Public school classrooms around the world have the power to shape and transform youth culture and identity. In this book, Mneesha Gellman examines how Indigenous high school students resist assimilation and assert their identities through access to Indigenous language classes in public schools. Drawing on ethnographic accounts, qualitative interviews, focus groups, and surveys, Gellman's fieldwork examines and compares the experiences of students in Yurok language courses in Northern California and Zapotec courses in Oaxaca, Mexico. She contends that this access to Indigenous language instruction in secondary schooling serves as an arena for Indigenous students to develop their sense of identity and agency, and provides them tools and strategies for civic, social, and political participation, sometimes in unexpected ways.
Showcasing young people's voices, and those of their teachers and community members, in the fight for culturally relevant curricula and educational success, Gellman demonstrates how the Indigenous language classroom enables students to understand, articulate, and resist the systemic erasure and destruction of their culture embedded in state agendas and educational curricula. Access to Indigenous language education, she shows, has positive effects not only for Indigenous students, but for their non-Indigenous peers as well, enabling them to become allies in the struggle for Indigenous cultural survival. Through collaborative methodology that engages in research with, not on, Indigenous communities, Indigenous Language Politics in the Schoolroom explores what it means to be young, Indigenous, and working for social change in the twenty-first century.

This open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time.

Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena.

Liu and Cowan offer a unique in-depth study of educational development and social transformation in rural China. It foregrounds identifiable settings and personalities, engaging readers with the voices and experiences of people who are involved with the education system.

This book explores the link between educational transformation and local economic regeneration. The research covers important phases of the educational development programme outlined by the County's tow five-year education plans. It records a wide range of perspectives on Chinese rural education from stakeholders engaged with the education service. It reveals the contingent and different factors that lie behind the complex pattern of the educational development process. This research also illustrates how education policy is administered and driven forward through the local officers working closely with school leaders.

This intriguing look at rural Chinese educational development will interest academics and students specializing in the study of education and international development, Chinese education and society, education policy studies and modern China studies

Teaching Enslavement in American History provides classroom teachers with the resources necessary to navigate one of the most difficult topics in any history course. This volume is the product of a collaboration between three university professors and a team of experienced middle and high school teachers. Its nine chapters include the context for topics like the middle passage, the Constitution's position on enslavement, African cultural retention, and resistance to enslavement. The resources include 18 lesson plans and dozens of short primary and secondary sources modeled on document-based questions and the inquiry design model.

Real teaching requires courage, a deep understanding of the complexity of the subject matter, and skillful use of primary sources. Rather than teaching students what to think, Teaching Enslavement in American History pushes students to learn how to think: empirical argumentation, source evaluation, understanding of change-over-time, and analysis of historical context. The lessons in this book ask students to read, analyze, and contextualize a variety of primary sources, to identify the limitations of these sources and to articulate historical contradiction where it occurs. At the heart of this book is the belief that historical consciousness leads to societal change. Teaching about enslavement is not merely about teaching a curriculum, it is about molding citizens who will lead our democracy in its journey to become a more perfect union.

?This textbook introduces international education scholars, professionals and graduate students to quantitative research methods. It provides them with the most foundational and useful concepts in quantitative analysis, using international education themes for all examples and practice problems. Readers will have a foundation to pursue more advanced methods and analyses, whether through formal training or future individual study.

This book proposes some insights and ideas into how education might be humanized. The chapters inform, provoke, and guide further inquiries into imagining and actualizing human education. It presents the view that education should be primarily understood as human education, which offers universal good for the entire planet. It centres around the significant values that make life, in a holistic sense, meaningful, worthwhile, and socially just. It discusses the fundamental idea that human education is the key to peace, individual and social freedoms, social justice and harmony, fraternity and happiness all over the world, and how educational ideals and methods must be reconsidered to achieve this end.

This book proposes a new way for scholars in, for example, Education, Literary Studies, and Philosophy to approach texts and other phenomena through the concept and practice of translation. Its interdisciplinary perspective makes the book of value for graduate students and scholars in the Humanities and Social Sciences. The unique take on translation as related to the notion of aporia is applied to a number of seminal and classical texts within literature, poetry, and philosophy, which gives the reader new understandings of the workings of language and what happens within and between languages, as well as within and between disciplines, when some form of interpretation or analysis is at work. Importantly, the book develops the notion of aporias of translation as a way to learn and develop our understanding of texts and phenomena, and thus functions as a pedagogical process, which helps us come to terms with the boundaries of language and academic disciplines.

This book argues that global crises such as the present Covid-19 pandemic are correlates of the contemporary thought regime that it calls technohumanism. Taking up the pandemic as the central case in point, the book shows how the basic assumptions of technohumanism encourage large-scale dependencies and a consequent loss of endurance in the populace. Next, it shows that a form of recuperation can be pedagogically attempted by means of a "psychoanalysis" of thought which releases it from the humanist limits placed on it. To do this, it introduces the notion of a living unconscious as distinct from the Freudian Unconscious, and argues that in the living unconscious there is no distinction between the prehuman and the posthuman, and a posthumanist pedagogy can be constructed on the basis of an adequate transfer of prehuman dynamism.

For Charles V and Philip II, both of whom expected to continue the momentum of the Reconquista into a campaign against Islam, the theology and political successes of Martin Luther and John Calvin menaced not just the possibility of a universal empire, but the survival of the Habsburg monarchy. Moreover, the Protestant Reformation stimulated changes within Spain and other Habsburg domains, reinvigorating the Spanish Inquisition against new enemies, reinforcing Catholic orthodoxy, and restricting the reach of the Renaissance and Scientific Revolution.

This book argues that the Protestant Reformation was an existential threat to the Catholic Habsburg monarchy of the sixteenth century and the greatest danger to its political and religious authority in Europe and the world. Spain's war on the Reformation was a war for the future of Europe, in which the Spanish Inquisition was the most effective weapon. This war, led by Charles V and Philip II was in the end a triumphant failure: Spain remained Catholic, but its enemies embraced Protestantism in an enduring way, even as Spain's vision for a global monarchy faced military, political, and economic defeats in Europe and the broader world.

Spain and the Protestant Reformation will appeal to researchers and students alike interested in the history and society of Early Modern Spain.

This book contains a series of unique international contributions that explore risk in partnerships involving education. Presenting a range of theoretical, methodological and practical perspectives, the book discusses aspects such as the role of motivation, leadership, process and context in such partnerships and provides examples of research methods for examining them. It illuminates the different histories and disciplinary backgrounds of partners, showing that risk can reside in the different expectations, understandings and interpretations that each partner brings to educational partnerships. The eighteen chapters discuss critical examinations of educational partnerships from very different perspectives, including formal learning institutions and community partners, and include the voices from children, students, teachers and policy makers. The book provides insights for everyone who is considering the challenges that can arise in partnerships and will be useful for researchers at different levels and those who are planning to forge new partnerships or think about what may present itself to be a challenge, and how to address and overcome such challenges.

Sexology: The Basics is the contemporary manual of human sexuality, eroticism, and intimate relationships. It takes you to every corner of the human erotic mind and physiological arousal response for a thorough understanding of all the functional parts of our sexualities, including how we bond, love and have sex from a broad perspective of diversities in sex, gender, and relationships, from monogamy to polyamory, Vanilla to Kink. This book bridges the gaps in our knowledge of sex education.

It is the ultimate guide to answering all the questions you never dared to ask, whether you are a student or a professional, or want to make sense of our often confusing erotic world.

This book examines the intersections between children, education and geography. With a particular focus on children's geographies and geographies of education, the book draws upon cutting-edge research to consider how geographical education can be enhanced through increased engagement with these fields.

The book is underpinned by the position that the lives of children and young people are inherently geographical, as are educational institutions, systems and processes. The volume explores the ways in which the diverse relationships between children, education and geography can enrich research and work with, and for, children and young people. Chapters in this book consider how in/justices are (re)produced through education. Chapters also explore how insights generated by thinking in, and across, geography and education can be used to support and empower young people in both formal education and in their everyday lives.

Ultimately, this book is written for children and young people. Not as the readership, but as people, often marginalised in decision making at a variety of scales in education, and who, we contend should be at the heart of all educational thinking. The book is of value to undergraduate and post graduate students interested in geography education and children's geographies, as well as teachers of geography, both new and experienced.

Isocrates is one of the most remarkable and influential figures in the history of human thought. The influence of his ideas in the history of historical writing, rhetoric, the visual arts, music, religion and theology, political science, philosophy and, above all, educational philosophy and practice in Europe, Australia, North America, North Africa, and the Middle East are well established and widely known.

This book argues careful study of the educational philosophy of Isocrates and its legacy can contribute to an improved understanding of the historiography of educational thought, his distinctive normative methodology in both political and educational philosophy, and his arguments about the primary importance of the virtues of self-knowledge and realistic self-appraisal for educational philosophers and practitioners.

At a time when educational philosophy has an increasingly precarious academic existence and educationists are actively seeking new historiographical and methodological approaches to the philosophical study of education, there is much to be gained by recovering and reevaluating the historiography and normative methodology of Isocrates and the role they play in educational discourse and practice today.

This book introduces readers to the writing of the French philosopher, Jacques Ranciere, and discusses the uptake of his work in education. Written from a personal perspective, the book tells the story of the author's engagement with Ranciere's writing as an educational researcher. The first part of the book introduces Ranciere's interventions on democracy and politics, art and aesthetics, emancipation, and education. The second part of the book analyses how Ranciere's writing has been taken up in considerations of emancipatory, democratic, and political education, art(s) education, and innovative work in educational research. The final part of the book appraises the significance of Ranciere's writing for education and considers the difficult task of applying his insights to educational scholarship.

Rachel and Margaret McMillan, Maria Montessori and Susan Isaacs have had a major impact on contemporary early years curriculum theory and practice. This insightful book introduces students and practitioners to the ideas, philosophies and writings of these key early thinkers in early childhood education and shows how they relate to quality early years provision today. This new and revised edition introduces another pioneer, Charlotte Mason (1832-1923), who saw learning as a lifestyle, rather than a means for passing tests and doing a set number of tasks, sentiments which resonate strongly today.

The book explores the influences that shaped the ideas, values and beliefs of each pioneer and clearly demonstrates how they have each contributed to our knowledge of young children's learning and development. It then examines these in the context of current policy to highlight the key ideas that practitioners should consider when reflecting on their own practice. Features include:

• Summaries of each pioneer's ideas and their influence on contemporary practice
• Practical examples to illustrate key principles
• Reflective questions to encourage practitioners to develop and improve their own practice
• Case studies and conversations from both England and Sweden to help further the application of knowledge into practice

Written to support the work of all those in the field of early childhood education, this book will be invaluable to students and practitioners who wish to fully understand the lasting legacies of these five influential women.

This book explores the application of Soft Systems Methodology in educational research as a qualitative research tool to generate theory, and identifies the mechanisms that engender the behaviours and discourse of social groups. Grounded within the literature from philosophy and science, the approach is predicated on the ontology and epistemology of critical realism. The authors consider the tenets of systems thinking, recognizing that emergent features appear at higher levels of complexity within a hierarchy and that unintended consequences can occur when making decisions in complex situations with interacting components.

The central element of the book is the formulation of a research strategy entitled 'Worldview, Metaphor and Power of Social Objects' (Womposo) and its application to a research study of the practicum experience of teachers in training. Integral to the methodology is the creation of rich pictures and diagrams. Additionally, images representing different stakeholders' views of the whole system are presented in revealing illustrations, allowing the reader to grasp each holistic metaphor. It is suitable for postgraduate students and researchers in education and other social science programmes

This volume investigates the role of the arts in character education. Bringing together insights from esteemed philosophers and educationalists, it looks to the arts for insight into human character and explores the arts' relationship to human flourishing and the development of the virtues.

Focusing on the moral value of art and considering questions of whether there can be educational value in imaginative and non-narrative art, the nine chapters herein critically examine whether poetry, music, literature, films, television series, videogames, and even gardening may improve our understanding of human character, sharpen our moral judgement, inculcate or refine certain skills required for virtue, or perhaps cultivate certain virtues (or vices) themselves.

Bringing together research on aesthetics, ethics, moral and character education, this book will appeal to students, researchers and academics of philosophy, arts, and education as well as philosophers of education, morality, aesthetics, and teachers of the arts.

While engaging with the current political-educational climate of England, this book offers a timely contribution to debates around questions of knowledge in relation to education and school-level English by drawing together theories of individual and disciplinary knowledge.

The book provides a philosophical conception of knowledge - as fundamentally embodied at the level of the individual, and a matter of cultural form at the level of shared or "common" knowledge - and an analysis of the implications of this for schooled English. The research draws from various related fields including literary criticism, philosophy (of knowledge and of symbolic form), and phenomenology. The book rethinks general notions of knowledge and lays out the problems that exist within knowledge and language systems in education, especially secondary and university levels.

This highly relevant and informative book offers an insightful resource for academics, researchers, and post-graduate students in the fields of education studies, educational policy and politics, philosophy of education, and literature studies.

Learning and life are filled with uncertainty. Although the experience of uncertainty can cause emotional discomfort or cognitive rigidity, uncertainty serves as a catalyst and condition for change. In this way, uncertainty represents a core facet in the interrelationship among creativity, learning, and development. Considerations for both the benefits and potential costs of uncertainty will be addressed in this volume with an aim of understanding how uncertainty can be better understood in light of creativity, learning, and development. Taken together this volume stands to contribute to our collective understandingof the role that uncertainty plays in learning and life and highlights how conceptualizing and studying uncertainty in new ways can promote positive and lasting change.

How are Christians capable of believing? Is it faith or delusion? Or is there something wrong with me? I do not believe in spirits, gods, miracles, resurrection or eternal life. But I will seek to cast off my prejudices and give God a chance. At least for a year.

Danish writer Svend Brinkmann spent a year with God, exploring faith and religion through the eyes of a sceptic. Each month, from January to December, he grappled with questions that had nagged at him since he was a child: Why does God let the innocent suffer? Does science disprove the existence of God? Does faith make you a better person? Can you doubt and still believe? It became a year of deep reflection and surprising revelations that challenged the bounds of his scientific worldview and led him to a new appreciation of faith and its place within a secular, mostly fulfilled life.

This book addresses common themes relating to the teaching and research nexus in the knowledge-based society through historical, comparative and empirical perspectives. It analyzes traditions of academic systems and national initiatives, and other factors affecting the main characteristics of the teaching and research nexus in eleven case countries from Asia, Europe, North America and South America.

The book identifies key challenges of the academy, and trends in relation to the teaching and research nexus. The focus of case countries is on the attitudes and activities of the academy, as reported in the international comparative survey "The Academic Profession in the Knowledge-Based Society" (APIKS) in 2017-18. The data compared with previous international comparative survey "The Changing Academic Profession" (CAP) in 2007-08 in most chapters to make time series changes.

The book discusses the teaching and research nexus in the case countries similar to and different from those of reference countries drawing on findings from the international databanks of the two international comparative surveys and previous research.

Between 1849 and 1930, schooling in what is now British Columbia supported the development of a capitalist settler society. Lessons in Legitimacy examines government-assisted schooling for Indigenous and non-Indigenous peoples - public schools, Indian Day Schools, and Indian Residential Schools - in one analytical frame. Sean Carleton demonstrates how church and state officials administered different school systems that trained Indigenous and settler children and youth to take up and accept unequal roles in the emerging social order. This important study reveals how an understanding of the historical uses of schooling can inform contemporary discussions about the role of education in reconciliation and improving Indigenous-settler relations.