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Will And Grace - Meditations On The Dialogical Philosophy Of Martin Buber

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 This book is a poetic reading of the dialogical philosophy of martin buber. my reading of martin buber takes me to this principal insight: god is not in heaven nor on earth. god is not above nor below. not within and not without. not in the soul or in the flesh. god is not an entity anywhere: god is the between of an i and a thou. these pages are not an academic study in the strict sense. my meditations in this book are not a literal description of buber’s philosophy, for buber would never have approved of taking his words in any way other than in dialogue. buber wrote in-dialogue with the reader, and i read buber in the poetic philosophy of his words. in other words: we can say that the essential thinking in martin buber’s philosophy is that the presence of god in us is always enacted as the presence of god between us. god, like love, like poetry, is a deed we do. the god-deed is actualized not in rituals or temples, but in the practices of the sacraments of the neighbor. for there is nothing we can predicate of god, but we can still meet god in the embrace of the neighbor. we meet god as we meet with one another in genuine relationship. god is not in the relationship, god is the relationship. god is no-thing, but there is nothing that isn''t god in the between of an i and a thou.
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Go Where You Belong - Male Teachers As Cultural Workers In The Lives Of Children, Families, And Communities

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 The narratives in this book engage the reader and take him or her on a journey to understanding of what it means to be a male teacher who works in early childhood education or with young children. They passionately share of their challenges to be involved in children’s lives because they are called to do so; this work is part of their life purpose. Their narratives details interactions between the teacher and the day-to-day lives of students, parents, peers and supervisors while sharing what it takes to survive as a man in what is perceived, very often in our post-modern world as women’s work. In the bigger scheme of things, the men teachers serve as cultural workers with their female peers to educate not only our children but our community and eventually ourselves about gender roles in our society and the need to have more role models during the first years of schooling. A fascinating book and a must read for parents, teachers, administrators, and other human service professionals who want to learn more about how to engage men in the lives of children.
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Cold Breezes And Idiot Winds - Patriotic Correctness And The Post-9/11 Assault On Academe

by Valerie Scatamburlo-D'Annibale

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 After 9/11, rightists capitalized on an atmosphere of fear and confusion to resuscitate the "culture wars" of the 1990s and once again targeted the academy. Using tactics reminiscent of the McCarthy era, religious firebrands, militant neoconservatives, and free market fundamentalists engaged in a concerted effort to silence voices critical of the ‘war on terror’ and liken legitimate dissent to treason. Brandishing a discourse of "patriotic correctness" (PC) that was informed by American ‘exceptionalism,’ Christian nationalism, anti-intellectualism, and virulent anti-liberalism, this coalition portrayed the professoriate as a dangerous cabal seeking the demise of ‘Western civilization.’ In Cold Breezes and Idiot Winds, Scatamburlo-D’Annibale explains why the most recent assault on academe must be understood in relation to the right’s broader offensive against liberalism. For decades, conservatives have worked diligently to construct a network of foundations, think tanks, and campus organizations dedicated to demonizing progressive thought, the legacy of the New Deal era, and the democratic social reforms of the 1960s. The author provides a detailed examination of this ideological infrastructure and how it advanced the agenda of PC post-9/11. She explores how the campaign for PC was aided and abetted by a right-wing media apparatus, how it continues to threaten academic freedom on campuses, and how it is currently infecting the larger body politic and contributing to the increased toxicity of the nation’s public dialogue. While purveyors of PC often invoke "culture war" rhetoric, Scatamburlo-D’Annibale adroitly reveals that their ultimate aim is to protect corporate power from any form of democratic accountability.
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Freeing Ourselves

by Russell Bishop

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 This book draws together many previously published articles and book chapters produced by the author over the past 20 years of work in the field of indigenous education. However, rather than just being a compilation of a series of papers, this book is a record of the development of an indigenous approach towards large-scale, theory-based education reform that is now being implemented, in two different forms, in almost half of the secondary schools in New Zealand. Fundamental to this theorising is the understanding, identified by Paulo Freire over forty years ago, that answers to the conditions oppressed peoples find themselves in is not to be found in the language or understandings of the oppressors. Rather, it is to be found in those of the oppressed. This realisation has been confirmed by the examples in this book. The first is seen where it is identified how researching in Maori contexts needs to be conducted dialogically within the world view and understandings of Maori people. Secondly, dialogue in its widest sense is crucial for developing a means whereby Maori students are able to participate successfully in education. The book details how researching the impact of colonization on his mother’s Maori family enabled the author to develop a means of researching within indigenous, Maori contexts. It then details how the lessons learnt here appealed as being a means by which the marginalization of Maori students in mainstream, public school classrooms could be re-theorised, and how schools and education systems could be reorganised so as to support indigenous students to be successful learners.
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Re-Symbolization Of The Self - Human Development And Tarot Hermeneutic

by Inna Semetsky

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 Bringing together popular and academic cultures, Inna Semetsky presents Tarot as a system of transformative hermeneutics for adult self-education and cultural pedagogy. Her research is a decisive and intelligent step ahead from the reductive stereotype of Tarot as fortune-telling. The fifteen life stories at the heart of the book exemplify the author’s commitment to alternative modes of education and counseling that transcend individual, cultural or language barriers. Assembling a rich array of sources, from Hermeticism to Jungian depth psychology, the philosophies of Noddings, Buber, and Deleuze, and the science of self-organization, this book opens a new path to personal and social revitalization. It should be widely read across disciplinary divides by scholars, students, and professionals alike.
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Diversity, Equity, And Inclusive Education - A Voice From The Margins

by C.P. Gause

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 The United States is more ideologically, philosophically, culturally, linguistically, racially, and ethnically diverse than she has been in any given point in her history; however, many of her citizens are currently living in a state of fear. What stands out the most is how we allow this fear to take over our lives in multiple ways. We fear our neighbors; therefore, we do not engage them. We fear young people and the way they look; therefore, we do not have conversations with them. We fear the possibility of terrorists’ attacks; therefore, we utilize eavesdropping and surveillance devices on our citizens. There are some of us who fear the lost of gun rights; therefore, we stockpile weapons. We fear anything that is different from who we are and what we believe. This nation has, at many points within our history, become more united because of our fear; however, as our borders, physical and virtual, become less protective and the opportunities to connect more via the digital world expand, we must educate our citizenry to not live in fear but in hope. To teach, learn, and lead democratically requires the individual to engage in problem posing and in critiquing taken-for-granted narratives of power and privilege. Critical change occurs with significant self-sacrifice, potential alienation/rejection, and costly consequences. Educators must do justice to the larger social, public, and institutional responsibility of our positions, and we must exercise courage in creating opportunities for change. Diversity, Equity, and Inclusive Education: A Voice from the Margins, provides the space and opportunity to move beyond a state of fear, into a state of "organic transformation," a place where fear creates the energy to speak those things that are not, as though they were.
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More Of Myth - A Pedagogy Of Diversion

by Mary Aswell Doll

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 This book uses a nine-year experience of teaching world mythology to art students in order to discuss why and how such ancient stories provide significance today. Myth’s weird images and metaphors recall Wyrd (Word), the goddess of the cauldron. Students can be guided into the cauldron of mythic language to feel the stirring of new awareness of what it really means to be human. Psychologically, myth offers insights into family relations, memory, imagination, and otherness. Ecological insights from myth teach the connection among human-animal-plant relations and the organicism of all life forms. Cosmological insights from myth surprisingly echo findings in new science, with its emphasis on quantum mechanics, force fields, black holes, subatomic particles, chaos, and the possibilities of time travel. Two areas often considered completely opposite -- myth and science—actually reflect one another, since both propose theories, albeit in different ways. Myth cannot be laughed away as "mere" fabula, since, like science and psychology, it has long explored adventures into unseen, unknown worlds that yield necessary knowledge about the place of humans in the scheme of things big and small. The "more" of myth will be of interest to teachers and students of curriculum studies, to those seeking to go beyond Oedipus and Gutenberg, and to readers who know that all forms of life (including fingernails and rocks) are wondrous, diverse, alive, capable, purposive, and necessary.
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Engaged Pedagogy, Enraged Pedagogy - Reconciling Politics, Emotion, Religion, And Science For Critical Pedagogy

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 Students, teachers and schools are under attack. The assault comes in the guise of ‘accountability’ and ‘choice’, cloaking itself in the ‘scientifically-proven’ with an over-emphasis of data. It combines a vilification of organized labor along with a promotion of the irrational, while readily blurring the line between utopia and dystopia. The attack abuses education as it disseminates self-serving propaganda, simultaneously covering up inconvenient truths like the United States government’s long and storied relationships with Saddam Hussein and Osama bin Laden in the Wars on Terror. It suppresses solidarity and compassion while it champions a divisive form of selfish individualism. Engaged Pedagogy, Enraged Pedagogy seeks to counter these attacks and expose the ideological impulses behind them. Marshalling critical pedagogy and an ethic of care with the notions of justified anger and the intellectual warrior, the book explores the non-antagonisitc dualisms between faith and science, reason and emotion; it deconstructs social texts ranging from ‘80s action films to dystopian literature as it uncovers the ideologies that structure and order our lives; it explores and champions the democratic potential of dialogue, mutuality, and authority, while challenging left essentialism and identity politics. The book also features an interview with Joe Kincheloe, a seminal figure in the field of critical pedagogy.
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Substance Of Truth

by Tolu Olorunda

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 Tolu Olorunda is a cultural critic whose work has regularly appeared on AlterNet, Black Commentator, CounterPunch, Truthout, and several other publications including ColorLines magazine, The Nation magazine, and Wiretap magazine. His book, The Substance of Truth, takes a frank look into what has become of a society that touts grand and lofty ideals which it often fails to fulfill. With essays addressing issues as broad as the education system, 21st century media culture, Hip-Hop culture, youth culture, neoliberalism, and moral poverty, Olorunda argues the days ahead would darken in promise if rigorous action isn’t soon applied to rectify the way people think, how they respond to their surroundings, and the decisions they take to make the world better than it stands today. This struggle, he insists, could define whether or not a livable future would exist for the most vulnerable of all—children, whose plights are increasingly cast aside and ignored. From the book: "At risk of appearing alarmist, it’s easy to ignore all the warning signs hanging around us that suggest the clock is ticking fast—real fast!—and that time left for due action is short. But if life for the next generation should contain some semblance of sanity—where life itself means more than shopping malls and commodities, where Power stands accountable to the demands of communities—all fear of coming across hyperbolic would have to give way to the realities staring us down. The risk also extends to coming across Pollyannaish, as though all the impurities and iniquities holding hostage society can be cured with essays or lectures. But we cannot afford to let this moment slip by unattended, unengaged. The problems number endless—and so do the possibilities. And at no other moment has a generation been more fortunate, with the ease of technology, to make miracles happen amidst frightening circumstances. At no other moment has the clarion call blared this clearly and loudly."
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Liminal Traces - Storying, Performing, And Embodying Postcoloniality

by Amardo Rodriguez e Devika Chawla

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 Home and exile have become key discussions in discourses of globalization, cosmopolitanism, postcolonialism, transnationalism, identity, and multiculturalism. These discourses can be expected to flourish in the future as an increasing number of multicultural scholars struggle with various kinds of displacements and the meaning of home that is thereby instantiated anew as we experience living in between cultures. This book sits in the intersection between cultural studies and performance studies. It seeks to break theoretical and empirical ground by reframing understandings of home and exile. Popular notions of exile forwarded by transnational and postcolonial scholars position home as a place of return and longing. While we believe that there are many truths in this position, we performatively seek emergent forms of displacement that are demanding new frameworks with which to enact meanings of home and exile. As Third World immigrant scholars in Western academe, we believe our move is vital in order to explore the experiences of persons, such as ourselves, who fall outside the models of displacement that have long constituted émigré writings. We define this move as a performative one because we experiment with different genres and voices to question and reproblematize existing understandings of knowledge frames. The genres we embody include performative writing, dialogue, autoethnography, essay form, personal narrative, and so on. Our goal is to address theories, stories, and pedagogies that speak to our tribulations in negotiating such intellectual displacements. This book can be an ideal supplementary text for courses in cultural studies as every chapter speaks in performative, reflexive, and storied ways to our own struggles to find real and theoretical homes. It will therefore have relevance to many departments in the humanities, including Communication Studies, English, Cultural Studies, Education, Anthropology, Sociology, and Women''s Studies. Infact, this book serves the heuristic function of inspiring new research questions and demonstrating how a wide range of theories and research methods can be employed to enact discourses of home and exile.
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Place Pedagogy Change

by Bronwyn Davis, Kerith Power, Margaret Somerville, Phoenix De Carteret e Susanne Gannon

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 Place pedagogy change is a work of creative experimentation in which we explore the ways in which pedagogies of place can enable the relational learning of connections between people, places and communities. In adding the element of place to the dynamic relations between teacher, learner, and knowledge, we articulate a pedagogy of ethical uncertainty. Ethical refers to our mutual responsibilities to others and to the more-than-human world, and uncertainty to the unpredictability inherent in our relationship with this world. In Place pedagogy change, we examine the nature of such innovative pedagogies as they emerged across the curriculum from early childhood to school and community education, and in teacher education. The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice.
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Culture Of Ambiguity - Implications For Self And Social Understanding In Adolescence

by Sandra Leone Bosacki

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 Research shows that the ability to "read others" or to make sense of the signs and symbols evident in human communication has an influence on children''s self-conceptions and their social interactions in childhood and adolescence. Given that psychological explanations play a key role in teaching and learning, further research is required, particularly on adolescents within the school context. This book investigates which aspects of these discourse experiences foster the growth of understanding of spirit, emotion, and mind in adolescence. Accordingly, from a co-relational approach to the development of understanding mind and education, this book builds on past and current research by investigating the social and emotional antecedents and consequences of psychological understanding in early adolescence. Specifically, this book explores the question: How do adolescents use their ability to understand other minds to navigate their relationships with themselves and their peers within the culture of ambiguity? To address this question, this book critically examines research on adolescents’ ability to understand mind, emotion, and spirit, and how they use this ability to help them navigate their relationships within the school setting. This book might appeal to a variety of educators and researchers, ranging from early childhood educators/researchers to university professors specializing in socioemotional and spiritual/moral worlds of adolescents. Sandra Leanne Bosacki completed her PhD in Education at the Ontario Institute for Studies in Education of the University of Toronto, Canada. Currently an Associate Professor in the Graduate and Undergraduate Department of Education at Brock University, St. Catharines, Ontario, Canada, she teaches graduate courses in Developmental Educational Psychology and Educational Research. Her teaching and research interests include sociocognitive, emotional, moral, and spiritual development within diverse cultural and educationalcontexts. She is a contributing associate editor of the International Journal of Children’s Spirituality and is the author books The Culture of Classroom Silence and the Emotional Lives of Children (2005; 2008, Peter Lang). She has published research papers in the Journal of Educational Psychology, the Journal of Early Adolescence, Social Development, and Gender Roles: A Journal of Research. She currently resides in Hamilton, Ontario, Canada.
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Material Family

by Julie P. Torrant

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 The Material Family is a bold new reading of the family, focusing on "new" or "post-nuclear," "flexible" family forms such as gay family, divorce-extended family, and transnational family. Reading across a range of texts from high theory to literature and popular films, the book crosses disciplinary boundaries to offer a highly innovative and dynamic approach to changes in gender and other family relations. Unlike most books in the fields of cultural and family studies, The Material Family provides an historical and materialist argument connecting the changes within family to underlying shifts in material, labor relations in global capitalism. The "post-nuclear" family is not only an affective space, Torrant argues, but one whose affects are themselves fundamentally shaped by class. The Material Family is a must-read for anyone who wants to venture beyond the surfaces of family life to the deeper-lying relations that have made the family and its new forms among the most important spaces of social life. Its readers will include not only students and researchers in the fields of education, cultural theory and cultural studies, women’s studies, sociology, and anthropology, but also general readers interested in understanding contemporary families and their struggles.
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Education, Social Justice And The Legacy Of Deakin University - Reflections Of The Deakin Diaspora

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 The late Joe Kincheloe once wrote that ‘... the amazing Deakin Mafia provided innovative and unprecedented critical scholarship on education for a few short years’. Informed by various theoretical perspectives (eg., critical theory, neo-Marxist, poststructuralist, postcolonial, feminist, critical literacy, Bourdieuian, Foucauldian) key Deakin University scholars pursued their commitments to social justice though education. A certain criticality characterised their work. Individually and collectively they created a national and international reputation for critical scholarship in education. Since that time (the 1980s and 90s), however, most of the Deakin ‘mafia’ have moved to senior academic posts elsewhere in Australian and internationally and their influence in educational research and discourse now continues as members of the ‘Deakin diaspora’. This collection is an account of the stories of many of these scholars. It will provide valuable reading for any scholar of education who is particularly interested in critical pedagogy and the critical project in education more generally. It also provides insights into what makes a faculty of education successful at a particular point in time.
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Need For Revision - Curriculum, Literature, And The 21st Century

by David P. Owen Jr.

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 Can we have more teacher/intellectuals in our classrooms? This book demonstrates that we can. But many things have to change before intellectual standards appear again in public schools. David Owen attempts to show, but not in outline form, how we can revise our schools. Can we escape the rut in which public education finds itself, dominated by the inane (tests), the stifling (reduction of school to job training), and the insane (transformation of a life-affirming odyssey of the mind to clichés, information gathering, and slogans)? We can reclaim the beauty of an education if we join David and re-vise our classrooms. Education is uncertain, risky, wonderously adventurous—yet schooling has become stale. No—tediously dreadful. There is a need to revise. Reject standardized tests! Repeal pay for performance! Eject No Child Left Behind before no child has a thoughtful mind left. It is time to revise, and David’s book explains why. Are we still interested in the mind, soul, and substance of the individual? Does it matter who we are and become, or just what we do? If these questions still matter, dwell carefully with David’s ideas and transform yourself, your students, school, community, state, nation, and world. It is time to revise them all. John A. Weaver, Georgia Southern University
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Brains Inventing Themselves - Choice And Engaged Learning

by Conrad P. Pritscher

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 Neuroscience has found that neuroplasticity of brain cells allows brains to invent themselves. Remodeling of brains can be facilitated by schools and universities. What may be done to accelerate that positive inventing so as to prepare for rapidly accelerating change? As an IBM advertisement reads: "It is time to ask smarter questions." This book helps the reader do that. What is worse than being blind to something? "Being blind to your blindness" says Eric Haseltine who has worked for both Disney and the National Security Agency. Being blind to what our brains can do is slowly changing. Brain researchers recently found that we can now be our own subjects of brain experimentation. Research shows how one can change one’s brain by changing one’s mind. In her 2010 high school valedictorian speech Erica Goldson courageously said: "The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it." This book shows professors, teachers, parents, and interested citizens how students can become aware and reach higher levels of consciousness.
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Volunteers Of America - The Journey Of A Peace Corps Teacher

by Dennis L. Carlson

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 This book chronicles the live of a Peace Corps volunteer in Libya in the late 1960s, including the first American account of living through the revolution that brought Gaddafi to power. The author moves from campus protests at the University of Washington in the spring of 1968, to Peace Corps training in Utah and the Navajo Nation in New Mexico, to living and teaching in an isolated village in Libya, to a European summer vacation, to the revolution that led to charges that Peace Corps volunteers were CIA agents, to returning to the U.S. in October, 1969, to witness the anti-war moratorium on the Capital Mall in Washington, D.C. The heart of the story is the author’s own evolving journey as a teacher, during which time he began to question both the official curriculum of English instruction and the broader purposes of teaching for liberation. This is also a story about the author’s education and re-education in Libya as he struggles to learn the rules of everyday life (including the rules of gender and sexuality) as a stranger in the village, and as he begins to see and appreciate the world through somewhat different eyes. Part of his education involved a reconstruction of the history of the village in terms of wave after wave off European colonizers----from the time of the Romans, to the Italian fascist colonizers, to the liberation of the village by the British chasing Rommel’s troops across the desert, to its decline, renaming, and reappropriation as an Arab village. The author brings all this up to the late 1960s by describing the role of U.S. foreign policy in the "development" of Libya in league with global oil, and with the support of the largest air base outside the continental U.S. near Tripoli. This is, finally a coming of age story--about a young man who was desperately looking for something to believe in and live for, and more pragmatically looking for a way out of the draft and Vietnam, and out of an America that seemed to be slippinginto collective madness. It is a story (like all coming of age stories) about setting off on a great youthful journey of self-discovery, and a rekindling of the human spirit. Audiences for this book include: college students (undergraduate and graduate) in education, cultural studies, and Arabic studies; former Peace Corps volunteers and those interested in the Peace Corps and its history; readers interested in recent developments in Libya looking for some historical perspective on how Gaddafi came to power and why the revolution turned anti-American; and all those interested in a first-hand account of what America was like at the end of a decade ushered in with Kennedy idealism and the Peace Corps. A powerful story of exile and a search for home, Volunteers of America is the Odyssey of a generation. Awakening to a world in flames, inspired by visions of liberation erupting everywhere, Dennis Carlson heard the chords of freedom echoing all around him and faced the question: Which side are you on? Here is Carlson’s poignant and still timely answer to that question. - Bill Ayers, author of Fugitive Days and many other books on education, Distinguished Professor of Education, University of Illinois, Chicago.
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Writing The Family - Women, Auto-Ethnography, And Family Work

by Helen Gibbs, Kathleen Skott-Myhre e Korinne Weima

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 This is not a traditional book about the family. In a very essential way, it is a book about being a woman in relation to the current form of the family under capitalism in North America. The authors are three women whose interest in the family stems out of their own unique and varied experiences. The text is comprised of three autoethnographies that look at the family from radically distinct perspectives. Each section is rooted in the author’s own personal and professional life experience. The book explores multi-cultural family therapy, living inside a divorcing family, the role of child protective services, issues of class and race in a family’s identity, how media and pop psychology shape our view of the family, and what it is to be female in a patriarchal family system. All three women are currently working with young people in various capacities. Each section offers new ways to work together with young people to reshape the family so that it better serves those who live within it.
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Art'S Way Out - Exit Pedagogy And The Cultural Condition

by John Baldacchino

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 In taking the critique of inclusion and entry as a first step, Art’s Way Out’s discussion of art, politics and learning aims to delineate what an exit pedagogy would look like: where culture is neither seen as a benign form of inclusion nor as a hegemonic veil by which we are all subscribed to the system via popularized forms of artistic and cultural immediacy. An exit pedagogy—as prefigured in what could be called art’s way out through the implements of negative recognition qua impasse—would not only avoid the all too facile symmetrical dualism between conservative and progressive, liberal and critical pedagogies, but also seek the continuous referral of such symmetries by setting them aside and look for a way out of the confined edifices of education and culture per se. An exit pedagogy seeks its way out by reasserting representation in the comedic, the jocular, and more effectively in the arts’ power of pausing, as that most effective way by which aesthetics comes to effect in its autonomist and radical essence. In this fluent, limpid, and scholarly work, Baldacchino examines, inter alia, the problem of empathy in relation to art as an event (or series of events), drawing upon a wide and rich range of sources to inform what in effect is his manifesto. With a profound understanding of its philosophical basis, Baldacchino unfolds his argument in an internally consistent and elegantly structured way. This is not a book to be ‘dipped into’, to do so would miss the development of Baldacchino’s philosophical position; like an art work itself, Art’s Way Out has coherent structure, and a complex, interrelation between form and content, reflecting an artist’s concern for getting things right. — Richard Hickman, Cambridge UniversityAlthough art has a limitless capacity to take on myriad responsibilities, according to Baldacchino we also need to consider a ‘way out’ because only then will we understand how art goes beyond the "boundaries ofpossibility." As he explains, "our way into reason also comes from an ability to move outside the limits that reasons sets". This is the ‘exit pedagogy’ that he advocates. And here exit does not mean to leave, but rather to reach beyond, to extend and explore outside the borders we impose on learning, teaching, schooling and most forms of cultural agency. The need to embrace the capacity of art to cycle beyond the contingencies we impose on it also helps to clarify the limits of inclusive arguments for deploying art education for various individual, institutional, and socio-political ends: art as self expression, art as interdisciplinary method, art as culture industry, art as political culture, art as social justice and so on. This image invokes for me part of the legacy of Maxine Greene that Baldacchino revealed in his earlier text, Education Beyond Education (2009), when he explored her thesis of the social imagination, which is best, achieved when teaching becomes ‘reaching.’ What Art’s Way Out gives us is an exit strategy from the deadening tendency to ignore the enduring capacity of art to give life to learning, teaching and the very culture of our being. — Graeme Sullivan, Penn State UniversityThis is the sixth book authored by John Baldacchino, the other most recent books being Education Beyond Education. Self and the Imaginary in Maxine Greene’s Philosophy (2009) and Makings of the Sea: Journey, Doubt, and Nostalgia (2010). Currently Associate Dean at the School of Art & Design, University College Falmouth in England, he was full time member of faculty at Columbia University’s Teachers College in New York, Gray’s School of Art in Scotland and Warwick University in England.Front cover image: Monument to Marx / we should have spoken more (2009) by Mike Ting
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Critical Elt Practices In Asia - Key Issues, Practices, And Possibilities

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 This is the first, and long awaited work on critical approaches to teaching English for the purposes of democracy and social justice that challenges the current views of ELT, such as English being merely a tool for communication or the acquisition of basic skills or high test scores for advancement in education and the marketplace. - A timely work and a fresh look at critical approaches to ELT in Asia.- An invaluable work that simultaneously problematizes current ELT practices while introducing new possibilities for critical practices in localized contexts in Asia. - An important work that shines a light on how the forces of globalization not only dictate the spread of English as an international language, but how these forces also dictate what is taught and how.- An informative view on how ELT practices are being re-envisioned by critical educators in Asia.This groundbreaking volume, compiling critical perspectives of English language teaching in China, Hong Kong, Indonesia, Korea, and Sri Lanka, confronts colonial legacies observed in educational practices and policies that perpetuate a divide between the privileged and the underprivileged. ?The critical reflections scrutinize the nature of English as a commodified gatekeeper and simultaneously provide alternative visions for language education. - Ryuko Kubota, Professor, The university of British Columbia.
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Dancing In The Light - Essential Elements For An Inquiry Classroom

by Marcia Behrenbruch

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 Sustainability, globalization, the rapid growth of knowledge and the need for internationally minded citizens require a rethinking of education. Concept based inquiry learning has been offered for over a century as an alternative to traditional education centered on textbooks, invasive standardized testing and control external to the student. Yet the widespread change in teaching styles required to shift education to meet 21st century requirements has been sporadic at best. This book tells several stories. The first is a teacher’s journey to discover a different way of teaching and learning. The second is a summary of the theory used to explain and justify the change in pedagogy to the wider school community. The third are stories from student and teachers who practice inquiry learning. The result is a description of 6 essential elements for a successful inquiry learning environment. Although this research was conducted at a single school, it offers important insights for other schools who are considering change to a more constructivist, sustainable approach to education. Marcia Behrenbruch has taught at all levels of schooling from the early years to year 12. She has lived and worked in Canada, the Netherlands, Australia, Vietnam and Singapore. Most of her 15 years in school administration focused on curriculum innovation and facilitating change. She completed her doctoral studies at Melbourne Graduate School of Education and is currently a global head of professional development for an international not-for-profit educational organization.
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Indigenous Education - A Learning Journey For Teachers, Schools And Communities

157,68€ + 10% CARD

 Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school.Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities.This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners andmembers of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.
ENGLISH

Mother-Scholar - (Re)Imagining K-12 Education

by Yvette V. Lapayese

157,68€ + 10% CARD

 Mother-Scholar presents another way of knowing. The book illuminates the narratives of prominent mother-scholars in the discipline of education who are determined to (re)imagine a different educational space not only for their own children, but for all children. Today’s schools are male-centered institutions in which standardized testing, rational mind, and emotionless space prevent children from realizing their full potential as creative, intelligent and soulful beings. Mother-scholars in the discipline of education assert that when motherhood and intellect confront and inform each other, a new thinking emerges to capture the possibility of humanizing education beyond the private relationships between mothers and children.
ENGLISH

Precarious International Multicultural Education - Hegemony, Dissent And Rising Alternatives

149,73€ + 10% CARD

 Multiculturalism and multicultural education are at a paradoxical moment. There is work that continues as if the multicultural hegemony was still intact and on the other hand work articulated as if multiculturalism was decidedly passe. The essays in this collection will be of considerable interest to academics, policy makers and students of both multiculturalism and multicultural education principally because they touch on both perspectives but concentrate for the most part on the thorny problematic of the workings of multicultural education in its present precarious moment. Given the renewed, urgent attacks in various western countries, the cottage industry of "death of multiculturalism" texts and the rise of the interculturalism, transnationalism, diaspora alternatives, is multiculturalism dying? Are the ends of multiculturalism- the management or celebration of diversity; representation and recognition for all in society; creation of just and equitable communities at the global, national and local school classroom levels- better theorized and realized through the ascendant alternatives? Representing the precarious moment in Canada, Ireland, Australia, the United States and the United Kingdom, the essays in this collection address these questions and both depict and trouble hegemonic multicultural education and contrast it with its supposed successor regimes.
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