Search results for ""author jessica johnson""

Between 1996 and 2014, Mark Driscoll's Mars Hill Church multiplied from its base in Seattle into fifteen facilities spread across five states with 13,000 attendees. When it closed, the church was beset by scandal, with former attendees testifying to spiritual abuse, emotional manipulation, and financial exploitation. In Biblical Porn Jessica Johnson examines how Mars Hill's congregants became entangled in processes of religious conviction. Johnson shows how they were affectively recruited into sexualized and militarized dynamics of power through the mobilization of what she calls "biblical porn"—the affective labor of communicating, promoting, and embodying Driscoll's teaching on biblical masculinity, femininity, and sexuality, which simultaneously worked as a marketing strategy, social imaginary, and biopolitical instrument. Johnson theorizes religious conviction as a social process through which Mars Hill's congregants circulated and amplified feelings of hope, joy, shame, and paranoia as affective value that the church capitalized on to grow at all costs.

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Between 1996 and 2014, Mark Driscoll's Mars Hill Church multiplied from its base in Seattle into fifteen facilities spread across five states with 13,000 attendees. When it closed, the church was beset by scandal, with former attendees testifying to spiritual abuse, emotional manipulation, and financial exploitation. In Biblical Porn Jessica Johnson examines how Mars Hill's congregants became entangled in processes of religious conviction. Johnson shows how they were affectively recruited into sexualized and militarized dynamics of power through the mobilization of what she calls "biblical porn"—the affective labor of communicating, promoting, and embodying Driscoll's teaching on biblical masculinity, femininity, and sexuality, which simultaneously worked as a marketing strategy, social imaginary, and biopolitical instrument. Johnson theorizes religious conviction as a social process through which Mars Hill's congregants circulated and amplified feelings of hope, joy, shame, and paranoia as affective value that the church capitalized on to grow at all costs.

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This book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage.Offering comprehensive coverage of theories of early learning and child development, this book: Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children Includes practical examples and case studies to support reflection and inspire you to creative positive learning opportunities for babies and young children Importantly, the book concludes with valuable guidance on gathering assessment evidence of your personal practice, as well as demonstrating the ability to lead and support early years provision from birth to five years. This is an essential book to support all trainees in developing their role and skills as an Early Years Teacher. Contributors: Kelly Cooper, Fiona Dearman, Jo Elsey, Jessica Johnson, Daryl Maisey, Angela Maxey, Joanne McKibbin, Yasmin Mukadam, Vicky Mummery, Gemma Pawson, Denise Salter, Laltiha Sivalingam, Helen Sutherland."Authoritative, scholarly and grounded in practice, this is surely destined to become the must-have practical handbook for all those seeking Early Years Teacher status."Geoff Taggart, Lecturer in Early Years, University of Reading, UK"Becoming an Early Years Teacher will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility."Soraya Goni, HE Award Leader Childhood Studies, Kirklees College, UK"I am delighted to recommend this comprehensive, challenging and accessible power-pack of a book, which deserves to become essential reading for all Early Years Teachers in training and equally for those engaged in studying on Early Childhood Studies degrees."Penny Holland, Early Childhood Consultant"This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. It is a very good book that I would recommend to all Early Years Teacher Status students."Tricia Johnson, Retired Lecturer in Early Years, UK

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Pursuing Justice in Africa focuses on the many actors pursuing many visions of justice across the African continent—their aspirations, divergent practices, and articulations of international and vernacular idioms of justice. The essays selected by editors Jessica Johnson and George Hamandishe Karekwaivanane engage with topics at the cutting edge of contemporary scholarship across a wide range of disciplines. These include activism, land tenure, international legal institutions, and postconflict reconciliation. Building on recent work in sociolegal studies that foregrounds justice over and above concepts such as human rights and legal pluralism, the contributors grapple with alternative approaches to the concept of justice and its relationships with law, morality, and rights. While the chapters are grounded in local experiences, they also attend to the ways in which national and international actors and processes influence, for better or worse, local experiences and understandings of justice. The result is a timely and original addition to scholarship on a topic of major scholarly and pragmatic interest. Contributors: Felicitas Becker, Jonathon L. Earle, Patrick Hoenig, Stacey Hynd, Fred Nyongesa Ikanda, Ngeyi Ruth Kanyongolo, Anna Macdonald, Bernadette Malunga, Alan Msosa, Benson A. Mulemi, Holly Porter, Duncan Scott, Olaf Zenker.

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Pursuing Justice in Africa focuses on the many actors pursuing many visions of justice across the African continent—their aspirations, divergent practices, and articulations of international and vernacular idioms of justice. The essays selected by editors Jessica Johnson and George Hamandishe Karekwaivanane engage with topics at the cutting edge of contemporary scholarship across a wide range of disciplines. These include activism, land tenure, international legal institutions, and postconflict reconciliation. Building on recent work in sociolegal studies that foregrounds justice over and above concepts such as human rights and legal pluralism, the contributors grapple with alternative approaches to the concept of justice and its relationships with law, morality, and rights. While the chapters are grounded in local experiences, they also attend to the ways in which national and international actors and processes influence, for better or worse, local experiences and understandings of justice. The result is a timely and original addition to scholarship on a topic of major scholarly and pragmatic interest. Contributors: Felicitas Becker, Jonathon L. Earle, Patrick Hoenig, Stacey Hynd, Fred Nyongesa Ikanda, Ngeyi Ruth Kanyongolo, Anna Macdonald, Bernadette Malunga, Alan Msosa, Benson A. Mulemi, Holly Porter, Duncan Scott, Olaf Zenker.

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In The Coach Approach to School Leadership, Jessica Johnson, Shira Leibowitz, and Kathy Perret address a dilemma faced by many principals: how to function as learning leaders while fulfilling their evaluative and management duties. The answer? Incorporating instructional coaching techniques as an integral part of serious school improvement.The authors explain how principals can: Master the skill of "switching hats" between the nonjudgmental coach role and the evaluative supervisor role. Expand their classroom visits and combine coaching with evaluation requirements. Nurture relationships with teachers and build a positive school culture. Provide high-quality feedback to support the development of both teachers and students. Empower teachers to lead their own professional learning and work together as a team. Drawing from the authors' work with schools as well as their conversations with educators across the globe, this thought-provoking book speaks to the unique needs of principals as instructional leaders, providing solutions to challenges in every aspect of this complex endeavor.The role of the principal is changing at a rapid pace. Let this resource guide you in improving your own practice while helping teachers master the high-quality instruction that leads to student success.

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