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Advancing Anti-Racism in Education Across the UK offers a timely and original account of how anti-racist education is being imagined, contested, and advanced across Scotland, England, Wales, and Northern Ireland. Arising from a four-nations programme of seminars, analysis, and publication conducted between 2024 and 2026, the book examines the conditions under which anti-racist educational reform becomes durable rather than symbolic within curriculum, institutional practice, and democratic life.

Framed through Moncrieffe's critical institutionalism, the book develops an original triadic architecture organised around epistemic reform, institutional embedding, and civic translation. Emerging from the comparative evidence itself, this framework provides a distinctive way of understanding how racialised power is reproduced and challenged across knowledge, institutions, and public culture. Drawing on keynote contributions, seminar discussions, participant testimonies, interviews, survey responses, and fieldnotes, the book shows that anti-racist education must be understood not as an additive diversity initiative, but as a deeper struggle over legitimacy, belonging, professional accountability, and the public purposes of education.

Set against a wider context of anti-DEI backlash, nationalist retrenchment, and intensified struggles over belonging and democratic life, the book brings together critical voices and grounded insights from across the four UK nations. In doing so, it makes a major new contribution to contemporary debates on educational justice, democratic renewal, and the conditions under which anti-racist educational reform becomes durable.

African Universities from Medieval to Post-Modern challenges dominant colonial and Eurocentric narratives by tracing the history of African higher education. Reclaiming medieval and indigenous epistemologies, it reframes the decolonization agenda as a practical strategy for institutional transformation, curriculum reform, and policy design.

Through cross-national studies and interdisciplinary methods, chapters document how medieval learning centers shaped disciplines, research cultures, and university-community linkages that survived colonial disruption. The collections demonstrates how integrating African ways of knowing can broaden methodological pluralism, strengthen university relevance, and resist global North hegemony. It highlights implications for governance and stakeholder engagement, proposing pathways for universities to become more responsive, equitable, and socially embedded.

Beyond Screen Time Guilt: The Role of TV and Video in Early Child Development by Cary Bazalgette offers a fresh and insightful perspective on babies' and toddlers' relationship with moving image media. Forget the guilt-inducing screen time rules and dire warnings about developmental harm - this book reveals what's really happening when your little one is captivated by their favourite show.

Drawing on meticulous observational research and 35 years of media education expertise, Cary Bazalgette uncovers the remarkable ways in which children under three actively engage with film and television. Bazalgette critiques the flawed research behind screen time rules, exposing the limitations of surveys and experimental studies in this context. She provides vivid examples of typical behaviours, such as spontaneous laughter, frightened responses, and apparent "addiction," while analysing the learning challenges that young children eagerly embrace. The book also emphasises the value of shared viewing experiences and offers detailed insights into how specific TV episodes foster learning.

With its clear style, good humour, and evidence-based reassurance, Beyond Screen Time Guilt is an essential read for parents, early childhood practitioners and students. It transforms how we understand the relationship between young children and moving image media, offering a refreshing and informed alternative to screen-use guidelines.

The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.

Building upon an adapted model of Positive Youth Development for Adolescent Girls of Color, emphasizing the strengths of girls of Color rather than their deficits, Exploring Educational and Developmental Experiences of Girls of Color presents a diverse set of perspectives in terms of authors' social identities, professional orientations, and developmental stages. Chapters examine the experiences of girl-identified adolescents of Color and the strengths, skills, and competencies that they use to navigate through their different educational contexts while simultaneously making sense of their intersectional identities.

Historicizing Linguistics and Language Learning in the Early Modern Period examines the study, description and teaching of languages between the fifteenth and eighteenth centuries, a period marked by intense linguistic contact, missionary expansion, vernacularisation and the circulation of pedagogical materials across Europe, the Americas, Africa and Asia. Bringing together the History of Linguistics, Missionary Linguistics and the History of Language Learning and Teaching, the volume explores how grammars, dictionaries, vocabularies, catechisms and manuals shaped early modern understandings of language, knowledge and education.

This book offers a wide-ranging set of case studies on linguistic description and language learning in missionary, colonial, educational and multilingual settings. Its chapters address Jesuit and Capuchin linguistic work in Brazil, Kongo, India and Japan, early lexicographical traditions in Kikongo and Tamil, Portuguese and Malayalam grammatical description, non-verbal communication in missionary accounts, Renaissance German language manuals, English-Algonquian encounters in seventeenth-century Massachusetts, and language instruction in Enlightenment Bohemia. Collectively, the volume shows how European grammatical models were transmitted, adapted, challenged and reconfigured when applied to diverse linguistic realities.

This volume will be essential reading for scholars and students of the history of linguistics, missionary linguistics, anthropological linguistics, early modern studies, historical sociolinguistics, language pedagogy, colonial and postcolonial studies, translation history and the history of education. It will also interest researchers working on language contact, linguistic documentation, multilingualism, intercultural communication and the global circulation of linguistic knowledge.

This book examines how Korean and Korean-related textbooks have contributed to the construction of nationalism, ideology, identity, memory, and belonging across diverse historical and geopolitical contexts.

Rather than treating textbooks as neutral teaching materials, it approaches them as cultural artefacts through which states, institutions, and diasporic communities transmit values, legitimise authority, organise cultural memory, and define collective identity. The chapters cover Japanese colonial Korea, the divided Korean Peninsula, representations of the Korean War, North Korean elementary education, South Korea's textbooks for overseas Koreans, Chongryon schools in Japan, Korean-language textbooks for Thai students, and ethnic Korean education in China. Across these settings, the book shows how textbooks have promoted colonial assimilation, Cold War division, anti-communism, leader-centred devotion, cultural diplomacy, diasporic nationalism, soft power, and ethnic assimilation. By combining critical discourse analysis, visual analysis, comparative textbook studies, and theories of nationalism, this volume demonstrates how textbooks shape children's understanding of history, authority, culture, citizenship, and belonging.

Highlighting the ideological importance of omissions, silences, and marginalised perspectives this will be valuable resource to students and scholars interested in the fields of education, nationalism, diaspora, language education, and East Asian studies.

Global health challenges are on the rise with health inequities growing. Higher Education and SDG3 explores how universities and colleges are advancing good health and well-being- from workforce development to innovative research, curriculum change and community efforts- higher education matters to delivering SDG3.

Curated global cases studies illustrate how higher education incorporates SDG3 into its education, research, and partnerships, chronicling good practice and what more needs to be done. From a global research university creating a new business school focused solely on health, to harnessing artificial intelligence to advance data-driven healthcare, supporting the road to universal healthcare, building programme content for the health professions, and a pan-institutional fellows programme addressing environmental justice, the book offers solutions. Detailed accounts enable others to tailor the examples to their local context and scale delivery to meet SDG3 targets.

Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

A Behavioral Approach to Youth Sports Coaching: Developing Skillfulness and Fair Play in Sports offers sport coaches key pedagogical strategies that will help the development of technical and tactical aspects of game play and strengthen players' understanding of game play in action (also referred to as "game sense") while giving a strong emphasis on the pedagogical dimensions of sport coaching as well as how to develop fair play.

Employing a well-established and evidence-based behavioral framework that can be used across sports and competition levels, A Behavioral Approach to Youth Sports Coaching includes strategies aimed at supporting players' fair play behavior, seen as an essential responsibility of coaches, especially given the ever-increasing industrialization of sport.

This new text is vital for students in the areas of coaching education, sport coaching, physical education, and coaching pedagogy.

This book examines Marshall McLuhan's work within the evolution of late-1960s progressive education and reappraises his role in the development of cutting-edge pedagogy.

By tracing the trajectory of McLuhan's emerging educational and media ecology philosophy from the 1950s to the late 1970s, this work locates and discusses the roots of an experimental, experiential, collaborative, integrated learning paradigm, achieved through what McLuhan called "the training of [students'] perception." In other words, the book demonstrates that much of what passes today for cutting-edge pedagogy-including experiential learning, blended learning, inquiry-based learning, discovery learning and other alternative educational methodologies-was anticipated, predicted, and often defined by McLuhan's education theory.

A fresh examination of one of education and media theory's key thinkers, this monograph will appeal to students and researchers working in educational technology, media studies, and progressive education.

Navigating Higher Education as Black Male Faculty: Strategies for Resilience, Mentorship, and Institutional Change centers the voices and lived realities of Black men in the academy, a space that promises equity yet perpetuates racial exclusion and marginalization.

Moving beyond deficit narratives, this book blends autoethnography, research-informed analysis, and practical toolkits to illuminate strategies for resilience, mentorship, and institutional transformation. Contributors surface daily experiences of bias, isolation, and hyper-visibility while offering actionable guidance for classroom practice, promotion, and policy design. It challenges symbolic diversity commitments, positioning Black male faculty as essential architects of systemic change. With case studies, reflection prompts, and concrete recommendations, this collection provides a roadmap for thriving and a blueprint for institutions committed to recruiting, supporting, and retaining diverse talent.

In a rapidly evolving educational landscape, LGBTQ+ beginning teachers still face systemic challenges, including heteronormative school cultures, lack of representation, and inconsistent institutional support. LGBTQ+ Inclusion in Teacher Education is the essential guide for transforming teacher education and early career support into truly inclusive, affirming practice.

In four distinct parts, the book guides readers from entry into the profession, through mentoring and identity development, to inclusive pedagogy and, finally, the systems of leadership, policy and school culture that shape long-term belonging and progression.

Rooted in research but practice led, the lived experiences of LGBTQ+ teachers and teacher educators provide a vivid account of navigating Initial Teacher Education as a beginning teacher. Together, the chapters show that LGBTQ+ inclusion must not be an optional add-on, but a foundational element of teacher education and school leadership.

Across the four sections, each author demonstrates how early choices, professional relationships, classroom practice and institutional structures collectively enable or constrain LGBTQ+ teachers, while equipping readers with research informed strategies to build more inclusive, affirming and sustainable educational environments.

Whether you are a beginning teacher, teacher educator, school leader or mentor, LGBTQ+ Inclusion in Teacher Education equips you to create affirming environments where all educators, and by extension, all pupils, can thrive. In a time when LGBTQ+ rights and representation in education are increasingly politicised, this is a timely, hopeful roadmap for lasting change.

Founded in 1876 as the Agricultural and Mechanical College of Texas, Texas A&M University began with just forty students, six faculty members, and a mission to educate young men in agriculture and mechanics. Over the following 150 years, the institution evolved into one of the largest public universities in the United States, enrolling more than 81,000 students and counting more than half a million former students among its global community. What Endures: A Visual History of Texas A&M University celebrates this remarkable journey through a rich illustrated history drawn from the university's archival collection.

Compiled by university archivists Emily R. Amos, Robin Brandt Hutchison '91, and Krista Jones Oldham, this illustrated volume brings Texas A&M's past to life through photographs, documents, and artifacts. Readers will discover early campus scenes, architectural drawings, historic photographs, and memorabilia from athletics and the Corps of Cadets, along with glimpses of the traditions and milestones that shaped the Aggie experience. Organized by decade, the book invites readers to explore how Texas A&M has changed over time from its earliest years as an all-male military college to a modern research university with a global impact. Each section highlights defining moments as well as everyday life on campus, bringing the people, places, and traditions of Aggieland to life.

This special, heavily illustrated book depicting Texas A&M University's rich history will appeal to current and former students alike, Aggie fans in general, and anyone interested in the history of higher education.

A U.S. History of Pilot Training and Education explores the evolution of pilot training, from the Wright brothers' first flights to the advanced simulation systems of modern aviation. It delves into the challenges, innovations, and milestones that have shaped pilot education over the past 120 years, offering a unique perspective on how training has adapted to meet the demands of an ever-changing industry.

Through detailed research and firsthand insights, the book examines the pivotal moments in aviation history, including the impact of World War I and II on training methods, the rise of university-based aviation programs, and key differences in international training versus U.S.-based training. It also discusses the technological advancements that have revolutionized pilot education, from early flight simulators to today's computer-based training systems.

Flight instructors, aviation students, and pilots will benefit from historical and modern-day insights into the developing design and approaches to pilot training.

Living Sustainability in Higher Education offers a new way of visualising the university: as an arena in which ideas of sustainability and justice manifest in the daily interactions that occur between students, academics and the myriad communities that live and work in and around campus.

Rather than content to be taught, it presents sustainability as something that is lived. Every decision, by individuals, institutions and governments, is simultaneously sustainable and unsustainable, just and unjust. They result in some societal objectives being advanced and others frustrated; one group of stakeholders advantaged over another. The book's central contention is that the totality of the university experience, and the challenges and opportunities that this comprises, enables a person to learn how to navigate these tensions throughout their lifetime.

Essential reading for anyone interested in how higher education sustainability can be improved, this key title is grounded in the theoretical frameworks of sustainability learning, environmental justice and nexus. Showcasing pedagogical innovations and best practices using a global range of institutions, a powerful argument is made for higher education to move beyond its current structures and 'ways of doing' to embrace more progressive pedagogies that have sustainability and justice at their core.

This book explores how Education for Sustainability and the Environment (ESE) can form an integral part of the teaching of fiction, drama, and poetry with teenage and adult learners.

Building on posthumanism, postcritique, and resonance theory, this book answers an important question: since the environment can no longer be regarded as a fixed backdrop for human action, how can literature help students live and thrive in the Anthropocene? Engaging with empirical case studies of creative and exploratory teaching, and couched in theory drawn from pedagogy and the Environmental Humanities, the book argues that good ESE in the context of literary education must start from an understanding of what good literary pedagogy is. As such, it rejects the common search for texts that transform learners into sustainable citizens, viewing this as an instrumentalization of literature which is unsustainable in its own right. Instead, the book highlights the potential of literary reading and discussion in honing students' capacities for critical thinking, tolerance of viewpoint diversity, and dwelling on complex societal and existential dilemmas. Its case studies feature high school and university students, practicing teachers, and students of Norwegian as a second language, who each work on high-quality texts of poetry, drama, and narrative fiction. A central aim is to provide inspiration for practitioners who wish to integrate ESE in their teaching of literature without becoming didactic or compromising on the analytical, ethical, and creative potential of imaginative literature. It features thorough descriptions of pedagogical approaches and explains how they can be adapted in diverse settings.

Sustainable Literary Classrooms will provide student teachers and teachers of literature on all levels with theoretical motivations and pedagogical ideas for integrating ESE in the literary classroom.

The COVID-19 pandemic rapidly transformed the lives of children, young people and families. Depicting the schooling and educational experiences of children, their families and educators during the pandemic in Northern England, Schools and Families on the Frontline highlights the educational inequalities exasperated by the pandemic and critically analyses what this means for education moving forward.

Prioritising the voices of key groups who were often 'talked about' during the pandemic, but seldom 'talked to', this edited collection is a unique in-depth socio-geographical anthology that incorporates a variety of key, but different voices working with academics to show how wider national policy shifts effected one specific locality. Focusing on wellbeing, relationships, education, home-schooling and employment experiences of families, young people and children in England, the chapters shed critical light on how the COVID-19 pandemic and subsequent lockdowns were experienced very differently by different groups of people and as such this book speaks to those interested in inequalities as voiced by those who lived through the experience as it happened.

Reflecting carefully on what these experiences mean for schooling and education more broadly in the decades that follow the advent of COVID-19, this is a much-needed platform for future work and research to build upon the multiple ripple effects such a poignant point in time created in relation to schools, education and society more broadly.

Childhood and Sport presents a critical account of children's engagement with sport, illustrating the social significance of sport for children themselves, their families, communities and wider society. Addressing a gap in sociological research, this book foregrounds children's own voices, challenges adult-dominated narratives and repositions children as active agents in their sporting lives.

Drawing on qualitative data from focus group interviews with 147 children aged ten to twelve, the book adopts a critical childhood studies perspective to centre children's experiences in sport. Across five studies, the book navigates children's views on parental involvement, the intensification of sport, children's sporting role models and the construction of girls' and boys' gendered identities through sport. Informed by sociological theorists such as Bourdieu, Lareau and Butler, the analysis outlines how classed processes, parental cultivation practices and gender performances shape children's participation in sport. Placing children's rich descriptive experiences to the fore, the book reveals the social and cultural stratification and the adult-oriented nature of children's sport, thereby promoting a nuanced understanding of children's sporting identities.

One of few academic texts that combines sport and critical childhood perspectives, this book will appeal to students, academics, and researchers in the fields of childhood studies, sport sociology, education, and leisure studies. It is also a valuable resource for practitioners, coaches, teachers, and policymakers seeking to better understand, support and enhance children's engagement with sport.

Drawing upon the work of philosopher John Dewey, A Deweyan Approach to Teaching Literary Inquiry describes an inquiry-based, process-oriented approach to making meaning from literary texts.

Beginning with a Deweyan examination of why we teach literature, the book then presents its central argument: that textual inquiry should be at the heart of literary education. The chapters systematically address each step in the meaning-making process, offering practical, classroom-tested strategies drawn from the author's forty-year teaching career. This flexible framework transcends specific texts and grade levels, providing educators with a replicable approach that teaches students not what to think about literature, but how to think through it, equipping them with intellectual tools for independent, rigorous reading.

This volume is an essential resource for anyone seeking to move beyond traditional lecture-based approaches to literary study. It will appeal to educators committed to student-centered pedagogy, critical thinking, and the development of transferable reading skills that serve students across disciplines.

Innovative Pedagogies and Ethics in the Age of AI meets the challenges of an era defined by rapidly accelerating artificial intelligence (AI) in higher education. Scholars offer pedagogical innovations in ethics and inclusion vital to the future of teaching and learning. Their research provides theoretical explorations, practical applications, and adaptable frameworks to generate pedagogies that foster meaningful, socially responsible teaching and learning in the age of AI.

The volume brings together leading teacher-scholars from tech ethics, media, communication, the humanities, the social sciences, and STEM. Authors examine how AI is reshaping the conditions of teaching and knowledge production in order to provide both discipline-specific critical guidance and interdisciplinary strategies indispensable to the emergent AI landscape.

Sponsored by the Communication, Information Technologies, and Media Sociology section of the American Sociological Association (CITAMS), Volume 30 of Studies in Media and Communications meets the demand for new forms of critical, inclusive, and ethically grounded pedagogy.

Refugee Education in Canada is a timely exploration of the politics of belonging, complexities, challenges and successes that contextualize refugee education in publicly funded K-12 education.

This Canadian perspective explores the convergences and divergences of refugee education policies, practices, discourses, and narratives informing supporting refugee child and youth integration into education by offering insights to how these various factors shape refugee access to education. Drawing on the perspectives of diverse voices advocating for refugee educational structures that are antiracist, culturally responsive, trauma-informed and grounded in the lived experiences of refugee students, parents and communities, this volume provides recommendations for shifts in policy and practice for teacher candidates, in-service teachers, social workers, settlement workers, administrators, and provincial and territorial policymakers.

Refugee Education in Canada is a much-needed project to ensure that faculties of education, school boards and policy making bodies are responsive to the unique needs of refugee students as Canadian schools support significant refugee student populations, particularly in urban areas.

This book interrogates the structural embedding of racism within educational systems and academia. It brings together an international cohort of scholars to explore how racialization operates across diverse institutional and national contexts. Through a focus on lived experiences and embodied knowledges, the book challenges dominant narratives and practices that perpetuate whiteness and inequality.

A central focus of the volume is the development of creative methodological approaches that center marginalized voices and challenge dominant ways of producing knowledge. Drawing on participatory, creative, and decolonial research practices, the book foregrounds the epistemic and political importance of "otherized" knowledges in understanding and transforming educational inequalities. By bridging theory and action, this collection offers alternative insights into how critical anti-racist praxis can be enacted within and beyond educational and academic contexts. It speaks to scholars, educators, and practitioners seeking to confront structural racism and collectively imagine and work towards more just and humanizing educational futures.

By foregrounding 'otherized' knowledges, this book not only documents the realities of racialised experiences but also envisions transformative possibilities for justice-oriented education. It is an essential resource for scholars and researchers of education, sociology, cultural studies and critical race studies. This essays in this volume were first published in the journal, Ethnic and Racial Studies.

The Emerald Handbook of Wellbeing in School Leadership is a comprehensive examination of how wellbeing can be understood, cultivated, and sustained across educational settings. Bringing together an international group of scholars and practitioners, chapters explore how school leaders, teachers, and systems can foster environments in which individuals and communities not only cope with challenge but also flourish.

This novel volume explores the relationships between religious education, indoctrination, and student freedom within faith schools, connecting local practices in Norway to broader international contexts to explore the wider implications of religious education in diverse settings.

Drawing on both theoretical discussions and empirical research, the book explores longstanding debates about faith schools' role in shaping students' beliefs and critical thinking. Chapters address key issues such as the risk of indoctrination in faith schools, the role of religious education, and the balance between religious influence and students' freedom. The book also delves into the philosophical foundations of freedom, autonomy, and critical thinking in education, emphasising their importance in counteracting indoctrination.

Through empirical examples from Norwegian faith school leaders, it analyses how these leaders navigate the challenges of indoctrination while fostering students' freedom of thought.

Critical Praxis of College Men and Masculinities: Experiences at the Intersections challenges long-standing assumptions about college men by moving beyond the dominant narrative that treats them as a monolithic group. For nearly four decades, scholarship and practice have largely centered on engaging straight, White, cisgender men in conversations about gender identity and privilege. While these efforts have been valuable, they often overlook the complex realities faced by college men with intersecting marginalized identities.

As student populations grow increasingly diverse, educators and scholars must adopt critical frameworks that foreground systems of oppression and recognize the nuanced experiences of all college men. This book offers a timely and transformative contribution to the field by bridging critical theory, educational practice, and empirical research. It highlights the importance of understanding how race, class, sexuality, ability, and other social identities intersect with gender to shape the lived experiences of college men. Drawing on recent studies, successful initiatives, and praxis-based approaches, this book equips readers with tools to support and engage college men in more inclusive and equity-driven ways.

Grounded in critical theories, Critical Praxis of College Men and Masculinities invites educators, researchers, and practitioners to rethink how masculinities are constructed and supported in higher education. Through this exploration, the book aims to foster more just, diverse, and inclusive environments for all students.

This book is a practical guide to empowering and supporting girls aged 9-16 through group work. It provides tried-and-tested workshops and activities that are designed to help girls build their knowledge, skills, and opinions around topics that matter to them. Highlighting the power of belonging and showcasing how group dynamics can build girls' confidence and resilience, the book offers a step-by-step guide for running engaging and meaningful sessions that will boost their confidence and resilience.

Each workshop is designed to last 90 minutes to 2 hours but flexible enough to be adapted into shorter activities, stand-alone sessions, or incorporated into a broader programme. Focusing on key topics that are important to girls and young women, the chapters cover:

• Self: Exploring individuality, values, strengths, and differences.
• Being a Girl: Understanding puberty and developing positive body image.
• Mental and Emotional Wellbeing: Building resilience, managing stress, and coping with anger, anxiety, and pressure.
• Relationships: Navigating friendships and fostering healthy relationships.
• Goals and Aspirations: Setting goals, challenging stereotypes, and overcoming barriers.
• Leadership and Change: Encouraging girls to lead and make a difference.

Whether you're a teacher, youth worker, or facilitator, this book equips you with practical tools and activities that meet the real needs of girls and young women today and help them reflect, learn and grow.

In the spring of 1968, Columbia University erupted. Students occupied buildings, confronted the university's administration, and demanded institutional change in a watershed moment for American activism. As both witness and participant, renowned sociologist Immanuel Wallerstein captured this pivotal uprising with unparalleled clarity and insight.

This essential reissue of University in Turmoil returns Wallerstein's penetrating analysis to a new generation grappling with similar questions of power, purpose, and protest within academic institutions. His firsthand account illuminates not just what happened during those tumultuous weeks, but why those events still matter in our ongoing struggle to reimagine the university as a site of social transformation. This new edition features a thought-provoking and comprehensive introduction by political theorist Jodi Dean that situates this work within Wallerstein's broader intellectual project, from world-systems analysis to his critiques of global capitalism, to demonstrate how the Columbia conflict connects to Wallerstein's groundbreaking theories on structural inequality, institutional power, and social movements. As today's students confront issues from climate justice to racial equity, from economic precarity to geopolitical conflict, Wallerstein's insights resonate with renewed urgency, revealing the university not merely as a backdrop for protest but as a contested terrain where broader societal struggles are enacted and reimagined.

Both historical document and theoretical framework, University in Turmoil offers an indispensable perspective for anyone seeking to understand the complex relationship between academic institutions, student activism, and social change-then and now.

Featuring real-world examples and ethical guidance, the authors demystify prompt engineering, showing you how to craft effective prompts, streamline research, generate teaching materials, and foster creativity in both classroom and scholarly settings. With a focus on responsible management and quality education, chapters not only equip you with future-proof skills but also address the ethical considerations of AI in education.

Discover how to boost productivity, maintain academic integrity, and stay ahead in a rapidly evolving digital landscape.

This collection offers a nuanced portrait of the policies, practices, and pedagogies which inform and are informed by the sociopolitics of scholarly publication at the graduate level.

The volume explores how these dynamics of knowledge production and dissemination impact the academic careers of novice scholarly writers at the MA and PhD level. Aiming to demystify scholarly writing at this level, the book features perspectives from diverse stakeholders, from educators to researchers to administrators to junior scholars themselves. Key issues under discussion include discursive and non-discursive challenges; development of the required literacies for successful publication; the effects of institutional, local, national, and international policies; graduate scholars' mental health and wellbeing; and the affordances and limitations of artificial intelligence. Taken together, the work provides new insights into the complexities involved in graduate scholars' journeys through the scholarly publication process.

This book will be of interest to graduate students, researchers, and other key stakeholders in applied linguistics, English for Research Publication Purposes, TESOL, language and education, and writing studies.

Part of the ground-breaking series Key Thinkers in English and the Language Arts, this seminal text focuses on the work of Margaret Meek Spencer who left a remarkably prolific range of publications over six decades.

With huge influence on literacy teaching both nationally and internationally, this text provides a balanced, wide-ranging and critical evaluation of her contributions to principles and practices within the areas of not only literature and literacy but also her influences upon pedagogy and policy. Colin Meek spotlights the relevance of her work within contemporary landscapes of policy and practice and reflects on the influences she had on many of her students who went on to became leaders within the field of language and literacy education. Chapters also cover the centrality of literature to the growth of children's intellectual development, which draws upon Meek's deep understanding of psychology.

This text offers readers the chance to be involved in a critical conversation which will reflect and build upon Meek's range of writing and her ground-breaking stances on pedagogy and policy.