Philosophy and theory of education Books

Book SynopsisWhile social identity challenges probably confront all school administrators, the authors focus on a doubly marginalized leadership population—Black female principals—whose experiences are rarely tapped. Based on lessons from this study and the literature reviewed, the authors think that leadership preparation programs should give prospective administrators opportunities to gain knowledge and develop skills relevant to navigating their leadership identities.In the age of accountability, and with the pressures placed on the education system to ensure the success of all students, school leaders are under constant scrutiny. The appearance, speech, body language, and interactions of principals with students, parents, teachers, and community members are dissected. Stretching to satisfy expectations, many principals find themselves trying to conform to a predefined image. Work pressures like these prove immeasurably intense for many Black women. Society has subscribed to certain beliefs about different groups, and these beliefs affect the roles, responsibilities, and identities of the individuals. They can have a positive or negative influence.Many principals have created professional identities that they have fine-tuned and learned to steer. Trial and error has helped them learn identity-fitting techniques, while other principals may still be learning how to effectively manage people, address supporters and nonsupporters, and be politically savvy. Regardless of how they develop their identity, principals work toward inventing and branding themselves, fulfilling public identities (e.g., caregiver) and trying out new identities, such as commander-and-chief. Black female principals must navigate their identities as bicultural beings with different stakeholder groups and within work spaces that are traditionally geared to monocultural White males.

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Book SynopsisIn this book, Baez examines a series of governmental “technologies” that he believes strongly characterize our present. The technologies that he addresses in this book are information, statistics, databases, economy, and accountability. He offers arguments about the role these technologies play in contemporary politics. Specifically, Baez analyses these technologies in terms of (the sometimes oppositional) rationalities for rendering reality thinkable, and, consequently, governable. These technologies bear on the field of education, but also exceed it. So, while issues in education frame many of the arguments in this book, the book’s also has usefulness to those outside of field of education.Specifically, Baez concludes that the governmental technologies listed above all are co-opted by neoliberal rationalities rendering our lives thinkable and governable through an array of devices for the management of risk, using the model of the economy, and heavily investing in the uses of information, statistics, databases, and oversight mechanisms associated with accountability. Baez leaves readers with more questions than they might have had prior to reading the book, so that they may re-imagine their own present and future and thus their own forms of self-government.

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Book SynopsisIn this book, Baez examines a series of governmental “technologies” that he believes strongly characterize our present. The technologies that he addresses in this book are information, statistics, databases, economy, and accountability. He offers arguments about the role these technologies play in contemporary politics. Specifically, Baez analyses these technologies in terms of (the sometimes oppositional) rationalities for rendering reality thinkable, and, consequently, governable. These technologies bear on the field of education, but also exceed it. So, while issues in education frame many of the arguments in this book, the book’s also has usefulness to those outside of field of education.Specifically, Baez concludes that the governmental technologies listed above all are co-opted by neoliberal rationalities rendering our lives thinkable and governable through an array of devices for the management of risk, using the model of the economy, and heavily investing in the uses of information, statistics, databases, and oversight mechanisms associated with accountability. Baez leaves readers with more questions than they might have had prior to reading the book, so that they may re-imagine their own present and future and thus their own forms of self-government.

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Book SynopsisRacial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE)should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

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Book SynopsisRacial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE)should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

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Book SynopsisAs a social justice endeavour, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students’ strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally.The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.

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Book SynopsisAs a social justice endeavour, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students’ strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally.The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.

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Book SynopsisThe die-hard local skateboarders of Franklin Skatepark—a group of working-class, Latino and white young men in the rural Midwest—are typically classified by schools and society as “struggling,” “at-risk,” “failing,” and “in crisis.” But at the skatepark, they thrive and succeed, not only by landing tricks but also by finding meaning and purpose in their lives.In Dropping In, Robert Petrone draws from multiple years of ethnographic research to bring readers into this rich environment, exploring how and why these young men engage more with skateboarding and its related cultural communities than with school. For them, it is in these alternative communities and spaces that they meet their intellectual, literate, and learning needs; cultivate meaningful and supportive relationships; and develop a larger understanding of their place in the world. By looking at what these skateboarders can teach us about what is right and working in their lives, Petrone asks educators and others committed to youth development to rethink schooling structures and practices to provide equitable education for all students.Trade Review “Dropping In provides a fascinating look into a small group of participants at a rural public skatepark and their learning as cultural practice. The book is well written, compelling, and a delight to read, with a good balance of clearly articulated theory and analytically driven empirical contributions.”—Jasmine Y. Ma, associate professor of teaching and learning at New York University “Dropping In challenges readers to reconsider the notion of the ‘at-risk’ student and to redefine what counts as learning and literacy. It will appeal to learning and literacy scholars, teacher educators, K–12 teachers, and others who work with adolescents in communities.”—Wendy R. Williams, author of Listen to the Poet: Writing, Performance, and Community in Youth Spoken Word Poetry

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Book SynopsisCounters the view of the late Emerson's decline by rethinking his engagement with liberal education and his intellectual relation to Whitman, William James, Charles Eliot, and Du Bois. Recent scholarship has inspired growing interest in the later work of Ralph Waldo Emerson (1803-1882) and a recognition that the conventional view of an aging Emerson, distant from public matters and limited by declining mental powers, needs rethinking. Sean Meehan's book reclaims three important but critically neglected aspects of the late Emerson's "mind": first, his engagement with rhetoric, conceived as the organizing power of mind and, unconventionally, characterized by the trope "metonymy"; second, his public engagement with the ideals of liberal education and debates in higher education reform early in the period (1860-1910) that saw the emergence of the modern university; and third, his intellectual relation to significant figures from this age of educational transformation: Walt Whitman, William James, Harvard president Charles W. Eliot, and W. E. B. Du Bois, Harvard's first African American PhD. Meehan argues that the late Emerson educates through the "rhetorical liberal arts," and he thereby rethinks Emerson's influence as rhetorical lessons in the traditional pedagogy and classical curriculum of the liberal arts college. Emerson's rhetoric of mind informs and complicates these lessons since the classical ideal of a general education in the common bonds of knowledge counters the emerging American university and its specialization of thought within isolated departments.Trade ReviewThis book promises to force a reappraisal of Emerson's role in shaping and defending liberal education in America. By highlighting Emerson's fascination with rhetoric, the book demonstrates a long-standing tradition of resisting reductionistic systems of education and self-improvement. It's an important study that deserves close attention. -- Roger Thompson, Stony Brook UniversityRalph Waldo Emerson is not a hero of metaphor but a metonymic poet. This is the central, provocative, and novel insight offered by Sean Ross Meehan. ...[H]is treatment of Emerson's conception of metonymy...makes this book unique and groundbreaking. * Rhetorica *Table of ContentsIntroduction: Late Emerson and the Recomposition of Liberal Education "Natural Method of Mental Philosophy": William James's Principles of Pedagogy "Education": Charles W. Eliot's Invention of the University "Poetry and Imagination": Rhetorical Exercises in Walt Whitman's Gymnasium "Eloquence": Lessons in Emerson's Rhetoric of Metonymy Conclusion: Du Bois and the Double Consciousness of the College Notes Bibliography Index

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Book SynopsisLearning with Lenin brings together, for the first time, Lenin’s classic texts and his speeches and writings on education. To facilitate educators and activists’ engagement with these works, a study and discussion guide accompanies each text. Learning with Lenin contributes to the rematerialization of a revolutionary movement in the U.S. by focusing on the pedagogy of Lenin. After a series of setbacks and attacks that seriously degraded its status in both working-class struggles and educational theory, socialism is once again on the rise. Like the generations before them, organizers, activists, and educators are once again turning to classic works of socialism to understand and respond to the systematic depravities of imperialism, white supremacy, and settler-colonialism. Learning with Lenin will assist anyone interested in reading and applying Lenin’s theories to our current era, with all of its complexities and contradictions.

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Book SynopsisLearning with Lenin brings together, for the first time, Lenin’s classic texts and his speeches and writings on education. To facilitate educators and activists’ engagement with these works, a study and discussion guide accompanies each text. Learning with Lenin contributes to the rematerialization of a revolutionary movement in the U.S. by focusing on the pedagogy of Lenin. After a series of setbacks and attacks that seriously degraded its status in both working-class struggles and educational theory, socialism is once again on the rise. Like the generations before them, organizers, activists, and educators are once again turning to classic works of socialism to understand and respond to the systematic depravities of imperialism, white supremacy, and settler-colonialism. Learning with Lenin will assist anyone interested in reading and applying Lenin’s theories to our current era, with all of its complexities and contradictions.

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Book SynopsisThe Soul of Higher Education: Contemplative Pedagogy, Research and Institutional Life for the Twenty-first Century contributes to an understanding of the importance and implications of a contemplative grounding for higher education. It is the fourth in a series entitled Advances in Workplace Spirituality: Theory, Research and Application, which is intended to be an authoritative and comprehensive series in the field.This volume consists of chapters written by noted scholars from both Eastern and Western traditions that shed light on the following questions: What is an appropriate epistemological grounding for contemplative higher education? How dues the current dominant epistemology in higher education mitigate against contemplative teaching, learning, and research? What alternatives can be offered? How can a contemplative culture be nurtured in the classroom? What difference does that culture make in teaching and learning? What is the role of individual and institutional leadership in creating and sustaining this culture? What is contemplative research? How can the emerging field of contemplative studies fit into the twenty-first-century university? What can faculty and students learn from contemplative practices about how to find peace of mind in a world of higher education characterized by increasing complexity, financial pressures, and conflicts? What does a contemplative organizational structure look like in higher education? How can committees, faculty meetings, and administrative teams use contemplative practices to work more effectively together? How can contemplative decision-making processes be used in higher education? Given hierarchies, turf wars, and academics’ propensity for using argument as a weapon, is it possible to introduce contemplative practices into decision-making situations in appropriate ways?

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Book SynopsisThe Soul of Higher Education: Contemplative Pedagogy, Research and Institutional Life for the Twenty-first Century contributes to an understanding of the importance and implications of a contemplative grounding for higher education. It is the fourth in a series entitled Advances in Workplace Spirituality: Theory, Research and Application, which is intended to be an authoritative and comprehensive series in the field.This volume consists of chapters written by noted scholars from both Eastern and Western traditions that shed light on the following questions: What is an appropriate epistemological grounding for contemplative higher education? How dues the current dominant epistemology in higher education mitigate against contemplative teaching, learning, and research? What alternatives can be offered? How can a contemplative culture be nurtured in the classroom? What difference does that culture make in teaching and learning? What is the role of individual and institutional leadership in creating and sustaining this culture? What is contemplative research? How can the emerging field of contemplative studies fit into the twenty-first-century university? What can faculty and students learn from contemplative practices about how to find peace of mind in a world of higher education characterized by increasing complexity, financial pressures, and conflicts? What does a contemplative organizational structure look like in higher education? How can committees, faculty meetings, and administrative teams use contemplative practices to work more effectively together? How can contemplative decision-making processes be used in higher education? Given hierarchies, turf wars, and academics’ propensity for using argument as a weapon, is it possible to introduce contemplative practices into decision-making situations in appropriate ways?

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Book SynopsisCritical Perspectives on Education Policy and Schools, Families, and Communities offers scholars, students, and practitioners important new knowledge about how current policies impact families, schools, and community partnerships. The book’s authors share a critical orientation towards policy and policy research and invite readers to think differently about what policy is, who policymakers are, and what policy can achieve. Their chapters discuss findings from research grounded in diverse theories, including institutional ethnography, critical disability theory, and critical race theory. The authors encourage scholars of family, school, and community partnerships to ask who benefits from policies (and who loses) and how proposed reforms maintain or disrupt existing relations of power.The chapters present original research on a broad range of policies at the local, state/provincial, and national levels in Canada and the USA. Some authors look closely at the enactment of specific district policies, including a school district’s language translation policy and a policy to create local advisory bodies as part of decentralization efforts. Other chapters reveal the often unacknowledged yet necessary work parents do to meet their children’s needs and enable schools to operate. A few chapters focus on challenges and paradoxes of including families and community members in policymaking processes, including a case where parents demonstrated a preference for a policy that research demonstrates can be detrimental to their children’s future education opportunities. Another set of chapters emphasizes the centrality of policy texts and how language influences the educational experiences and engagement of students and their families. Each chapter concludes with a discussion of implications of the research for educators, families, and other community partners.

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Book SynopsisCritical Perspectives on Education Policy and Schools, Families, and Communities offers scholars, students, and practitioners important new knowledge about how current policies impact families, schools, and community partnerships. The book’s authors share a critical orientation towards policy and policy research and invite readers to think differently about what policy is, who policymakers are, and what policy can achieve. Their chapters discuss findings from research grounded in diverse theories, including institutional ethnography, critical disability theory, and critical race theory. The authors encourage scholars of family, school, and community partnerships to ask who benefits from policies (and who loses) and how proposed reforms maintain or disrupt existing relations of power.The chapters present original research on a broad range of policies at the local, state/provincial, and national levels in Canada and the USA. Some authors look closely at the enactment of specific district policies, including a school district’s language translation policy and a policy to create local advisory bodies as part of decentralization efforts. Other chapters reveal the often unacknowledged yet necessary work parents do to meet their children’s needs and enable schools to operate. A few chapters focus on challenges and paradoxes of including families and community members in policymaking processes, including a case where parents demonstrated a preference for a policy that research demonstrates can be detrimental to their children’s future education opportunities. Another set of chapters emphasizes the centrality of policy texts and how language influences the educational experiences and engagement of students and their families. Each chapter concludes with a discussion of implications of the research for educators, families, and other community partners.

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Book SynopsisIn this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures. He shows this through an indepth examination of peace curricula, pedagogy and policy in one United Nations higher education institution, where he indicates how dominant philosophical and pedagogical models that signify acceptable peace education ultimately undermine the very goals of educational peacebuilding.Kester contends that theoretical and pedagogical training must develop beyond the dominant psycho-social, rational and state-centric assumptions that permeate the field today if higher education is to better contribute to personal and societal peacebuilding. Drawing from the fields of educational philosophy and sociology, he argues for new concepts of poststructural violence and second order reflexivity that can assist scholars in reducing conflict and building peace in lasting ways. He complements his fieldwork findings with personal reflections throughout the book to reimagine the transformative possibilities of peacebuilding education for the 21st century.

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Book SynopsisIn this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures. He shows this through an indepth examination of peace curricula, pedagogy and policy in one United Nations higher education institution, where he indicates how dominant philosophical and pedagogical models that signify acceptable peace education ultimately undermine the very goals of educational peacebuilding.Kester contends that theoretical and pedagogical training must develop beyond the dominant psycho-social, rational and state-centric assumptions that permeate the field today if higher education is to better contribute to personal and societal peacebuilding. Drawing from the fields of educational philosophy and sociology, he argues for new concepts of poststructural violence and second order reflexivity that can assist scholars in reducing conflict and building peace in lasting ways. He complements his fieldwork findings with personal reflections throughout the book to reimagine the transformative possibilities of peacebuilding education for the 21st century.

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Book SynopsisThis book offers easily implemented strategies for use with secondary and undergraduate students to promote greater engagement with the realities of diversity and commitment to social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability.The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination.In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing “difficult” subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students’ abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations.

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Book SynopsisThis book offers easily implemented strategies for use with secondary and undergraduate students to promote greater engagement with the realities of diversity and commitment to social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability.The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination.In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing “difficult” subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students’ abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations.

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Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.

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Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.

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Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other.Trade ReviewWe all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving storiesto tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series.""- Ruthellen Josselson, Author of Paths to Fulfillment: Women’s Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process.""- Jared D. Kass, Lesley University, Author of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface. PART I: DEVELOPMENTAL TRANSITIONS AND LIFE EXPERIENCE. “Truly My Heart’s Work”: Rural Emerging Adults Constructing MeaningfulLives Becoming a Mother: Caregiving Identity Development “I’m Not Done in Any Way”: Identity Growth, Revision, and Lifelong Learning in Late Midlife Women Growing up Hearing, Growing up Deaf Exploring Late Adulthood Identity: Views of Lifelong Learning in Two Groups of Older Adults PART II: MIGRATION, CULTURAL ADJUSTMENT, AND LANGUAGE LEARNING. Becoming CareWorkers: “We Are Not Only Domestic Workers,” Becoming an Active Learner: Reconstructing Identity of North Korean Millennial Defectors in South Korea Multifaceted Identities of an Immigrant Woman: An Educational Trajectory of Becoming Interstitial Spaces: A Case Study of English Language Learning and South African Domestic Work PART III: LEARNING AND IDENTITY IN WORKAND CAREER DECISION-MAKING. 80/20: Making Identities in Making Spaces Under the Influence: The Familial Construction of Career Identity When Self Comes to the Surface: Identity for Women in Career Transition About the Editors. About the Contributors.

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Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other.Trade ReviewWe all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving storiesto tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series.""- Ruthellen Josselson, Author of Paths to Fulfillment: Women’s Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process.""- Jared D. Kass, Lesley University, Author of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface. PART I: DEVELOPMENTAL TRANSITIONS AND LIFE EXPERIENCE. “Truly My Heart’s Work”: Rural Emerging Adults Constructing MeaningfulLives Becoming a Mother: Caregiving Identity Development “I’m Not Done in Any Way”: Identity Growth, Revision, and Lifelong Learning in Late Midlife Women Growing up Hearing, Growing up Deaf Exploring Late Adulthood Identity: Views of Lifelong Learning in Two Groups of Older Adults PART II: MIGRATION, CULTURAL ADJUSTMENT, AND LANGUAGE LEARNING. Becoming CareWorkers: “We Are Not Only Domestic Workers,” Becoming an Active Learner: Reconstructing Identity of North Korean Millennial Defectors in South Korea Multifaceted Identities of an Immigrant Woman: An Educational Trajectory of Becoming Interstitial Spaces: A Case Study of English Language Learning and South African Domestic Work PART III: LEARNING AND IDENTITY IN WORKAND CAREER DECISION-MAKING. 80/20: Making Identities in Making Spaces Under the Influence: The Familial Construction of Career Identity When Self Comes to the Surface: Identity for Women in Career Transition About the Editors. About the Contributors.

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Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors' personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions.Trade ReviewThe third volume in the I Am What I Become series, Narratives on Becoming: Identity and Lifelong Learning invites readers into the lives of educators from around the world. This book includes important narratives from students, secondary educators, and post-secondary educators alike, highlighting how race, class, gender, and a wide range of other intersectional identities shape the diverse lived experiences of educators and their students. This volume also serves as an important reminder for all of us that the learning process continues across a lifetime and transcends the limits of the traditional classroom."" —Brian Bicknell, President, Manchester Community College""We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series."" —Ruthellen Josselson, Author, Paths to Fulfillment: Women's Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process."" —Jared D. Kass, Lesley University, Author, A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface - Jo Ann Gammel, Sue L. Motulsky, Amy Rutstein-Riley, Emilie Clucas Leaderman, and Jennifer S. Jefferson I Am the Warrior I Am Becoming Through Currere and Transformative Adult Learning - Susan R. Adams Behind the Blackboard: Voices of Migrant Teachers - Maria Aurora (Maya) C. Bernardo, Diana-Lea Baranovich, and Maria Khristina (Tina) Manueli Four Daughters, One Mother: Stories of Revising Identities - Gail Simpson Cahill Negotiating the Transition from High School to College: Two Narrative Accounts - Patrick Flynn and Gabrielle Comeau Confessions of a Transplanted Mind: "Second Street" Stories of Transgressing, Transforming, and Integrating - Allyson Eamer The Intersectionality of Race, Gender, and Urban Leadership: Four School Leaders (Re)constructing Self and Identity - Yesenia Fernandez, Kitty M. Fortner, Antonia Issa Lahera, and Anthony H. Normore "Why We Must Continue in the Journey": A Conversation Between Two Literacy Educators - Lorena Germán and R. Joseph Rodríguez Can a Bad Apple Lose Its Rot? - Sharon J. Hamilton Narrative of a White Middle-Class Male Principal: An Apologia - James F. Lane, Jr Walking (Backward): Giving Identity a Moving Place - Kate McCabe Our Brief Shared Narrative: Identity Development in the Context of Our Shared Environment and Individual Experiences - Kathryn Medill and Anne Medill Developing a Professional Identity Among Your Perceived Own: An African American Woman's Journey From Public School Educator to HBCU Professor - Denelle L. Wallace Teaching as Becoming: A Relational Way of Working With Undergraduate Students - Zitong Wei Transformative Learning as Teachers: The Narratives of Two Teachers Becoming Critical Pedagogues - Injeong Yoon and Benjamin Ramirez About the Editors and Contributors

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Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors' personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions.Trade ReviewThe third volume in the I Am What I Become series, Narratives on Becoming: Identity and Lifelong Learning invites readers into the lives of educators from around the world. This book includes important narratives from students, secondary educators, and post-secondary educators alike, highlighting how race, class, gender, and a wide range of other intersectional identities shape the diverse lived experiences of educators and their students. This volume also serves as an important reminder for all of us that the learning process continues across a lifetime and transcends the limits of the traditional classroom."" —Brian Bicknell, President, Manchester Community College""We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series."" —Ruthellen Josselson, Author, Paths to Fulfillment: Women's Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process."" —Jared D. Kass, Lesley University, Author, A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface - Jo Ann Gammel, Sue L. Motulsky, Amy Rutstein-Riley, Emilie Clucas Leaderman, and Jennifer S. Jefferson I Am the Warrior I Am Becoming Through Currere and Transformative Adult Learning - Susan R. Adams Behind the Blackboard: Voices of Migrant Teachers - Maria Aurora (Maya) C. Bernardo, Diana-Lea Baranovich, and Maria Khristina (Tina) Manueli Four Daughters, One Mother: Stories of Revising Identities - Gail Simpson Cahill Negotiating the Transition from High School to College: Two Narrative Accounts - Patrick Flynn and Gabrielle Comeau Confessions of a Transplanted Mind: "Second Street" Stories of Transgressing, Transforming, and Integrating - Allyson Eamer The Intersectionality of Race, Gender, and Urban Leadership: Four School Leaders (Re)constructing Self and Identity - Yesenia Fernandez, Kitty M. Fortner, Antonia Issa Lahera, and Anthony H. Normore "Why We Must Continue in the Journey": A Conversation Between Two Literacy Educators - Lorena Germán and R. Joseph Rodríguez Can a Bad Apple Lose Its Rot? - Sharon J. Hamilton Narrative of a White Middle-Class Male Principal: An Apologia - James F. Lane, Jr Walking (Backward): Giving Identity a Moving Place - Kate McCabe Our Brief Shared Narrative: Identity Development in the Context of Our Shared Environment and Individual Experiences - Kathryn Medill and Anne Medill Developing a Professional Identity Among Your Perceived Own: An African American Woman's Journey From Public School Educator to HBCU Professor - Denelle L. Wallace Teaching as Becoming: A Relational Way of Working With Undergraduate Students - Zitong Wei Transformative Learning as Teachers: The Narratives of Two Teachers Becoming Critical Pedagogues - Injeong Yoon and Benjamin Ramirez About the Editors and Contributors

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Book SynopsisThe Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education. Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools.

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Book SynopsisThe Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education. Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools.

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Book SynopsisThere is love on these pages, love for nature, the cosmos, the body's deep knowing and students. Learning in Nature focuses on the lives of 6 drama students who gathered weekly at a community arts center during their childhood and adolescence. Before each play rehearsal the students explored contemplative practices such as meditation, yoga, breathing and visualization. After these warm-up sessions the rehearsals were dynamic and highly creative. So, what might happen if these students went out into nature and experimented with the same practices? What would happen, over a year long period, if they stopped the noise of life and just listened, deeply, just looked and inhaled, phenomenologically? Returning the experience of learning to nature, the book tells the story of this group, it tells of their lives and their growing understanding of consciousness, and does so through the complex and rich perspectives of holistic teaching and learning.Trade ReviewPraise for Learning in Nature:""Learning in Nature is a rich resource for holistic educators at all levels of education. It offers a wealth of insights and ideas, theoretical perspectives and practical activities. This writing sings as it invites us to be alive to our senses, our imaginations, our intellects, and intuitions----alive and in the moment---in the fullness of our humanity.""- Mary Beattie, Professor Emerita, OISE, University of Toronto;""In this sensitive and moving inquiry Kelli Nigh begins with a constellation of academic references that bear directly on aspects of ourselves that come into play in our life transformations–– images, felt senses, dreams, imagination, meditation, symbolism, and mind-body experience. Against this thoroughly woven backdrop, the dramas of six young participants who share in Nigh's inquiry unfold. The inquiry is long––over years. There is another crucial aspect of it. The landscapes and weather of Nature itself––bluffs, skies, water, trees, wildlife, flowers–– become the scenery through which all the participants' stories gain significance. Nigh, with gentle insight and attention to detail, demonstrates the evolution of what essentially becomes their imaginal learning in nature. Throughout this play of sharing in nature, Nigh includes glimpses of her own evolution of self as she inter-folds her experiences with those of the others. As Nature cycles through the seasons, so cycle the lives of these individuals. Nigh's academic and lyrical passages will inspire educators to widen teaching methods to include what it is beyond our everyday thought that significantly influences what we learn.""- Vivian Darroch-Lozowski, Professor Emerita, University of Toronto

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Book SynopsisThere is love on these pages, love for nature, the cosmos, the body's deep knowing and students. Learning in Nature focuses on the lives of 6 drama students who gathered weekly at a community arts center during their childhood and adolescence. Before each play rehearsal the students explored contemplative practices such as meditation, yoga, breathing and visualization. After these warm-up sessions the rehearsals were dynamic and highly creative. So, what might happen if these students went out into nature and experimented with the same practices? What would happen, over a year long period, if they stopped the noise of life and just listened, deeply, just looked and inhaled, phenomenologically? Returning the experience of learning to nature, the book tells the story of this group, it tells of their lives and their growing understanding of consciousness, and does so through the complex and rich perspectives of holistic teaching and learning.

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Book SynopsisSocial media is a multi-faceted tool that has been used by educators and/or their students in ways both beneficial and detrimental. Despite the ubiquitous nature of this tool, there is much research still needed on the multitude of ways that social media impacts education. This book presents research on the influences of social media on education, broadly construed. Specifically, the research included in this book is categorized into four broad areas, examining the educational influence of social media on youth and college students, professional development in content areas, higher education learning, and social justice and activism.Chapter authors emphasize the opportunities of social media use in education and provide recommendations for how to address challenges that may arise with social media integration into the teaching and learning setting. These authors also advocate for use of social media to grow and enhance professional interaction among educators, moving beyond the social aspect of these platforms to advocate for educational and societal change. Individuals working in K-12 schools, teacher education, teacher professional development, and higher education, including pharmacy, nursing, dental and medical education, as well as those in other educational settings can use these findings to support and guide integration of social media into teaching and learning as well as their professional practice.Trade ReviewAnyone attempting to understand these issues and the emerging, critical role of social media in education today should read the excellent edited book Social Media: Influences on Education. I've been monitoring educational media and technology research and practice for the past 40 years. In my view this book is an important contribution to a current perspective on social media and its impact from preschool to higher education and professional studies in general and social justice issues specifically."" —Richard E. Clark, Emeritus Professor University of Southern California""Social Media: Influences on Education is an essential book for those seeking to understand the relationship between education and social media or to conduct social media research in education. Griffin and Zinskie have collected a variety of essays showcasing approaches to researching social media from qualitative interviews with teachers, to meta-analyses of nascent literature, and research within the platforms themselves. Providing a well-rounded introduction to the field, this book provides a foundation for those interested in understanding and exploring the impact social media has had on elementary, secondary, and tertiary education."" — Naomi Barnes, Senior Lecturer Queensland University of Technology, Australia""Social Media: Influences on Education is a must-read for anyone interested in social media's impact on education and social justice. Grounded in the latest research, Griffin and Zinskie offer an informed, critical perspective on key issues – children's social media use, cyber-harassment, misinformation, social justice through social media, professional networking, and more – as social media pervades every aspect of our lives. Educators, parents, students, activists and social media users everywhere, if you're invested in education and social justice, this book is for you!"" — Christine Greenhow, Associate Professor Michigan State University

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Book SynopsisSocial media is a multi-faceted tool that has been used by educators and/or their students in ways both beneficial and detrimental. Despite the ubiquitous nature of this tool, there is much research still needed on the multitude of ways that social media impacts education. This book presents research on the influences of social media on education, broadly construed. Specifically, the research included in this book is categorized into four broad areas, examining the educational influence of social media on youth and college students, professional development in content areas, higher education learning, and social justice and activism.Chapter authors emphasize the opportunities of social media use in education and provide recommendations for how to address challenges that may arise with social media integration into the teaching and learning setting. These authors also advocate for use of social media to grow and enhance professional interaction among educators, moving beyond the social aspect of these platforms to advocate for educational and societal change. Individuals working in K-12 schools, teacher education, teacher professional development, and higher education, including pharmacy, nursing, dental and medical education, as well as those in other educational settings can use these findings to support and guide integration of social media into teaching and learning as well as their professional practice.Trade ReviewAnyone attempting to understand these issues and the emerging, critical role of social media in education today should read the excellent edited book Social Media: Influences on Education. I've been monitoring educational media and technology research and practice for the past 40 years. In my view this book is an important contribution to a current perspective on social media and its impact from preschool to higher education and professional studies in general and social justice issues specifically."" —Richard E. Clark, Emeritus Professor University of Southern California""Social Media: Influences on Education is an essential book for those seeking to understand the relationship between education and social media or to conduct social media research in education. Griffin and Zinskie have collected a variety of essays showcasing approaches to researching social media from qualitative interviews with teachers, to meta-analyses of nascent literature, and research within the platforms themselves. Providing a well-rounded introduction to the field, this book provides a foundation for those interested in understanding and exploring the impact social media has had on elementary, secondary, and tertiary education."" — Naomi Barnes, Senior Lecturer Queensland University of Technology, Australia""Social Media: Influences on Education is a must-read for anyone interested in social media's impact on education and social justice. Grounded in the latest research, Griffin and Zinskie offer an informed, critical perspective on key issues – children's social media use, cyber-harassment, misinformation, social justice through social media, professional networking, and more – as social media pervades every aspect of our lives. Educators, parents, students, activists and social media users everywhere, if you're invested in education and social justice, this book is for you!"" — Christine Greenhow, Associate Professor Michigan State University

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Book SynopsisFor over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations' agenda over the years have been world peace, economic justice, addressing the needs of the world's most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education's critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.

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Book SynopsisFor over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations' agenda over the years have been world peace, economic justice, addressing the needs of the world's most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education's critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.

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Book Synopsis

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Book Synopsis

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Book SynopsisThe 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals.Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work.This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

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Book SynopsisThe 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals.Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work.This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

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Book SynopsisMuch has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools.The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.

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Book SynopsisMuch has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools.The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.

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Book SynopsisThis volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides valuable sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators and students will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisThis volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides valuable sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators and students will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisThe continued presence and growth of religion within the global community, resists the notion that religion is to be usurped by the secular or disenfranchised through secularism. Instead, contemporary scholarship emerging from an array of academic disciplines, continues to support religions' presence and impact on individuals, organizations and society. For example, the last two centuries offer an array of scholarship which understands religion to be formative for personal identity, instrumental in coping with suffering, an iterative force in social construction, dynamic in its historical perception and having an ever present role in culture, politics and society. However, the role of religion in the workplace is still resisted by some scholars of note in the Academy of Management. Yet, scholarship regarding the impacts of religion on societal, organizational and individual life continues to grow, carrying on the long standing research tradition of Weber. Scholarship has explored connections and manifestations of the world's religions within the workplace. Within Christianity, examples of research considerations within Catholic traditions, beliefs and practices which undergird workplace practices have been given ample consideration and alternatively examples of Protestant beliefs and practices within the workplace continues to grow. This second volume continues the work of the first volume of Faith and Work, Christian Perspectives, published in 2018. As with the first volume, this second volume considers Christian perspectives, research and insights into the faith and work movement, delimitating research into one of three areas: Individual, organizational and societal dimensions. Again, this volume, like the first contains scholarship from nationally and internationally recognized scholars whose research understands and demonstrates the importance of the connections between the Christian faith and the workplace. The scholarship presented in this volume is considered cross disciplinary, as was the first volume which was presented at the Cultural Study Association (CSA) Conference held at Carnegie Mellon University, the Society for the Scientific Study of Religion (SSSR) conference held in St. Louis, Missouri and also at the 2019 Academy of Management, Boston, MA. The first book has also enjoyed use in masters and doctoral programs as a supplemental reader.Table of ContentsBook Series Introduction, Louis W. (Jody) Fry.Foreword, Ben C. Blackwell. On Earth as It is in Heaven, Timothy Ewest. PART I: INDIVIDUAL. Reframing Work as Worship and Witness: A Biblical Perspective, J. Lee Whittington. The Mindset of Christ and Modern Mindfulness Theory and Practice, Timothy Ewest and Ben Blackwell. Small Deeds Make all the Difference: Christians as Tempered Radicals in Organizations, Peter McGhee and Patricia Grant. PART II: ORGANIZATION. The Purpose of Business From a Catholic Social Teaching Perspective, Domènec Melé. Faith and Work Integration Within For-Profit, Nonprofit, and Public Sector Organizations, Sharlene Buszka. Examining Faith and Work Integration Within Small, Entrepreneurial, Family-Owned and FaithBased Businesses, Sharlene Buszka. The S.T.A.Y. Culture: Why Teachers in Faith-Based Schools Stay, Melissa Meyer and Kathleen T. Campbell. Impact of Spiritual Leadership on Catholic Organizational Identity, Linda T. Dayler and Louis W. Fry. A Defense of Kierkegaardian Arguments for Divine Authority, Timothy Ewest and Nick Hadsell. PART III: SOCIETY. Corporate Social Responsibility and the Old Testament Prophets, Timothy Ewest and Brett W Dutton. Christianity and Good Governance: An Empirical Investigation, Tamart Gashaw. Christianity and the Economy: Empirical Investigation, Tamrat Gashaw. PART IV: CONCLUSION. Heaven as it is on Earth,Timothy Ewest. About the Contributors.

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Book SynopsisThe continued presence and growth of religion within the global community, resists the notion that religion is to be usurped by the secular or disenfranchised through secularism. Instead, contemporary scholarship emerging from an array of academic disciplines, continues to support religions' presence and impact on individuals, organizations and society. For example, the last two centuries offer an array of scholarship which understands religion to be formative for personal identity, instrumental in coping with suffering, an iterative force in social construction, dynamic in its historical perception and having an ever present role in culture, politics and society. However, the role of religion in the workplace is still resisted by some scholars of note in the Academy of Management. Yet, scholarship regarding the impacts of religion on societal, organizational and individual life continues to grow, carrying on the long standing research tradition of Weber. Scholarship has explored connections and manifestations of the world's religions within the workplace. Within Christianity, examples of research considerations within Catholic traditions, beliefs and practices which undergird workplace practices have been given ample consideration and alternatively examples of Protestant beliefs and practices within the workplace continues to grow. This second volume continues the work of the first volume of Faith and Work, Christian Perspectives, published in 2018. As with the first volume, this second volume considers Christian perspectives, research and insights into the faith and work movement, delimitating research into one of three areas: Individual, organizational and societal dimensions. Again, this volume, like the first contains scholarship from nationally and internationally recognized scholars whose research understands and demonstrates the importance of the connections between the Christian faith and the workplace. The scholarship presented in this volume is considered cross disciplinary, as was the first volume which was presented at the Cultural Study Association (CSA) Conference held at Carnegie Mellon University, the Society for the Scientific Study of Religion (SSSR) conference held in St. Louis, Missouri and also at the 2019 Academy of Management, Boston, MA. The first book has also enjoyed use in masters and doctoral programs as a supplemental reader.Table of ContentsBook Series Introduction, Louis W. (Jody) Fry.Foreword, Ben C. Blackwell. On Earth as It is in Heaven, Timothy Ewest. PART I: INDIVIDUAL. Reframing Work as Worship and Witness: A Biblical Perspective, J. Lee Whittington. The Mindset of Christ and Modern Mindfulness Theory and Practice, Timothy Ewest and Ben Blackwell. Small Deeds Make all the Difference: Christians as Tempered Radicals in Organizations, Peter McGhee and Patricia Grant. PART II: ORGANIZATION. The Purpose of Business From a Catholic Social Teaching Perspective, Domènec Melé. Faith and Work Integration Within For-Profit, Nonprofit, and Public Sector Organizations, Sharlene Buszka. Examining Faith and Work Integration Within Small, Entrepreneurial, Family-Owned and FaithBased Businesses, Sharlene Buszka. The S.T.A.Y. Culture: Why Teachers in Faith-Based Schools Stay, Melissa Meyer and Kathleen T. Campbell. Impact of Spiritual Leadership on Catholic Organizational Identity, Linda T. Dayler and Louis W. Fry. A Defense of Kierkegaardian Arguments for Divine Authority, Timothy Ewest and Nick Hadsell. PART III: SOCIETY. Corporate Social Responsibility and the Old Testament Prophets, Timothy Ewest and Brett W Dutton. Christianity and Good Governance: An Empirical Investigation, Tamart Gashaw. Christianity and the Economy: Empirical Investigation, Tamrat Gashaw. PART IV: CONCLUSION. Heaven as it is on Earth,Timothy Ewest. About the Contributors.

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Book SynopsisAs the demand for education at all levels has increased, so have the models of meeting these increased demands for education. As in many other parts of the world, public education has expanded to serve large populations across the regions of Africa, the Caribbean, and the Middle East. Many nations in these regions have instituted mandates, policies, and frameworks intended to simultaneously increase access to public education opportunities as well as improve the quality of education provided and to address a wide populace. Because the increase in educational demand has occurred at all levels, these efforts often address various levels of education from early childhood through primary schooling, junior secondary and secondary schooling and into tertiary education. Efforts also have been made to increase participation in education by marginalized and/or special populations. The range of efforts is large with some focusing on involving migrants/immigrants/refugees in primary education while others aim at opening up choices at the university level.Recently, nations in the region have recognized the possibilities of digital learning (online learning) as cell phones and other widely used portable wireless devices have made it possible to sell the idea that one can learn from anywhere at any time. This widespread access to technology has made it possible for governments as well as private entities to expand learning opportunities even to populations previously unreached or to address difficult to reach sectors of the population. At the same time, the population itself has not only increased in numbers but in diversity. Maintaining quality through digital and other means of quick expansion of educational opportunities continues to be challenging if not problematic.Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East is Book IX of the series, Research on Education in Africa, the Caribbean, and the Middle East. Chapters document, describe and/or raise critical issues and/or questions resulting from government policies, mandates and frameworks intended to make available public education to an ever-growing populace while at the same time being mindful of improving quality of education being availed to an increasingly diverse populace.

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Book SynopsisAs the demand for education at all levels has increased, so have the models of meeting these increased demands for education. As in many other parts of the world, public education has expanded to serve large populations across the regions of Africa, the Caribbean, and the Middle East. Many nations in these regions have instituted mandates, policies, and frameworks intended to simultaneously increase access to public education opportunities as well as improve the quality of education provided and to address a wide populace. Because the increase in educational demand has occurred at all levels, these efforts often address various levels of education from early childhood through primary schooling, junior secondary and secondary schooling and into tertiary education. Efforts also have been made to increase participation in education by marginalized and/or special populations. The range of efforts is large with some focusing on involving migrants/immigrants/refugees in primary education while others aim at opening up choices at the university level.Recently, nations in the region have recognized the possibilities of digital learning (online learning) as cell phones and other widely used portable wireless devices have made it possible to sell the idea that one can learn from anywhere at any time. This widespread access to technology has made it possible for governments as well as private entities to expand learning opportunities even to populations previously unreached or to address difficult to reach sectors of the population. At the same time, the population itself has not only increased in numbers but in diversity. Maintaining quality through digital and other means of quick expansion of educational opportunities continues to be challenging if not problematic.Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East is Book IX of the series, Research on Education in Africa, the Caribbean, and the Middle East. Chapters document, describe and/or raise critical issues and/or questions resulting from government policies, mandates and frameworks intended to make available public education to an ever-growing populace while at the same time being mindful of improving quality of education being availed to an increasingly diverse populace.

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Book SynopsisTeachers not only serve as caretakers for the students in their classroom but also serve as stewards for society's next generation. In this way, teachers are charged with responsibility for the present and the future of their world. Shouldering this responsibility is no less than an existential dilemma that requires not only professional solutions but also personal responsibility rooted in subjective authenticity. In the edited volume, authors will explore how the philosophy of Existentialism can help teachers, teacher educators, educational researchers, and policymakers better understand the existential responsibility that teachers shoulder.The core concepts of Existential philosophy explored in this edited volume imply that a teacher's lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates. Furthermore, there is no guarantee that professional dictates are more valid than the existential realities of individual teachers. The philosophy of Existentialism encourages individuals to reflect on the existential realities of isolation, freedom, meaninglessness, and death in an effort to propel individuals towards more authentic ways of engaging in the world. The chapters of this edited volume advance the argument that being and becoming a teacher must be understood – at least in part – from the subjective perspective of the individual and that teachers are responsible for authoring the meaning of their lives and of their work.Trade ReviewAt a time when the purpose of education is increasingly conceived in terms of attaining skills necessary for the job market, and teaching and learning are assessed in terms of objective outcomes, this collection of fresh essays on the existential dimension of education as an institution offers an indispensable corrective. In wide-ranging reflections on the professional and inter-personal aspects of education, the authors show how existentialism's emphasis on subjectivity, authenticity, and lived experience can enrich our thinking about teaching and learning and improve our practices in the classroom as it exists now. Any educator seriously interested in his or her profession will find timely insights in this thoughtfully conceived volume."" — Steven Crowell, Rice University""Historically, education and educational science have been torn between, on the one hand, ideas stressing technical rationality, efficiency, and evidence-based approaches and, on the other hand, ideas highlighting the need for deeper understandings and imaginative orientations. In the light of these trends, the book Problematizing the Profession of Teaching from an Existential Perspective is a fresh contribution that offers new insights to the field of teacher professionalism and teacher development. I recommend this book to everyone who is interested in gaining a deeper understanding of what it means to be and become a teacher."" — Silvia Edling, University of GävleTable of Contents Preface— Considering Teaching and Teacher Development from an Existential Perspective: An Introduction - Aaron S. Zimmerman SECTION I: EXISTENTIALISM AND CURRICULUM AND INSTRUCTION Possibility and Rebellion in Sartre and Camus: Existential Possibilities for Education - James M. Magrini and Elias Schwieler Learning Objectives Reconsidered in Light of Existential-Phenomenology and Mindfulness - Glen L. Sherman A Precious Darkness: Utilizing Existential Loneliness to Achieve Culturally Relative Self-Actualization in the Classroom - Christopher Kazanjian and Sandra Kazanjian SECTION II: EXISTENTIALISM AND ASSESSMENT Under Observation: Student Anxiety and the Phenomenology of Remote Testing Environments - Tyler Loveless Assessments of Ambiguity - Steven J. Fleet SECTION III: EXISTENTIALISM AND TEACHER DEVELOPMENT Kierkegaard and the Power of Existential Doubt in Teaching: Transformation of Self and Profession - Dan Riordan, Paul Michalec, and Kate Newburgh Rational Communication in University Education: A Jaspersian Theory - Daniel Adsett Foundations of Education: Absurdity and Ambiguity - Stephanie Schneider SECTION IV: THE TEACHING OF EXISTENTIALISM Agency Precedes Essence: Existentialism, Ecology, and the New Materialisms - Daniel O'Dea Bradley Teaching Is … Other People: Existential Reflections on Coteaching Phenomenology With Undergraduate Students - Lauren Manton, Brigid Flaherty, Cecelia Little, and Peter Costello About the Authors

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Book SynopsisTeachers not only serve as caretakers for the students in their classroom but also serve as stewards for society's next generation. In this way, teachers are charged with responsibility for the present and the future of their world. Shouldering this responsibility is no less than an existential dilemma that requires not only professional solutions but also personal responsibility rooted in subjective authenticity. In the edited volume, authors will explore how the philosophy of Existentialism can help teachers, teacher educators, educational researchers, and policymakers better understand the existential responsibility that teachers shoulder.The core concepts of Existential philosophy explored in this edited volume imply that a teacher's lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates. Furthermore, there is no guarantee that professional dictates are more valid than the existential realities of individual teachers. The philosophy of Existentialism encourages individuals to reflect on the existential realities of isolation, freedom, meaninglessness, and death in an effort to propel individuals towards more authentic ways of engaging in the world. The chapters of this edited volume advance the argument that being and becoming a teacher must be understood – at least in part – from the subjective perspective of the individual and that teachers are responsible for authoring the meaning of their lives and of their work.Trade ReviewAt a time when the purpose of education is increasingly conceived in terms of attaining skills necessary for the job market, and teaching and learning are assessed in terms of objective outcomes, this collection of fresh essays on the existential dimension of education as an institution offers an indispensable corrective. In wide-ranging reflections on the professional and inter-personal aspects of education, the authors show how existentialism's emphasis on subjectivity, authenticity, and lived experience can enrich our thinking about teaching and learning and improve our practices in the classroom as it exists now. Any educator seriously interested in his or her profession will find timely insights in this thoughtfully conceived volume."" — Steven Crowell, Rice University""Historically, education and educational science have been torn between, on the one hand, ideas stressing technical rationality, efficiency, and evidence-based approaches and, on the other hand, ideas highlighting the need for deeper understandings and imaginative orientations. In the light of these trends, the book Problematizing the Profession of Teaching from an Existential Perspective is a fresh contribution that offers new insights to the field of teacher professionalism and teacher development. I recommend this book to everyone who is interested in gaining a deeper understanding of what it means to be and become a teacher."" — Silvia Edling, University of GävleTable of Contents Preface— Considering Teaching and Teacher Development from an Existential Perspective: An Introduction - Aaron S. Zimmerman SECTION I: EXISTENTIALISM AND CURRICULUM AND INSTRUCTION Possibility and Rebellion in Sartre and Camus: Existential Possibilities for Education - James M. Magrini and Elias Schwieler Learning Objectives Reconsidered in Light of Existential-Phenomenology and Mindfulness - Glen L. Sherman A Precious Darkness: Utilizing Existential Loneliness to Achieve Culturally Relative Self-Actualization in the Classroom - Christopher Kazanjian and Sandra Kazanjian SECTION II: EXISTENTIALISM AND ASSESSMENT Under Observation: Student Anxiety and the Phenomenology of Remote Testing Environments - Tyler Loveless Assessments of Ambiguity - Steven J. Fleet SECTION III: EXISTENTIALISM AND TEACHER DEVELOPMENT Kierkegaard and the Power of Existential Doubt in Teaching: Transformation of Self and Profession - Dan Riordan, Paul Michalec, and Kate Newburgh Rational Communication in University Education: A Jaspersian Theory - Daniel Adsett Foundations of Education: Absurdity and Ambiguity - Stephanie Schneider SECTION IV: THE TEACHING OF EXISTENTIALISM Agency Precedes Essence: Existentialism, Ecology, and the New Materialisms - Daniel O'Dea Bradley Teaching Is … Other People: Existential Reflections on Coteaching Phenomenology With Undergraduate Students - Lauren Manton, Brigid Flaherty, Cecelia Little, and Peter Costello About the Authors

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