This book challenges common understandings of boredom and disengagement in classrooms, taking a relational approach to boredom which looks beyond the usual distinctions between in-school and out-of-school practices.

The book explores how a sociomaterial perspective can provide an alternative analysis of boredom as performative, and as a phenomenon assembled in space and time rather than as a psychological attribute of the individual student. This perspective explores the affective experience of learning and how it is created in the classroom through assemblages of people, technology, objects and environment and the differing relations within them. Drawing on empirical data from a case study which compares formal learning and digital gaming practices in a group of secondary schools in England, the book suggests that by altering the affordances and constraints available in learning situations, we can prevent boredom and disengagement emerging in the classroom.

This innovative book proposes that the mobility and dynamism of game spaces offer us new ways to re-imagine engagement in learning and will be of relevance to scholars, researchers and postgraduate students in the fields of teaching and learning, digital gaming, educational philosophy and educational technology.

The shift from face-to-face communication since the start of the global pandemic has resulted in more conflicts among children and adolescents on social media, and aggressive and bullying behaviour becoming more severe on online platforms such as Instagram, Facebook, Twitter/X, WhatsApp, and Signal. This book holistically discusses the theoretical foundations underlying face-to-face and cyberaggression and provides practical advice for preventing and intervening in both forms of aggression and bullying among schoolchildren and adolescents across different countries.

It offers practical tools to address notable shifts in expressions of aggression from offline to online settings since the COVID-19 outbreak in both Eastern and Western contexts. With nine chapters contributed by experts from the USA, Canada, Spain, United Kingdom, Taiwan, Mainland China, and Hong Kong, the chapters offer cross-cultural insights, new definitions, theoretical frameworks, plus preventative and intervention strategies. The book also covers protective factors and issues related to both cyber and traditional forms of bullying and aggression. The book ends by forecasting future trends regarding online and offline aggression and bullying.

The prevention and intervention strategies contained within for reducing both face-to-face and cyber aggression and bullying among children and adolescents provide invaluable insights to frontliners such as educators, teachers, social workers, counsellors, psychologists, parents, and policymakers. It will also appeal to researchers by providing cutting-edge knowledge and conceptualisation of online and traditional aggressive and bullying behaviour.

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities.

The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field.

Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics, and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders.

In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism.

The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis.

This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.

The ethos, culture, and climate of a school lie at the very heart of its success and have a dramatic impact on the future of its students. This exciting new book shows how through values-based, inclusive, and aspirational leadership, teachers and school leaders can support students in becoming well rounded, globally minded change-makers of the future. Based on the principle that every young person can be a leader, it offers step-by step guidance to support the development of leadership skills and shows how leadership opportunities can be made accessible to all learners.

Arguing that leadership needs to be actively and inclusively taught, the book explores how young leadership models, reward systems, risk-taking, well-being strategies, and growth-mindset implementation can transform student motivation levels by creating aspiration, fulfilling dreams, and building character. Packed with practical suggestions and resources, the chapters cover:

• diversity and leadership
• establishing a strong student leadership team
• how to meaningfully mark significant global days
• making the most of tutor time
• student well-being
• fear of failure and how to overcome this
• building links with the local and wider community.

Written by a Director of Ethos at an outstanding Trust, this is essential reading for all teachers and school leaders wanting their students to become empathetic, ambitious, values-driven, and happy young people.

Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students' learning in effective and powerful ways.

For a long period of time teaching has been "black-boxed", in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.

Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.

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 (CC-BY-NC-ND) 4.0 license.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the 'domain loss' of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master's and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.

The evolution of technology in education can no longer be comprehended simply by looking at the use of computers and networks. Technology is not just a supplementary tool to the conventional method of education. Education has to undergo a complete transformation with technological innovations for the sustainability of quality education as a system and not in silos. Sustainability in education also necessitates a more workable strategy to realize socially viable educational policies and practices which can focus more on personalized learning. Due to various factors like emerging technologies; changing needs of the learners; policy reforms for enhancing employability; and emphasis on uninterrupted education as in the case of the pandemic scenario of COVID-19, there is a need to steer a major transition in the education system. The education system has to be real and proficient for it to be instrumental to nurture an informed and knowledgeable society.

This book on technological innovations in higher education is organized, largely, based on the diversity of higher education ecosystems that are supported by technological innovations. Various author viewpoints give insights into the full potential of technology as well as its risks in interrelated areas of higher education to work towards sustainability of value-based quality education across the globe.

Reimagining Adult Education as World Building offers a new way of thinking about adult education by re-envisaging how adult education works. It explores how the process of world building, or the invention of a new world or a set of concepts, can be translated into actual and feasible action when turning towards complex, real-life problems.

Cultivating contexts where adult educators can become change agents, who recognize that the individual and community are intricately entangled, demands that educators grow new capacities, make new tools, develop thicker networks, and cultivate intentional links amongst each other to foster ecologies of transformation. This book shows how educators can create an ecology or environment for transformative thinking where students can learn to collaborate and use world building tools to create new responses to current issues. It begins by explaining the philosophical underpinnings of world building and the tools that translate pragmatic imagination into scaffolds for individual and collective capacity building. It also illustrates how the worldbuilding protocol makes a difference in adult learning and how this pedagogical tool introduces the ecological approach to adult education. Each chapter explores a practical case study, showing how learners have applied worldbuilding tools to complex challenges.

Showing how to apply the world building protocol in a classroom setting, this edited collection will be valuable to Adult Education scholars, researchers, practitioners, and learning facilitators.

With a particularly student-friendly and engaging style, this third edition gives readers the fundamental tools necessary to e?ffectively communicate in interpersonal interactions.

Natural Bridges in Interpersonal Communication, Third Edition, is a concise and practical book that introduces students to the basic concepts and skills of interpersonal communication in both face-to-face and online interactions in personal and professional settings. Each chapter features human interest stories and review exercises to help students better understand the concepts covered. This edition continues its expanded coverage of foundational research and devotes additional space to discussions of cultural safety, race and ethnicity, issues of mental health, and technology and social media.

This textbook is designed for communication studies, business, and career and trade courses in interpersonal communication and communication skills at the community college and four-year university levels.

Online instructor materials that accompany the book include an instructor's manual, sample exams, and a sample class schedule. They are available at www.routledge.com/9781032355054.

The second edition of Classical and Contemporary Social Theory provides wraparound coverage of the classical social theorists and influential sociological schools of thought in the contemporary period.

Explained carefully and clearly throughout, Tim Delaney reviews the key concepts and contributions from brilliant classical social thinkers and recent sociological thought, spanning over 500 years of source material. He weaves together profiles of leading theorists, thorough descriptions of major academic and intellectual perspectives, and discussion of prevailing themes of interest that have concerned theorists and sociologists throughout time and will likely continue to do so in the future. The book emphasizes methods of investigation and application in its overview of the field by challenging readers to think about problems critically and in relation to key sociological theories and to also apply their sociological understanding to real, everyday events.

In this new edition, Delaney revisits the classical period and highlights the special contributions of American social theorists and their impact on the diversity of thought leading into the contemporary era. He attends to later schools of thought and weaves in important updates related to critical race theory and globalization. With updated context and further applications, the second edition of Classical and Contemporary Social Theory is a perfect addition to combined courses in social theory.

Using the concept of "civility" as the major theme, this fully updated second edition offers a unique and alternative way to teach and learn about communication.

The book brings together discrete areas that explore the fundamentals of communication and intrapersonal communication, interpersonal communication, small group communication, and public speaking. Every chapter includes theories, concepts, and examples that allow students to use civil and ethical communication skills in their personal relationships, in collaboration with colleagues, and in giving public speeches and professional presentations. This new edition highlights advances in and concepts related to mediated and technology-based communication, such as chatbots, technostress, and dating apps, and shows how students can engage in civil face-to-face and mediated interaction. Additionally, each chapter includes a real-world incident that students are asked to analyze in terms of specific chapter information and skills related to civility.

Communication in a Civil Society is an ideal textbook for Introduction to Communication, Interpersonal Communication, and Public Speaking courses.

Materials for instructors including PowerPoint slides, a test bank, and an instructor's manual, are available at www.routledge.com/9781032513263.

The 13th edition of Death, Society, and Human Experience provides a panoramic overview of the ways that we are touched by death and dying, both as individuals and as members of society. A landmark text in the field, the authors draw on contributions from the social and behavioral sciences as well as the humanities, including perspectives offered through history, philosophy, religion, literature, and the arts, to provide thorough coverage and understanding of topics associated with the end of life and death and dying. By approaching the subject from multiple angles, the authors explain the various ways that individual, cultural, and societal attitudes influence both how and when we die and how we live and deal with the knowledge of death and loss.

Originally written by Robert Kastenbaum, a renowned scholar who developed one of the world's first death education courses, Christopher M. Moreman, who has worked in the field of death studies for two decades, has updated this edition. In addition to infusing his close areas of focus, both in afterlife beliefs and experiences and how these might affect how people live their lives, he's weaved in new coverage of current affairs, including:

• The impact of COVID-19 on experiences of death, bereavement, mourning, and more
• Expanded legalization of physician-assisted dying in the United States and several countries
• Changes in bereavement rituals and traditions stemming from technology use and social media

With additional content and classroom extensions available online, Death, Society, and Human Experience remains a thoughtful, exploratory, and impressively comprehensive overview for undergraduate and graduate courses in death, dying, and bereavement.

This collection analyses the concept of minority and minorities in global history. Taking transnational, transregional and comparative approaches, it explores narratives of inclusion and exclusion both conceptually and through case studies.

Exploring examples of marginalization in Imperial Russia, early-20th century Korea, WWII China and Postcolonial Africa amongst others, the chapters in this volume seek to understand the entanglements of 'fluid minorities' and native populations in various historical settings. They explore dynamics between nation states and empires, minority-majority processes in (post)imperial and (post)Soviet contexts, fourth world perspectives and transnational minority movements. Taken together, the contributions to this collection address the exposure to and challenge of historical and contemporary treatments of marginalization, exclusion, belonging and inclusion in global history.

A sweeping critique of how digital capitalism is reformatting our world.

We now live in an "ordinal society." Nearly every aspect of our lives is measured, ranked, and processed into discrete, standardized units of digital information. Marion Fourcade and Kieran Healy argue that technologies of information management, fueled by the abundance of personal data and the infrastructure of the internet, transform how we relate to ourselves and to each other through the market, the public sphere, and the state.

The personal data we give in exchange for convenient tools like Gmail and Instagram provides the raw material for predictions about everything from our purchasing power to our character. The Ordinal Society shows how these algorithmic predictions influence people's life chances and generate new forms of capital and social expectation: nobody wants to ride with an unrated cab driver anymore or rent to a tenant without a risk score. As members of this society embrace ranking and measurement in their daily lives, new forms of social competition and moral judgment arise. Familiar structures of social advantage are recycled into measures of merit that produce insidious kinds of social inequality.

While we obsess over order and difference-and the logic of ordinality digs deeper into our behaviors, bodies, and minds-what will hold us together? Fourcade and Healy warn that, even though algorithms and systems of rationalized calculation have inspired backlash, they are also appealing in ways that make them hard to relinquish.

In a time when music streaming has become the dominant mode of consuming music recordings, this book interrogates how users go about listening to music in their everyday lives in a context where streaming services are focused on not only the circulation of music for users but also the circulation of user data and attention.

Drawing insights directly from interviews with users, music streaming is explained as never merely a neutral technology but rather one that seeks to actively shape user engagement. Users respond to streaming platforms with some relishing these aspects that provide music to be drawn into daily activities while others show signs of resistance. It is this tension that this book explores.

This unique and accessible study will be ideal reading for both scholars and students of popular music studies, communication studies, sociology, media and cultural studies.

In this tenth edition of his award-winning introduction, John Storey presents a clear and critical survey of competing theories of, and various approaches to, popular culture. Its breadth and theoretical unity, exemplified through popular culture, means that it can be flexibly and relevantly applied across a number of disciplines.

Retaining the accessible approach of previous editions and using appropriate examples from the texts and practices of popular culture, this new edition remains a key introduction to the area.

New to this edition:

• updated throughout with contemporary examples of popular culture
• a chapter called 'Culture and nature', which includes sections on culture in nature, the Anthropocene, the Capitalocene, and popular culture and climate change
• updated student resources at https://routledgelearning.com/culturaltheory/

This new edition remains essential reading for undergraduate and postgraduate students of cultural studies, media studies, communication studies, the sociology of culture, popular culture and other related subjects.

Why does the history of dogmatism deserve our attention? This open access book analyses uses of the term, following dogmatism from Victorian Britain to Cold War America, examining why it came to be regarded as a vice, and how understandings of its meaning have evolved.

Whilst the field of scientific thought is committed to continuous innovation, ideas about dogmatism - with their roots in ancient philosophy - are pervasive in scientific thought today. Carrying connotations of both vice and ecclesiastical authority, the term's prevalence during the 'age of science', and the rise of new thought categories such as totalitarianism and creationism, prompted scholars to repeat the old wisdom that science is incompatible with dogmatism. Tracing the concept across decades and different disciplines, Paul and Stoeger demonstrate how it has survived not only the passage of time, but changes in language and scientific methodologies.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Dutch Research Council (NWO).

This open access handbook offers a unique and unprecedented global comparative account of student politics and representation in higher education. It provides a systematic and structured range of specially commissioned chapters reflecting on the history, contemporary practices and current debates on student political agency and collective action in higher education. The chapters analyse the organisational characteristics and political activities of student governments, and map opportunities for students to intervene in and influence higher education institutions and higher education policies.

The handbook re-examines and further develops the existing theoretical concepts on student agency and student impact on higher education, and analytical lenses on systems of student representation and organisational models of student governments. It depicts empirical insights from 25 countries from all world regions, 4 transnational regional student federations and the Global Student Forum. The volume is unique in bringing together established scholars with a highly diverse group of current and former student leaders, specially trained and empowered to conduct research for this handbook. It offers a major contribution to the study of higher education, and politics and governance of higher education specifically.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.

How was the crisis of teacher supply, teaching quality, and the crisis of confidence in initial teacher education (ITE) policy formation in England constructed? In this open access book, leading teacher educators and researchers provide unique insights into the 'great experiment' in ITE in England, including insights from people who were 'in the room' at critical junctures in the process. International researchers also contribute chapters that highlight the distinctive approach England has taken and why it is now an outlier in terms of ITE policy. The chapters show how it is the relationship between the state and the market - the state rejecting the market when it doesn't deliver the required ideological solution - that makes ITE reform in England so interesting and why it is important it is brought to international attention.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Monash University.

Refugees have existed since ancient times, but it was in the early modern era that they were first recognized as a social category. This open access book maps the invention of the refugee and uncovers their impact on local, regional, and transnational politics.

With case studies ranging from Scandinavia to the Mediterranean Basin, Refugee Politics in Early Modern Europe traces how refugees transformed the European continent. Topics explored include: the discursive strategies of exiles to distinguish themselves from other migrants; the role of displaced people in forging humanitarian networks; and the agency of religious minorities in migration management and imperialism. Moving beyond common images of refugees as passive victims of repression, this collection of essays shines a spotlight on the political interplay between displaced people, persecuting authorities, transnational support groups, and receiving societies - drawing a fuller picture of the many decision-making processes that determined the lives of newcomers and their hosts. The result is a sophisticated comparative study of mobility, identity, power, and politics, which will be vital reading to all scholars of migration history.

The open access edition of this book is available under a CC BY-NC-ND 4.0 license on www.bloomsburycollections.com. Open access was funded by the Netherlands Organization for Scientific Research (NWO).

Including more than 300 alphabetically listed entries, this 2-volume set presents a timely and detailed overview of some of the most significant contributions women have made to American popular culture from the silent film era to the present day.

The lives and accomplishments of women from various aspects of popular culture are examined, including women from film, television, music, fashion, and literature. In addition to profiles, the encyclopedia also includes chapters that provide a historical review of gender, domesticity, marriage, work, and inclusivity in popular culture as well as a chronology of key achievements.

This reference work is an ideal introduction to the roles women have played, both in the spotlight and behind it, throughout the history of popular culture in America. From the stars of Hollywood's Golden Age to the chart toppers of the 2020s, author Laura L. Finley documents how attitudes towards these icons have evolved and how their influence has shifted throughout time. The entries and essays also address such timely topics as feminism, the #MeToo movement, and the gender pay gap.

Motherhood, whether achieved through biological or other means, is not a rare experience; dressing oneself, even less so. The two phenomena are intimately linked, as both occur on and to the private body, and are also fully subject to social pressures and the changing tides of public opinion. They also, for anyone who experiences motherhood, define one another and work together to shape an individual's identity and place in their culture.

This rich collection explores the essential question of how motherhood and fashion interact, interrogating their relationships to power, misogyny, temporality, longing and embodiment, among other themes. The 13 essays examine representations on film, in popular print and literature; they use images, narrative and material evidence from the past to excavate the historical cleavages in how mothers have been expected to hide, display, share and sacrifice their bodies. An international range of scholars explores the 19th to the 21st centuries, tracing how fashion and motherhood have operated as powerfully interdependent experiences and continue to determine how women are judged and corralled, yet also find meaning, connection and strength.