness. Along the way, we build, in an enduring self-transformative fashion, our mind—the scientific mind. But what is that mind? A transdisciplinary team of 21 prominent authors, from areas such as music history, psychiatry, physics, cosmology, education, astronomy, mathematics, medicine, gaming, artificial intelligence, science communication, early child development, science education, and economics, shed light on what it takes humans to build and cultivate the scientific mind along the lifespan. A decade of intercultural dialogue preceded the book. It comprised six major international Building the Scientific Mind colloquia in culturally diverse settings that spanned the entire planet. Several hundred people from different disciplines and interests—among them distinguished scientists, policy and decision makers, practitioners and thinkers—contributed to the dialogue. Building the scientific mind transforms our ‘way of being in the world.’ It is driven by the desire to understand deeply—cognitively and affectively—who we are in a world of which we are an integral part. It has great relevance for sustained human existence in the Anthropocene and profound implications for how we organize the conditions for informal and formal learning.Table of ContentsForeword  Walter R. Erdelen Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The Making of This Book and Its Roots in Creative Collaboration  Jan Visser and Muriel Visser Intermezzi: Thoughts Inspired by the Thoughts of Others  Jan Visser 1 The Quest to Know: Seeking Understanding and Wisdom  Jan Visser Intermezzo 1: The Missing Piece  Jan Visser 2 Context Is Everything and Everything Has Meaning  Robert Greenberg Intermezzo 2: Life Starts Long before Its Beginning  Jan Visser 3 From Preconception to Preschool: The Foundation of the Scientific Mind  Emily Vargas-Barón Intermezzo 3: Touching the Encountered World  Jan Visser 4 Saga of a Small Science Center  Arvind Gupta Intermezzo 4: The Worthwhile Struggle to Overcome Inertia  Jan Visser 5 Expanding the Dialogue: Challenging the Mental Models of Schooling through Indigenous Invention  Paul E. Heckman Intermezzo 5: When the Sky Is Not the Limit, It Could Be the Beginning  Jan Visser 6 The Inspiring Universe  George Miley, Carolina Ödman and Pedro Russo Intermezzo 6: Never Ever without Passion  Jan Visser 7 Playing the Role of Facilitator: Questioning the Curious Mind  Jos van den Broek Intermezzo 7: On Dialogue  Jan Visser 8 How You Talk Is How You Think; How You Think Is How You Understand  Paul Webb Intermezzo 8: Facing Life’s Biggest Questions  Jan Visser 9 Seeking to Know and Understand the Self  Premana W. Premadi Intermezzo 9: A Sense of Beauty  Jan Visser 10 Beauty in Science, Science in Beauty: The Scientific Aesthetic as an Evolving Heuristic  Matthew Colless Intermezzo 10: Making the Unfamiliar Familiar  Jan Visser 11 Science Popularizer Is the Most Important Job That Does Not Yet Exist: Why Modern Societies Need More Science Popularizers  Lê Nguyên Hoang Intermezzo 11: It’s Not Just a Right; It’s an Obligation to the Future  Jan Visser 12 Fostering Inquiry, Reasoning and Critical Thinking  J. Michael Spector Intermezzo 12: How Long Can We Still Wait and Who Takes Responsibility?  Jan Visser 13 The Shifting Mind of Economics  Martinus Petrus de Wit Intermezzo 13: Looking Back with a View to Looking Forward  Jan Visser 14 Invent the Future  Federico Mayor Intermezzo 14: Culture of Differences vs. Difference of Cultures  Jan Visser 15 Seeking to Find out Why Things Happen: Variations on a Theme of Diallo Sampa’s Grandfather  Ralf Syring Intermezzo 15: Reverence for Life, Whatever Its Manifestations  Jan Visser 16 Nontraditional Pathways to the Development of a Scientific Mind: Examples from the Domain of Psychopathology  Stephen P. Hinshaw Intermezzo 16: Homo Ludens  Jan Visser 17 Education in a Complex World: Nurturing Chaordic Agency through Game Design  Carlo Fabricatore and Ximena López Intermezzo 17: Where Science Ends  Jan Visser 18 HIV, Medical Science and the Call to Greater Humanness  James Lees Index

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Book SynopsisSince the first literature about the Threshold Concepts Framework was published in 2003, a considerable body of educational research into this topic has grown internationally across a wide range of disciplines and professional fields. Successful negotiation of a threshold concept can be seen as crossing boundaries into new conceptual space, or as a portal opening up new and previously inaccessible ways of thinking about something. In this unfamiliar conceptual terrain, fresh insights and perceptions come into view, and access is gained to new discourses. This frequently entails encounters with ‘troublesome knowledge’, knowledge which provokes a liminal phase of transition in which new understandings must be integrated and, importantly, prior conceptions relinquished. There is often double trouble, in that letting go of a prevailing familiar view frequently involves a discomfiting change in the subjectivity of the learner. We become what we know. It is a space in which the learner might become ‘stuck’. Threshold Concepts on the Edge, the fifth volume in a series on this subject, discusses the new directions of this research. Its six sections address issues that arise in relation to theoretical development, liminal space, ontological transformations, curriculum, interdisciplinarity and aspects of writing across learning thresholds.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors Part 1: Theoretical Directions 1. The Labyrinth Within: Threshold Concepts, Archetype and Myth  Ray Land 2. At the Troublesome Edge of Recognising Threshold Concepts of Online Teaching: A Proposed Learning Threshold Identification Methodology  Maria Northcote, Kevin P. Gosselin, Peter Kilgour, Catherine McLoughlin, Chris Boddey and Kerrie Boddey 3. Caution! Theories at Play! Threshold Concepts and Decoding the Disciplines  Leah Shopkow and Joan Middendorf 4. Embedding Affect in the Threshold Concepts Framework  Julie A. Timmermans and Jan H. F. Meyer Part 2: Liminal Space 5. Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to Illuminate the Edge of Conceptual Understanding  Rachel Thompson and Michael Michell 6. Analysing Discourse in the Liminal Space: Talking Our Way through It  Susie Cowley-Haselden 7. Intensive Mode Teaching Explained Using Threshold Concepts  Sally A. Male, Stuart Crispin and Phil Hancock 8. Edging towards Understanding: Illuminating Student Experiences of Liminality in Introductory Sociology  Alison M. Thomas 9. Bringing the Apple and Holding up the Mirror: Liminal Space and Transformation in Visual Art Making  Matthew J. Ravenstahl and Julie Rattray 10. The Student Scholar Identity: Using Students’ Reflective Work to Develop Student-Scholars, Address Liminality, and Design Curriculum  Yvonne Nalani Meulemans, Allison Carr and Torie Quiñonez Part 3: Ontological Transformations 11. ‘… ’Cause Soon Now, It Will Be Real …’: Medical Simulation as Change Space in Interprofessional Training  Leif Martin Hokstad and Stine Gundrosen 12. Threshold Concepts and the Ontology of Professional Identity in Human Services Curriculum Design: A Case Example  Jackie Stokes, Vicki Bruce and Tanya Pawliuk 13. Threshold Concepts: Strategies for Assisting Doctoral Candidates to Learn to be Researchers  Margaret Kiley Part 4: Curriculum 14. Threshold Concepts as Pathways through Ancient Religion: Curriculum as Initiation  Jason P. Davies 15. Threshold Concepts at the Sharp Edge: Entrepreneurship Curriculum Redesign  Lucy Hatt 16. Information Literacy and Liberal Education: From Google to Scholarly Sources  D. Bruce MacKay and Nicole C. Eva 17. Curriculum on the Edge: Designing for Liminality in Learning Activities: A Case Illustration in Search Expertise  Virginia M. Tucker 18. Threshold Concepts in the Applied Mathematics BSc Programme: A Structural Comparison with Threshold Concepts in the Computer Science BSc Programme  Bert Zwaneveld and Hans Sterk Part 5: Crossing Disciplines 19. Exploring Threshold Concepts on the Edge: Learning, Teaching and Assessment Practices  Shannon Murray, Anne Marie Ryan and Brad Wuetherick 20. Investigating Threshold Concepts in the Scholarship of Teaching and Learning, and the Influence of Disciplinary Background on the Research Process  Andrea S. Webb and Anne M. Tierney 21. Diversity, Hybridity and New Revelations in Conceptual Threshold Crossings in Cross-Disciplinary and Interdisciplinary Research Learning  Gina Wisker Part 6: Writing across Thresholds 22. Naming What We Know (in Writing Studies): Engaging Troublesome Trends in Educational Policy and Practice  Linda Adler-Kassner and Elizabeth Wardle 23. Beginning to See the Connection between Everything: Developing Scholarly Identity in Writing Studies through Threshold Concepts  Erika Hawkes and Tekla Hawkins 24. Understanding Writing Transfer as a Threshold Concept across the Disciplines  Jessie L. Moore and Peter Felten 25. Edging towards the Threshold Concept of Autonomy in Language Learning and Teaching through a MOOC Blend: Becoming Autonomous Learners and Teachers  Marina Orsini-Jones, Shooq Altamimi and Barbara Conde Gafaro Index

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Book SynopsisSince the first literature about the Threshold Concepts Framework was published in 2003, a considerable body of educational research into this topic has grown internationally across a wide range of disciplines and professional fields. Successful negotiation of a threshold concept can be seen as crossing boundaries into new conceptual space, or as a portal opening up new and previously inaccessible ways of thinking about something. In this unfamiliar conceptual terrain, fresh insights and perceptions come into view, and access is gained to new discourses. This frequently entails encounters with ‘troublesome knowledge’, knowledge which provokes a liminal phase of transition in which new understandings must be integrated and, importantly, prior conceptions relinquished. There is often double trouble, in that letting go of a prevailing familiar view frequently involves a discomfiting change in the subjectivity of the learner. We become what we know. It is a space in which the learner might become ‘stuck’. Threshold Concepts on the Edge, the fifth volume in a series on this subject, discusses the new directions of this research. Its six sections address issues that arise in relation to theoretical development, liminal space, ontological transformations, curriculum, interdisciplinarity and aspects of writing across learning thresholds.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors Part 1: Theoretical Directions 1. The Labyrinth Within: Threshold Concepts, Archetype and Myth  Ray Land 2. At the Troublesome Edge of Recognising Threshold Concepts of Online Teaching: A Proposed Learning Threshold Identification Methodology  Maria Northcote, Kevin P. Gosselin, Peter Kilgour, Catherine McLoughlin, Chris Boddey and Kerrie Boddey 3. Caution! Theories at Play! Threshold Concepts and Decoding the Disciplines  Leah Shopkow and Joan Middendorf 4. Embedding Affect in the Threshold Concepts Framework  Julie A. Timmermans and Jan H. F. Meyer Part 2: Liminal Space 5. Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to Illuminate the Edge of Conceptual Understanding  Rachel Thompson and Michael Michell 6. Analysing Discourse in the Liminal Space: Talking Our Way through It  Susie Cowley-Haselden 7. Intensive Mode Teaching Explained Using Threshold Concepts  Sally A. Male, Stuart Crispin and Phil Hancock 8. Edging towards Understanding: Illuminating Student Experiences of Liminality in Introductory Sociology  Alison M. Thomas 9. Bringing the Apple and Holding up the Mirror: Liminal Space and Transformation in Visual Art Making  Matthew J. Ravenstahl and Julie Rattray 10. The Student Scholar Identity: Using Students’ Reflective Work to Develop Student-Scholars, Address Liminality, and Design Curriculum  Yvonne Nalani Meulemans, Allison Carr and Torie Quiñonez Part 3: Ontological Transformations 11. ‘… ’Cause Soon Now, It Will Be Real …’: Medical Simulation as Change Space in Interprofessional Training  Leif Martin Hokstad and Stine Gundrosen 12. Threshold Concepts and the Ontology of Professional Identity in Human Services Curriculum Design: A Case Example  Jackie Stokes, Vicki Bruce and Tanya Pawliuk 13. Threshold Concepts: Strategies for Assisting Doctoral Candidates to Learn to be Researchers  Margaret Kiley Part 4: Curriculum 14. Threshold Concepts as Pathways through Ancient Religion: Curriculum as Initiation  Jason P. Davies 15. Threshold Concepts at the Sharp Edge: Entrepreneurship Curriculum Redesign  Lucy Hatt 16. Information Literacy and Liberal Education: From Google to Scholarly Sources  D. Bruce MacKay and Nicole C. Eva 17. Curriculum on the Edge: Designing for Liminality in Learning Activities: A Case Illustration in Search Expertise  Virginia M. Tucker 18. Threshold Concepts in the Applied Mathematics BSc Programme: A Structural Comparison with Threshold Concepts in the Computer Science BSc Programme  Bert Zwaneveld and Hans Sterk Part 5: Crossing Disciplines 19. Exploring Threshold Concepts on the Edge: Learning, Teaching and Assessment Practices  Shannon Murray, Anne Marie Ryan and Brad Wuetherick 20. Investigating Threshold Concepts in the Scholarship of Teaching and Learning, and the Influence of Disciplinary Background on the Research Process  Andrea S. Webb and Anne M. Tierney 21. Diversity, Hybridity and New Revelations in Conceptual Threshold Crossings in Cross-Disciplinary and Interdisciplinary Research Learning  Gina Wisker Part 6: Writing across Thresholds 22. Naming What We Know (in Writing Studies): Engaging Troublesome Trends in Educational Policy and Practice  Linda Adler-Kassner and Elizabeth Wardle 23. Beginning to See the Connection between Everything: Developing Scholarly Identity in Writing Studies through Threshold Concepts  Erika Hawkes and Tekla Hawkins 24. Understanding Writing Transfer as a Threshold Concept across the Disciplines  Jessie L. Moore and Peter Felten 25. Edging towards the Threshold Concept of Autonomy in Language Learning and Teaching through a MOOC Blend: Becoming Autonomous Learners and Teachers  Marina Orsini-Jones, Shooq Altamimi and Barbara Conde Gafaro Index

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Book SynopsisEducational reality is weaved within stories, poems, and dialogues, as the author demonstrates his becoming of a transformative educator. Transformative learning is important for teachers to think about their practices, change their thinking, and share the stories of their experience for learners’ empowerment. This is an autoethnographic account of the author's experience as a transformative and transforming educator that unfolds the ways he has used ethical dilemma story pedagogy to explore interpretative and creative spaces for transformative learning, both personally and with a group of trainee teachers who take the responsibility to facilitate students’ learning into a purposeful path. The ethical dilemma story pedagogy provides relatable scenarios to challenge and unsettle learners’ thought processes leading to acknowledgment of multiple viewpoints. Theorising Transformative Learning serves to help educators utilise the sociocultural contexts connected to students’ lives and experiences.Table of ContentsPreface Acknowledgements 1 An Orientation to My Study of Transformative Learning  1 Structure of the Book  2 Journeying into Myself: On the Road Less Travelled  3 A Culture of Questioning and Sharing of Thoughts  4 Transformative Learning, Autoethnography, and Stories  5 Seeking for a New Level of Awareness  6 More Narratives Revisited  7 Education, the Promising Priority of People  8 My Move towards Developing a Constructivist Pedagogy through Ethical Dilemma Stories  9 What Is Coming? A Book on Autoethnography and Transformative Learning 2 The Cultural Context: A Transformative Journey towards Pedagogical Commitment  1 Some Geographical and Demographic Facts about Nepal  2 The Undetected Energy of English in the Beginning  3 Story One: The Leaving of Home for a New Beginning  4 Story Two: The Wisdom of an Old Man  5 Story Three: Everything New  6 Story Four: My First University-Teaching Experience  7 A Mother Speaks about Her Daughter  8 Story Five: Who Can Make Our Classrooms More Interesting?  9 The “I” (Eye) in Me  10 Volunteering with Professional Organisation  11 Story Six: My Continued Journey towards Higher Degree Research  12 Story Seven: A Justified Outcome  13 A Letter to the English Language  14 Oh English, Are You My Friend?  15 Pedagogical Thoughtfulness 3 Ethical Dilemma Story Pedagogy in Practice: A Case Study  1 Educating Students for Happiness  2 Resisting ‘Banking’ Approaches to Pedagogy  3 Fostering Critical Awareness  4 Rethinking Culture and Education  5 Honouring Home Language in the Context of English  6 All Our Students Speak in English  7 Promoting Emancipatory Interests in EFL Classrooms  8 Trailing towards the Transformative Path  9 Learning the Notes  10 Life Moves On  11 The Ethical Dilemma Story Method  12 The Contextual Salience of Ethical Dilemma Stories  13 The Dilemma of Life and How We Live  14 The Dilemma of Leaving Home  15 Ethical Components in Classroom Teaching  16 A Transformative Touch I Often Imagine  17 A Teacher’s Guide to Ethical Dilemma Story Pedagogy  18 The Use of Ethical Dilemma Stories in Transformative Pedagogy  19 My Fieldwork Implications of Ethical Dilemma Story Pedagogy 4 Mapping the Nature of Ethical Dilemma Stories and Transformative Learning  1 Personal Reflection as a Transformative Learner  2 A Transformative Pedagogy through Autoethnographic Narratives  3 A Penultimate Breather: Some Reflections on My Journey into a Transformative Pedagogy Coda References Index

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Book SynopsisIt is now recognized that language teachers and learners are both users and creators of knowledge in socially, culturally, politically, materially complex, and unpredictable environments. With this in mind, an increasing number of researchers in Second Language Education have progressively broken away from traditional ways of studying educational practices to find novel, and more complex ways to conceptualize and study language teachers’ and learners’ teaching and learning practices and knowledge development. This book is in line with these trends, and should be considered as the actualization of experimentations with novel ways to apprehend the interrelationships between language and education by drawing on the conceptual repertoire of French philosopher Gilles Deleuze and his collaborator Félix Guattari. To guide us through this reflexive journey ten scholars, specialized in the field of Second Language Education, call on their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs). Through this book, new insights and lines of thought are generated on how research and educative practices can be transformed to reimagine second language teaching, learning, and research to think differently about the experiences of language teachers, learners, and researchers, and disrupt the processes that may prevent us from innovating and seizing future opportunities. Contributors are: Francis Bangou, Maria Bastien-Valenca, Joff P. N. Bradley, Martina Emke, Douglas Fleming, Roumiana Ilieva, Brian Morgan, Enrica Piccardo, Aisha Ravindran, Gene Vasilopoulos and Monica Waterhouse.Table of ContentsForeword  Brian Morgan List of Illustrations Notes on Contributors Introduction: Towards Extraordinary Research in Second Language Education  Monica Waterhouse and Francis Bangou PART 1: Deterritorializing the Language Curriculum 1 Rhizocurriculum in ESL: Instances of a Nomad-Education  Monica Waterhouse PART 2: Deterritorializing Language Learners’ Identity 2 Rethinking the Genders and Becoming in Second Language Education  Douglas Fleming 3 Rethinking Plurality in Our Liquid Societies  Enrica Piccardo 4 Deleuze and Globlish: Imperial Tongues, Faceless Coins, War Machines  Joff P. N. Bradley 5 Affective Affordances, Desires, and Assemblages: A Study of International Students in a TESOL Program in Canada  Aisha Ravindran and Roumiana Ilieva PART 3: Deterritorializing Literacies 6 Affect and the Second Language Writer’s Assemblage: Virtual Connections between Digitally-Mediated Source-Based Writing and Plagiarism  Gene Vasilopoulos 7 Experimenting with Multiple Literacies in Family Literacy Intervention Programs: From Rhizocurriculum, Rhizo-Teaching to Language Education  Maria Bastien PART 4: Deterritorializing Language Teacher Education 8 How Might Teacher Education in CALL Exist? Becomings and Experimentations  Francis Bangou 9 Always In-between: Of Rhizomes and Assemblages in Language Teacher Education Research  Martina Emke Intermezzo: Proliferating Becomings with/in Second Language Education  Francis Bangou, Monica Waterhouse and Douglas Fleming Index

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Book SynopsisThis accessible and timely edited volume is at once provocative and original in shedding new light on the roles of science and arts creativities for ‘future-making education’. An international set of expert authors grapple with innovative ways of thinking about the complex, textured and contested entanglements of knowledge and practice reconfigurings in STEAM education.Trade Review"As a pragmatist I found the examples and accounts deeply inspiring (…) For those who are well versed in the philosophy of learning and education I expect the language and references would either be reassuringly familiar or helpful in terms of opening up new pathways and arguments. The audience for this, in HE terms, is anyone looking for innovative ways of approaching learning through creativity and exploring the physical world through experience. This works well for those training to teach in primary and secondary education and obviously for those looking to train teachers." - Simon Gamble (2021) Why science and art creativities matter. Innovations in Education and Teaching InternationalTable of ContentsAcknowledgement List of Figures and Tables Notes on Contributors Prelude: (Re-)Configuring STEAM in Future-Making Education  Laura Colucci-Gray and Pamela Burnard PART 1: Positioning Steam in Future-Making Education Introduction to Part 1  Pamela Burnard and Laura Colucci-Gray 1 Where Science Ends, Art Begins? Critical Perspectives on the Development of STEAM in the New Climatic Regime  Anne Pirrie 2 Becoming Bird: Creative Pedagogies for Future-Making Education?  Margaret Somerville, Tessa McGavock and Keiren Stephenson 3 Posthuman De/Colonising Teacher Education in South Africa: Animals, Anthropomorphism and Picture-Book Art  Karin Murris 4 Between Will and Wildness in STEAM Education  Ramsey Affifi PART 2: Why Does Science Matter? Introduction to Part 2  Pamela Burnard and Laura Colucci-Gray 5 Developing an Ecological View through STEAM Pedagogies in Science Education  Laura Colucci-Gray 6 Listening in Science Education: Fostering Students’ Lifeworld Experiences  Edvin Østergaard 7 Science-Arts as Verbs: New Figurations in Early Childhood  Sofie Areljung PART 3: Why Do the Arts Matter? Introduction to Part 3  Pamela Burnard and Laura Colucci-Gray 8 Reconfiguring STEAM through Material Enactments of Mathematics and Arts: A Diffractive Reading of Young People’s Intradisciplinary Math-Artworks  Pamela Burnard, Pallawi Sinha, Carine Steyn, Kristóf Fenyvesi, Christopher Brownell, Olivier Werner and Zsolt Lavicza 9 Steam Education, Art/Science and Quiet Activism  Anna Hickey-Moody, Christine Horn and Marissa Willcox 10 Embracing the Serpent: Education for Ecosophy and Aesthetic Appreciation  James MacAllister 11 Linking the Missing Links: An Artful Workshop on Metamorphoses of Organic Forms  Jan Van Boeckel PART 4: STEAM Reconfigurings in Practice Introduction to Part 4  Pamela Burnard and Laura Colucci-Gray 12 Creative Pedagogy and Environmental Responsibility: A Diffractive Analysis of an Intra-Active Science|Arts Practice  Lindsay Hetherington (with Kerry Chappell, Hermione Ruck Keene and Heather Wren) 13 Learning Mathematical Concepts as a Whole-Body Experience: Connecting Multiple Intelligences, Creativities and Embodiments within the STEAM Framework  Kristóf Fenyvesi, Saara Lehto, Christopher Brownell, Lena Nasiakou, Zsolt Lavicza and Riikka Kosola 14 STEM to STEAM as an Approach to Human Development: The Potential of Arts Practices for Supporting Wellbeing  Nicola Walshe, Elsa Lee, Danielle Lloyd and Ruth Sapsed 15 Taste as Science, Aesthetic Experience and Inquiry  Erik Fooladi 16 On Sensorial Experiences at the Beach: Thinking with Haraway to Explore an Unfolding Sensory Knowing of Marine STEAM  Catherine Francis 17 On Methodological Accounts of Improvisation and "Making with" in Science and Music  Carolyn Cooke Postlude: Un-Conclusions: Disentangling the Assemblage of Science and Arts Creativities for Future-Making Education  Pamela Burnard and Laura Colucci-Gray Epilogue: What Knowledge Do We Need for Future-Making Education?  Tim Ingold Index

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Book SynopsisChild-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making. Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O’Keefe, Joanne O’Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O’Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.Table of ContentsForeword: The Problem of Empathy  Mary Kalantzis and Bill Cope Preface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 1 Child-Parent Research Reimagined  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 2 Media Transformations: Working with Iron Man  Guy Merchant 3 Re-Designing Teaching for Tweens in Times of “Streaks,” “Likes” and “Gamers”  Sarah Prestridge 4 High Anxiety: A Collaborative Autoethnographic Inquiry  Kathleen M. Alley and Cassandra R. Skrobot 5 Remixing Digital Play in the Early Years: A Child-Parent Collaboration  Alaina Roach O’Keefe and “E” O’Keefe 6 Career Development? What’s That: Engaging My Daughters in an Examination of Their Learning Process and How It Can Inform Their Future—or Not  Lourdes M. Rivera, Nora Rivera-Larkin and Dahlia Rivera-Larkin 7 Researching and Parenting in the IWorld: The Dialogism of Family Life  Joanne O’Mara and Linda Laidlaw 8 A Parent-Researcher’s Reanalysis of Adolescent Immigrants’ Literacy Experiences: Methodological and Theoretical Insight on Parent-Child Research  Bogum Yoon 9 The Last Word: Teen Reflections  Charlotte Abrams, Molly Kurpis and Eric Ness Afterword: Child-Parent Research: Towards an Ethical Process for Avoiding Being PRICED out of Research  Anthony J. Onwuegbuzie Index

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Book SynopsisThe use of images in education is expanding, but clear and comprehensive guidelines on how to carry out visual activities with students of a variety of fields are difficult to find. With the case studies from Finland, Canada, the United Kingdom, Australia, Japan, Poland, Turkey and the United States, contributors to this volume offer detailed reflections on the pedagogical role of using images in higher education. Examples include drawing, collage making, video production, object-based learning, photography projects, and many more. The book constructs a solid argument for the further development of visual pedagogies in higher education, highlighting the need to support students in advancing their visual competency as it has become fundamental to command in everyday life and professional contexts. Contributors are: Gyuzel Gadelshina, Tad Hara, Joanna Kędra, McKenzie Lloyd-Smith, Gary McLeod, Olivia Meehan, Marianna Michałowska, Iryna Molodecky, Pınar Nuhoğlu Kibar, Paul Richter, Karen F. Tardrew, Rob Wilson and Rasa Žakevičiūtė.Table of ContentsAcknowledgements List of Figures Notes on Contributors Introduction: Visual Pedagogies in Higher Education  Joanna Kędra PART 1: Visual Pedagogies in Research Methods Courses 1 As Visual as Possible: The Pedagogy of Visual Research Methods in a Finnish University  Joanna Kędra and Rasa Žakevičiūtė PART 2: Visual Pedagogies in Business Studies 2 How Drawing Enhances Learning for Business Students  Iryna Molodecky 3 The Use of Freehand Drawing as a Means of Teaching Research Methods in a Business School  Gyuzel Gadelshina, Rob Wilson, Paul Richter and McKenzie Lloyd-Smith PART 3: Visual Pedagogies and Object-Based Learning 4 Discipline-Led Thinking through Cultural Collections and Art  Olivia Meehan PART 4: Visual Pedagogies in Photography Education 5 Photomedia Literacy in Ruins? Student Attitudes toward Digital and Analog Photomedia When Creating an Archive for the Future  Gary McLeod and Tad Hara 6 Teaching Photography Theory to Art Students: Three Case Studies  Marianna Michałowska PART 5: Visual Pedagogies in Teacher Education 7 Learner-Generated Video: Video Creation Process for Developing Visual Competencies  Pınar Nuhoğlu Kibar 8 Using Visual Art Practices to Enhance Educators’ Professional Growth  Karen F. Tardrew Concluding Note: Measuring Success in Visual Pedagogies  Joanna Kędra Index

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Book SynopsisThe use of images in education is expanding, but clear and comprehensive guidelines on how to carry out visual activities with students of a variety of fields are difficult to find. With the case studies from Finland, Canada, the United Kingdom, Australia, Japan, Poland, Turkey and the United States, contributors to this volume offer detailed reflections on the pedagogical role of using images in higher education. Examples include drawing, collage making, video production, object-based learning, photography projects, and many more. The book constructs a solid argument for the further development of visual pedagogies in higher education, highlighting the need to support students in advancing their visual competency as it has become fundamental to command in everyday life and professional contexts. Contributors are: Gyuzel Gadelshina, Tad Hara, Joanna Kędra, McKenzie Lloyd-Smith, Gary McLeod, Olivia Meehan, Marianna Michałowska, Iryna Molodecky, Pınar Nuhoğlu Kibar, Paul Richter, Karen F. Tardrew, Rob Wilson and Rasa Žakevičiūtė.Table of ContentsAcknowledgements List of Figures Notes on Contributors Introduction: Visual Pedagogies in Higher Education  Joanna Kędra PART 1: Visual Pedagogies in Research Methods Courses 1 As Visual as Possible: The Pedagogy of Visual Research Methods in a Finnish University  Joanna Kędra and Rasa Žakevičiūtė PART 2: Visual Pedagogies in Business Studies 2 How Drawing Enhances Learning for Business Students  Iryna Molodecky 3 The Use of Freehand Drawing as a Means of Teaching Research Methods in a Business School  Gyuzel Gadelshina, Rob Wilson, Paul Richter and McKenzie Lloyd-Smith PART 3: Visual Pedagogies and Object-Based Learning 4 Discipline-Led Thinking through Cultural Collections and Art  Olivia Meehan PART 4: Visual Pedagogies in Photography Education 5 Photomedia Literacy in Ruins? Student Attitudes toward Digital and Analog Photomedia When Creating an Archive for the Future  Gary McLeod and Tad Hara 6 Teaching Photography Theory to Art Students: Three Case Studies  Marianna Michałowska PART 5: Visual Pedagogies in Teacher Education 7 Learner-Generated Video: Video Creation Process for Developing Visual Competencies  Pınar Nuhoğlu Kibar 8 Using Visual Art Practices to Enhance Educators’ Professional Growth  Karen F. Tardrew Concluding Note: Measuring Success in Visual Pedagogies  Joanna Kędra Index

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Book SynopsisTeachers are not automatons. An educator’s personal values, concerns, and aspirations cannot be cleaved from one’s professional life without impacting the quality and relevance of the teaching experience. This book examines spaces where the personal and professional intersect, thereby deepening our understanding of the nuances and complexities of a teacher’s work. It draws readers into places of vulnerability—moments of grieving. As a teacher’s curriculum—as a curriculum of life—grief has much to teach about sympathy, compassion, and resilience. Educational philosophy, literary analysis, and reflective practice are used to explore ways grief can help us better ascertain the scope and depth of the educators we are and have the potential to become. Pieces of literature used include works by Pat Conroy, Charles Dickens, Stephen King, Rabindranath Tagore, Virgil, Franz Wedekind, and Virginia Woolf. Also included are ideas from a diverse set of educational philosophers, social and cultural commentators, poets, and more. Chapters conclude with "Topics for Reflection" for further individual and/or collective reflection and discourse. Educators at all stages of their careers will benefit from this study that demonstrates the impact personal grieving can have on remembering, recovering, and reidentifying with one’s mission and vision. As a resource for pre-service or veteran teachers, the text celebrates the power of introspection to transform our work, our lives, and the lives of our students. It is equally relevant for parents, coaches, mentors, and anyone who takes on the kinds of teacher roles that impact, nourish, and inspire the lives of others. See inside the book.Trade Review"Grieving as a Teacher's Curriculum awakened each of my senses: my classroom became more vivid and more invigorated; it manifested a sharpness I'd not felt; and I saw and heard my students with clarity and a new urgency. In this wise and surprising work Edward Podsiadlik shows us that grief is an essential part of the human condition, and mourning, an expression of our shared humanity. There is no room for grievance here, for whining or complaint, but only for the steady heart-beat of life as it's actually lived. Podsiadlik encourages us toward a fresh authenticity as he carefully and skillfully blows up the border wall between "teacher" and "human being." I put the book down, trembling, and happy again to be a teacher in this broken world." – William Ayers, Distinguished Professor of Education and Senior University Scholar (retired)

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Book SynopsisThere is no shortage of scholarly research that reflects the growing importance of open education, whether referring to issues surrounding access to education (formal, informal or postformal); different copyright licencing regimes (e.g. Creative Commons); alternative forms of educational delivery such as Massive Open Online Courses (MOOCs), or alternative pathways to learning, curriculum development and delivery and/or assessing and accrediting learning. So what can another publication add to our understanding of open education? It has become clear that thinking in terms of the binaries of ‘open’ versus ‘closed’ can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map ‘open’ as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid. This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors.Trade Review"The book offers both foundational considerations for open education and practical applications through case studies on topics such as networks, systems thinking, power, and access. It may be most appropriate for upper-level undergraduates and graduate students, as well as educational practitioners and researchers interested in understanding complex educational systems". E. M. Johns, im CHOICE, 58 (7), 2021.

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Book SynopsisThere is no shortage of scholarly research that reflects the growing importance of open education, whether referring to issues surrounding access to education (formal, informal or postformal); different copyright licencing regimes (e.g. Creative Commons); alternative forms of educational delivery such as Massive Open Online Courses (MOOCs), or alternative pathways to learning, curriculum development and delivery and/or assessing and accrediting learning. So what can another publication add to our understanding of open education? It has become clear that thinking in terms of the binaries of ‘open’ versus ‘closed’ can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map ‘open’ as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid. This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors.Trade Review"The book offers both foundational considerations for open education and practical applications through case studies on topics such as networks, systems thinking, power, and access. It may be most appropriate for upper-level undergraduates and graduate students, as well as educational practitioners and researchers interested in understanding complex educational systems". E. M. Johns, im CHOICE, 58 (7), 2021.

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Book SynopsisAlthough an entirely unknown part of higher education worldwide, there are literally hundreds of universities that are owned/managed by families around the world. These institutions are an important subset of private universities—the fastest growing segment of higher education worldwide. Family-owned or managed higher education institutions (FOMHEI) are concentrated in developing and emerging economies, but also exist in Europe and North America. This book is the first to shed light on these institutions—there is currently no other source on this topic. Who owns a university? Who is in charge of its management and leadership? How are decisions made? The answers to these key questions would normally be governments or non-profit boards of trustees, or recently, for-profit corporations. There is another category of post-secondary institutions that has emerged in the past half-century challenging the time-honored paradigm of university ownership. Largely unknown, as well as undocumented, is the phenomenon of family-owned or managed higher education institutions. In Asia and Latin America, for example, FOMHEIs have come to comprise a significant segment of a number of higher education systems, as seen in the cases of Thailand, South Korea, India, Brazil and Colombia. We have identified FOMHEIs on all continents—ranging from well-regarded comprehensive universities and top-level specialized institutions to marginal schools. They exist both in the non-profit and for-profit sectors.

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Book SynopsisAlthough an entirely unknown part of higher education worldwide, there are literally hundreds of universities that are owned/managed by families around the world. These institutions are an important subset of private universities—the fastest growing segment of higher education worldwide. Family-owned or managed higher education institutions (FOMHEI) are concentrated in developing and emerging economies, but also exist in Europe and North America. This book is the first to shed light on these institutions—there is currently no other source on this topic. Who owns a university? Who is in charge of its management and leadership? How are decisions made? The answers to these key questions would normally be governments or non-profit boards of trustees, or recently, for-profit corporations. There is another category of post-secondary institutions that has emerged in the past half-century challenging the time-honored paradigm of university ownership. Largely unknown, as well as undocumented, is the phenomenon of family-owned or managed higher education institutions. In Asia and Latin America, for example, FOMHEIs have come to comprise a significant segment of a number of higher education systems, as seen in the cases of Thailand, South Korea, India, Brazil and Colombia. We have identified FOMHEIs on all continents—ranging from well-regarded comprehensive universities and top-level specialized institutions to marginal schools. They exist both in the non-profit and for-profit sectors.

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Book SynopsisJoseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, “Every human is an artist,“ points to the fundamental ability of every human to be creative in the art of life – with respect to the development of one’s own personality and one’s actions within society. Beuys saw society as an artwork in a permanent process of transformation, a ‘social sculpture‘ in which every person participated, and for which everyone should be educated as comprehensively as possible. Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuys’s art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of ‘artistic projects’ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaß discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area. Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.Table of ContentsPreface List of Figures 1 Joseph Beuys and the Artistic Education  1 Freedom and the Challenge to Be an Artist of Living  2 The Polar Play of Artistic Thinking  3 The Decentralized Subject of Postmodernity  4 Identity and the Coherent Self 2 Beuysf Extended Concept of Art  1 Art as Evolution of Mind  2 Emancipation of the Mythical Age . Socrates, Plato, Aristotle, Christ  3 Progress of Science – Kant, Newton, Helmholtz, Marx  4 Calvary Cross – Materialism  5 Christ and Man at Play  6 Humans as Artists and the Social Sculpture  7 Exercising Artistic Communication  8 Future Perspectives: Artistic or Artifijicial Thinking 3 Beuyse Artworks as Lessons  1 The eWarmth Qualityf of Artistic Thought  2 eThe Chieff . Revolution of Communication through Art  3 Creating New Flows of Energy  4 Political Statement and Shamanistic Revolution  5 The eChieff as Artistic Education 4 Artistic Learning through Artistic Projects  1 The River Metaphor  2 Pedagogy in Artistic Projects  3 Structural elements of the Artistic Project  4 Experiment  5 Contextuality  6 Polarities as Tensions and Tools of the Artistic Learning Process 5 Artistic Projects as Practice of Artistic Education  1 Research Aspects  2 "Head with a Story"h  3 Aspects of Artistic Education 6 Variations of Artistic Projects  1 "Freedom and Dignity"  2 "The Leaf Principle – Bionic"  3 Diffferent Topics – Diffferent Ways of Artistic Learning 7 Studying Artistic Education  1 Becoming a Generalist  2 Art Educators Have to Be Artists  3 Providing Time and Space for Artistic Studies  4 Should I Study One Medium or More?  5 Giving Grades for Artistic Studies?  6 Visual Studies – Pictorial Sciences  7 The Contemporary Relevance of Art History  8 The Role of Philosophy  9 Relevant Philosophical Disciplines  10 Pedagogy – The Art of Artistic Education  11 Educational Studies  12 Art Pedagogy as Art  13 Interdisciplinary Studies in Artistic Projects  14 Experiencing and Reflecting Polarities  15 Critical Reflection and Imagination in Pedagogy  16 Existential Creativity – Artistic Education as a Mental Attitude 8 Art Class as a Construction Site  Mario Urlass  1 How Can We Bring Students into Educational Situations Which Foreground the Self and the World? 9 On the Educational Potential of Art: A Requiem for Schonau  Christian Wagner  1 Introduction  2 Pupils, Art, and Economic Utility  3 Pupils as Performers: Dying and Death from Diffferent Perspectives  4 Artistic Thinking as a Teaching Process  5 Schonauer Requiem: A Requiem for Schonau  6 Concluding Remarks References

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Book SynopsisIn Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.Table of ContentsForeword  Matthew Kutz Preface 1 Theoretical Grounding for Contextual Intelligence in School Leadership  1 Introduction  2 Context and Contextual Inteligence  3 Contemporary School Leadership Theories and Context  4 Conclusion 2 Contextual Intelligence for Redesigning School Organisational Environment  1 Introduction  2 Redesigning the School Organisational Environment  3 Why Contextual Intelligence Matters for a School Leader  4 The Complexity of School Organisational Context  5 Contextual Intelligence for Integrated School Organisational Construct  6 Conclusion 3 Navigating the Dynamic School Organisational Landscape  1 Introduction  2 Interplay of Contextual Factors Influencing the School’s Organisational Landscape  3 Paradigmatic Shiftsin the School Organisational Landscape  4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context  5 Conclusion 4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence  1 Introduction  2 Conclusion 5 Context-Responsive Teacher Development  1 Introduction  2 Teacher Development in Context: What Is It?  3 The Context in Which Contemporary Teachers Work  4 Leading Teacher Development Intelligently  5 Conclusion 6 Contextual Intelligence for Student Learning  1 Introduction  2 Theoretical Perspectives on Knowledge and Student Learning Process  3 Insight into Contemporary Context of Student Learning  4 Orientation towards Students’ Learning Outcomes  5 Conclusion 7 Connecting the Disconnected through Contextextual Intelligence  1 Introduction  2 Fragmented Construct of School Leadership  3 Leading the School in the Context of Change and Uncertainty  4 Transcending the Past and the Present through Thought and Action  5 Conclusion References Index

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Book SynopsisThis edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive. International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice. The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research. Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.Trade Review"This book offers useful insights into the inconsistent policies and practices of inclusive education as they are implemented internationally". S. Buczynski, in CHOICE, 58 (9), 2021.Table of ContentsForeword  Adrian Ashman Preface Acknowledgements Figures and Tables Notes on Contributors 1 Inclusive Education: An Enigma of ‘Wicked’ Proportions  Joanna Anderson, Christopher Boyle, Angela Page and Sofia Mavropoulou PART 1: Values, Philosophy and Debate about What Education Is in an Inclusive Context 2 Including into What? Reigniting the ‘Good Education’ Debate in an Age of Diversity  Joanna Anderson and Christopher Boyle 3 ‘Good’ Education in a Neo-Liberal Paradigm: Challenges, Contradictions and Consternations  Joanna Anderson and Christopher Boyle 4 Headspace: School Leaders Working towards Inclusive Schools  Gerry Mac Ruairc PART 2: What’s Gone Wrong? Why Are We Not More Inclusive? 5 Becoming Your Own Worst Enemy: Converging Paths  James M. Kauffman, Dimitris Anastasiou, Jeanmarie Badar and Betty A. Hallenbeck 6 Why Are We Not More Inclusive? Examining Neoliberal Selective Inclusionism  Federico R. Waitoller 7 The Dyslexia Debate and Its Relevance to Inclusive Education  Julian Elliott PART 3: School Level – Existing Practices & Future Needs 8 The Importance of Teacher Attitudes to Inclusive Education  Christopher Boyle, Joanna Anderson and Kelly-Ann Allen 9 Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity  Angela Page and Marguerite Jones 10 Transitions of Children with Additional Support Needs across Stages  Daniel Mays, Divya Jindal-Snape and Christopher Boyle 11 Peers as Influential Agents of the Inclusion of Learners with Autism  Sofia Mavropoulou, Kirsten S. Railey and Jonathan M. Campbell 12 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools  Kelly-Ann Allen, Christopher Boyle, Fraser Lauchlan and Heather Craig 13 An Inclusive Model of Targeting Literacy Teaching for 7–8-Year-Old Children Who Are Struggling to Learn to Read: The Integrated Group Reading (IGR) Approach  Brahm Norwich and George Koutsouris 14 Understanding Issues in Inclusive Education in the Basque Country  Zuriñe Gaintza, Leire Darretxe and Christopher Boyle 15 Conclusion: The Perpetual Dilemma of Inclusive Education  Christopher Boyle, Joanna Anderson, Angela Page and Sofia Mavropoulou Index

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