This book is an ethnographic case study of Sufi ritual practice and embodied experience amongst female members of the Naqshbandi community. Drawing on fieldwork in Cape Town, South Africa, and Lefke, Cyprus (2013/2014), the author examines women's experiences within a particular performance of Sufi tradition. The focus is on the ritual named hadra, involving the recital of sacred texts, music, and body movement, where the goal is for the individual to reach a state of intimacy with God. The volume considers Sufi practice as a form of embodied cultural behavior, religious identity, and selfhood construction. It explains how Muslim women's participation in hadra ritual life reflects religious and cultural ideas about the body, the body's movement, and embodied selfhood expression within the ritual experience. Sufi Women, Ritual Embodiment and the 'Self' engages with studies in Sufism, symbolic anthropology, ethnography, dance, and somatic studies. Contributing to discussions of religion, gender, and the body, the book will be of interest to scholars from anthropology, sociology, religious ritual studies, Sufism and gender studies, and performance studies.

In the history of education, the question of how computers were introduced into European classrooms has so far been largely neglected. This edited volume strives to address this gap. The contributions shed light on the computerization of education from a historical perspective, by attending closely to the different actors involved - such as politicians, computer manufacturers, teachers, and students -, political rationales and ideologies, as well as financial, political, or organizational structures and relations.

The case studies highlight differences in political and economic power, as well as in ideological reasoning and the priorities set by different stakeholders in the process of introducing computers into education. However, the contributions also demonstrate that simple cold war narratives fail to capture the complex dynamics and entanglements in the history of computers as an educational technology and a subject taught in schools.

The edited volume thus provides a comprehensive historical understanding of the role of education in an emerging digital society.

Set against the increasing use of English-medium higher education across the world, this book brings together researchers and practitioners who, despite coming from very different geopolitical areas and pursuing distinct research objectives, coincide in their use of the ROAD-MAPPING conceptual framework.

With the use of this framework and its six interrelated dimensions, the nine studies included in this volume explore key topics for English-Medium Education in Multilingual University Settings (EMEMUS) from diverse perspectives. These range from multi-sited, meta-level approaches critically analysing different countries and their realisations of EMEMUS to using ROAD-MAPPING as a methodological tool to analyse all its dimensions or place the lens on a particular aspect. By doing so, the contributions demonstrate the strength of the ROAD-MAPPING framework for investigating and understanding the complex nature of EMEMUS.

The volume makes a valuable contribution to the development of EMEMUS research and is thus highly recommended for scholars, policymakers and students interested in one of the most fast-growing (and contested) research areas in applied linguistics today.

Volume 2: Objects, People and Texts explores the movement of individuals and peoples and the circulation of material objects and books and texts. Through a series of short chapters, mobility is employed as an elastic, inclusive and multifaceted concept across various disciplines to shed light on a geographically and chronologically broad range of issues and case studies. In doing so, the concept of mobility is positioned as a powerful catalyst for historical change and as a fruitful approach to research in the humanities and social sciences.

Like its sister volume, this volume is edited and written by members of the Centre for Advanced Studies in Mobility and the Humanities (MoHu) at the Department of Historical and Geographical Sciences and The Ancient World (DiSSGeA) of the University of Padua, Italy. The structure of the book mirrors the Theories and Methods, and Ideas thematic research clusters of the Centre. Afterwords from leading scholars from other institutions synthesise and reflect upon the findings of each section.

This volume, together with Volume 1: Theories, Methods and Ideas, makes a compelling case for the use of mobility studies as a research framework in the humanities and social sciences. As such, it will be of interest to students and researchers in various disciplines.

The colonial past through objects of sound

The Berlin Sound Archive (Lautarchiv) consists of an extensive collection of sound recordings, compiled for scientific purposes in the first half of the 20th century. Recorded on shellac are stories and songs, personal testimonies and poems, glossaries and numbers. This book engages with the archive by consistently focusing on recordings produced under colonial conditions.

With a firm commitment to postcolonial scholarship, Absent Presences in the Colonial Archive is a historical ethnography of a metropolitan institution that participated in the production and preservation of colonial structures of power and knowledge. The book examines sound objects and listening practices that render the coloniality of knowledge fragile and inconsistent, revealing the absent presences of colonial subjects who are given little or no place in established national narratives and collective memories.

Ebook available in Open Access.
This publication is GPRC-labeled (Guaranteed Peer-Reviewed Content).

Dealing with the colonial archive entails acknowledging the inability to know everything, accounting for the archive's limited and incomplete condition. Dealing with the colonial archive is not merely about stories of the past but also about the history of the present, and how it is interrupted by the past. - Irene Hilden, in conversation with New Books Network

This book discusses LGBTI+ childhood from a critical, interdisciplinary perspective with the aim of contributing to a better understanding of the complex relationship between sexuality, gender and childhood.

Placing adultcentrism at the centre of the analytical inquiry, the international range of contributors consider experiences and subjectivities of children, their families and significant contexts. Topics covered include public policies, professional practices and care provision, as well as the tensions and contradictions stemming from the logics of otherness and exceptionality which populate dominant discourses, representations and practices around sex and gender in childhood.

This book is intended for researchers and students in gender studies, sexuality studies, education, health, childhood studies and sociology.

This text offers students rich local cultural examples of Early Childhood Education from around the world. Informed by first-hand research and practice, the book provides authentic snapshots of ECE from countries, including Afghanistan, Australia, Ghana, Nigeria, Brazil, Eswatini, Mongolia, Nepal, Sami children of Finland, and Syrian refugee children, enabling readers to better understand the wider determinants influencing the multiplicity and diversity of children's daily experiences. With expert contributors drawn from across the world, this book is essential reading for those interested in global perspectives on early childhood.

Dr Naomi McLeod is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University.

Dr Emem E.Okon develops professional development programmes for educational practitioners in Nigeria.

Diane Garrison is an anti-racist, educator, leader and community mentor.

Dr Diane Boyd is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University.

Dr Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University.

Assessment is a central part of teaching and learning in higher education and an area in which many university teachers lack confidence.

Designed to work across academic disciplines, this is a practical, theory-informed resource for anyone in the higher education sector. It offers an in-depth view of assessment, exploring current practice and contemporary challenges. It offers guidance on contextual assessment design and the teaching that can support this, alongside a deep dive on marking, feedback and common assessment challenges.

The final third of the book offers practical templates for a wide range of common assessment types including case studies, competence portfolios, essays and dissertations.

Rachel Forsyth is an educational developer who works at Lund University, Sweden.

Volume 1: Theories, Methods and Ideas explores the mobility of ideas through time and space and how interdisciplinary theories and methodological approaches used in mobilities studies can be profitably utilised within the humanities and social sciences. Through a series of short chapters, mobility is employed as an elastic, inclusive and multifaceted concept across various disciplines to shed light on a geographically and chronologically broad range of issues and case studies. In doing so, the concept of mobility is positioned as a powerful catalyst for historical change and as a fruitful approach to research in the humanities and social sciences.

Like its sister volume, this volume is edited and written by members of the Centre for Advanced Studies in Mobility and the Humanities (MoHu) at the Department of Historical and Geographical Sciences and The Ancient World (DiSSGeA) of the University of Padua, Italy. The structure of the book mirrors the Theories and Methods, and Ideas thematic research clusters of the Centre. Afterwords from leading scholars from other institutions synthesise and reflect upon the findings of each section.

This volume, together with Volume 2: Objects, People and Texts, makes a compelling case for the use of mobility studies as a research framework in the humanities and social sciences. As such, it will be of interest to students and researchers in various disciplines.

This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues.

With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the European curriculum such as violence and armed conflict, social inequality, gender equality, the technological revolution, and religion.

Ultimately, this volume promotes criticality, civic engagement, and reflection on social issues, thereby prompting methodological change in the teaching of history as we know it. It will appeal to researchers and students of history education, democratic education, and citizenship education, as well as teacher educators and trainee teachers in history.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

The first four chapters of the book set the stage by contextualizing qualitative research within the overall traditions of research, focusing on the history of qualitative research, the importance of collaboration, reflexivity, and finding the appropriate method for your research question. Each part then addresses a different stage of the research process, from data collection, data analysis and interpretation, and refocusing on the bigger picture once your research is complete. Unique chapters cover case study research, intervention studies, and participatory research. The authors use their experiences and knowledge to provide both personal and published research stories to contextualize qualitative concepts. Many of the examples demonstrate the use of qualitative methods within a mixed-methods approach. Each chapter concludes with open-ended questions to further reader contemplation and to spark discussions with classmates and colleagues.

With an abundance of clinical research examples featuring a variety of qualitative methods, Doing Qualitative Research encourages researchers to learn by doing and actively experiment with the tools and concepts presented throughout the book.

brings a wide range of lived experiences of students, staff and researchers out of their current marginalised positions within academic discussions

offers a deeper understanding of sexual misconduct in the academy for both students and staff.

offers not only opportunities for conversation and reflection, but address and suggest what responses to academic sexual misconduct could and should involve

examines how to develop ethical pedagogical practices

This exciting volume pioneers the study of the complex relationship between religion and deliberative democracy, a practice that places importance on the need for citizens to come together to identify shared concerns and issues, work through choices and options for action, weigh consequences and trade-offs, and possibly take collective action to influence decisions and policies.

Chapters use case studies to demonstrate instances where deliberative democracy has advanced the positive role of religion and where religious practices have advanced the role of deliberative democracy. The authors look at the actions of various denominations of Christianity in Africa, the United States of America, and the South Pacific, as well as examining how such groups operate within the context of indigenous religions such as African Traditional Religion. This volume also explores instances where the absence of deliberative practices in religion has curtailed the ability of people to realise their full potential, and the ability of religious groups to act decisively for the common good to influence the politics of the times.

Combining innovative research with case studies and practical implications and recommendations for religious leaders, academics, policy makers, and practitioners, this concise and easily accessible volume instructs on how religious and democratic institutions can symbiotically address community and national challenges.

These proceedings present a selection of papers from the ICTTE 2021 conference. While face-to-face classroom instruction is brought back, there are a lot of lessons learned from the COVID-19 pandemic that schools, teacher training and education institutions, and government have to take into account. There is a need to reconsider what additional knowledge and skills pre-service teachers and in-service teachers need to be prepared for to anticipate such a similar unexpected situation in the future. Additionally, there is also a need to listen to in-service teacher experiences during the emergency remote teaching and integrate the positive lessons that they have gained, such as the use of technology, into the current post pandemic face-to-face classroom instruction. This proceeding is designed for teacher educators, researchers, in-service teachers, and pre-service teachers in the field of language education, math and science education and social science education, who are interested in these topics.

The COVID-19 pandemic has left inequalities in schools wider and uncertainty about the future greater. Now seems an appropriate time to think about the contribution schooling makes to the communities it serves and the country generally.

However, drawing on his recent research, Richard Riddell argues that the increasingly narrow focus of Education governance after 20 years of reform has made new thinking impossible and has degraded public life.

Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.

This monograph critically analyses the historical evolution of ideas, perceptions and principles on higher education and unravels a few of its interlinked aspects - content, quality, standard, massification, privatization and commercialization. It presents both original and penetrative critique of neoliberal ideas and policies reigning higher education since World War II. The volume argues that with the proliferation of 'academic capitalism' the academic quality of higher education has been inevitably compromised and it has thereby heralded a comprehensive 'intellectual retrogression'. The book offers a meticulous evaluation of global research reflecting on impeccable evidence of decline in academic learning - in its effort, quality, standards and overall intellectual level and rigour. Finally, it illuminates why it is dangerous to continue clinging ideationally to neoliberal reign in education and thereby evading or effacing some of the lasting and universal wisdoms and precepts of the educational reign preceding neoliberal marketoriented predominancy.

The book will be of interest to students, teachers and researchers of education, higher education, sociology of education, economics and politics of education. It will also be useful for academicians, higher education administration, policymakers, schoolteachers and those interested in debates and issues around higher education.

This thoughtful volume challenges widely accepted, traditionalist scientific notions of 'the academic' - prevalent in higher education institutions globally - in order to promote best practice, and redefine the field as accessible, inclusive and forward thinking.

This book situates itself away from the dominant discourse on academia and eschews the common tropes that have proved prohibitive to furthering the field and research within. By releasing 'the academic' from the restrictive, narrow boundaries typically imposed, Representations of the Academic opens up a form of public sphere where the contributors bring together their innovative views to propose a new normative form. Chapters explore examples of good practice that demonstrate alternative ways of thinking and, in doing so, the book continues an emergent tradition of investigating the origins, nature and purposes of academic work at a time when critical values are under threat.

The book will be of interest to students, academics and researchers in the fields of education, educational research and higher and professional education more broadly. Those involved with interdisciplinary and intercultural studies, ethics and values in research will also benefit from this volume.

This book addresses key issues in housing policy through the lens of the philosophical concepts that underpin them. It is intended to be an introduction to philosophical subjects and how they relate to key housing issues and deals with the concepts with enough rigour and depth to be of use to undergraduate and postgraduate students and teachers.

Both practitioners in the housing sector and academics researching housing-related subjects often use terms such as 'fairness', 'social justice', 'tenure', 'property', 'home' and others as if there is a single agreed meaning for these terms. But these terms can be highly contested and there are multiple viewpoints for each of them that could change how we approach them, and how we therefore create, interpret and implement policies and procedures. This book aims to introduce certain concepts and provide guidance and stimulate thinking around how they make an impact on real-world policy. Each section opens with a relevant case study designed to highlight the philosophical concepts to be discussed and coverage ranges from homelessness to the role of government and the state, to house prices, value and property rights.

This book will be of interest to students at both undergraduate and postgraduate levels, studying housing qualifications or philosophy, sociology, politics, governance and social policy - it will be of particular use for those interested in the application of philosophical concepts to a real-world policy area with clear consequences.

True Believers and the Great Replacement explores the responses of segments of Western cultures who fear that changes in the racial, religious, and ethnic makeup of society threaten their way of life. The Great Replacement Theory (that suggests that the traditional character of Western society is being undermined by outsiders) is discussed. Analyzed with reference to the Critical Race Theory and the "Cancel Culture" movement, the author examines the anxieties and reactions of those who feel alienated by a world of rapid and disorienting change. Drawing upon the thought of Eric Hoffer and Emile Durkheim, these responses are discussed in terms of the concepts of anomie and the true believer in innovative and effective ways. Based on this analysis, strategic responses are suggested. The volume will appeal to scholars and practitioners involved with issues of race and ethnicity, business, and social and cultural analyses.