This Handbook is an important contribution to the recent history of and contemporary debates on feminist, gender, and women's studies seen in a global perspective. It tackles current developments in the area by examining their multiple configurations in different countries across the world and taking stock of the tensions and controversies that have recently emerged against and within the field. The volume brings together essays from renowned feminist and gender studies academics from the Global North and Global South, together with early stage, emerging scholars. The diversity of the geopolitical and disciplinary locations and the quality of their reflections provide rich, wide-ranging, and interdisciplinary discussions that are rarely found in similar collections, making this an essential resource for advanced students and academics in the field.

In this book Stephen Phillips focuses on one of the most important poems about meditation in world literature, as understood by two of the greatest philosophers of India, one classical, one modern. Sankara's commentaries on the Upanisads are a core of the Vedanta tradition and Aurobindo is a towering figure of 20th-century Hindu thought. This is the first time their approaches have been studied together.

The Isa (c. 500 BCE) an "Upanisad" belongs to a genre of "adhyatmika" learning-concerning self and consciousness-in early Indian literature. According to the Ancient Indian tradition of yoga, meditation is antithetical to willful bodily and mental action. Breathing is all you do. In the conception of the Isa Upanisad, we are told that the best that comes from meditation is because of what the "Lord" is. In Sankara's interpretation it comes to block out the little "you," whereas according to Aurobindo it comes as a divine connection, an occult "Conscious Force" belonging to truer part of oneself, atman, and an "opening" to that self's native energy.

Framed around Aurobindo's translation of each of the Isa's eighteen verses, along with a translation of each verse, Phillips follows a different reading of Sankara as laid out in his commentary. All this is done against the backdrop of modern scholarship. Convergences and divergences of these streams are the focus throughout. Appendix A presents the Upanisad with the two readings side by side.

This book traces a worldview and consonant yoga teaching common to two authors who are typically taken to be oceans apart, not only chronologically but in intellectual stance. Addressing a huge gap in the contemporary literature on meditation in the Hindu traditions, Phillips presents a compelling new way of thinking about meditation in the Advaita Vedanta philosophy and Upanisad.

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.

This book explores the measurement of learning effectiveness and the optimization of knowledge retention by modeling the learning process and building the mathematical foundation of multi-space learning theory.

Multi-space learning is defined in this book as a micro-process of human learning that can take place in more than one space, with the goal of effective learning and knowledge retention. This book models the learning process as a temporal sequence of concept learning, drawing on established principles and empirical evidence. It also introduces the matroid to strengthen the mathematical foundation of multi-space learning theory and applies the theory to vocabulary and mathematics learning, respectively. The results show that, for vocabulary learning, the method can be used to estimate the effectiveness of a single learning strategy, to detect the mutual interference that might exist between learning strategies, and to predict the optimal combination of strategies. In mathematical learning, it was found that timing is crucial in both first learning and second learning in scheduling optimization to maximize the intersection effective interval.

The title will be of interest to researchers and students in a wide range of areas, including educational technology, learning sciences, mathematical applications, and mathematical psychology.

A 2024 Choice Outstanding Academic Title

From angiotensin to cortisol, testosterone to xenoestrogens, and dopamine to endocrine disruptors, hormones are everywhere. These chemical entities are foundational to biological life and shape social, cultural, and political forces, while simultaneously being shaped by them. Hormones are increasingly central not only to medical and other body-shaping practices and contemporary science, but also environmentally-oriented conversations. Throughout Hormonal Theory, authors trace how biomedical, social, political, and experiential forces entangle to produce hormones as we know them today. It illuminates how hormones emerge and exist as complex entities that permeate every sphere of our lives.

Each glossary entry takes a particular hormonal compound as its starting point, yet works to elaborate and complicate understandings of hormones as distinct biological or chemical entities. The entries collectively show how hormones never operate in isolation from other hormones, nor bodies in isolation from other human and non-human bodies and their socio-ecological surroundings. Indeed, they "cascade" into one another. This volume, then, is not simply a qualitatively-rich companion to medical knowledge about hormones, but a challenge to the conceptual underpinnings of current dominant understandings of disease, wellness, and normalcy.

Feminist Epistemology and Philosophy of Science: An Introduction is structured around six questions and the answers to them that have been offered by feminist epistemologists and philosophers of science. By showing how these answers differ from those of traditional philosophical approaches, the book situates feminist work in relation to philosophy more generally.

The questions are: Who knows? What do we have knowledge of? How do we know? What don't we know? Why does it matter? and How can we know better? In addressing these questions, the book reviews feminist accounts of objectivity, agnotology, issues in social epistemology--including epistemic injustice--and considers how feminist epistemology and philosophy of science aim at better knowledge production. The audience for the book is upper division undergraduates, but it will be useful as a foundation for graduate students and other philosophers who are seeking a general understanding of feminist work in these areas.

Key Features:

• Provides an overview of contemporary feminist epistemology and philosophy of science
• Contrasts feminist epistemology and philosophy of science with traditional philosophy in these areas
• Provides clear examples of the benefits of feminist approaches
• Includes in each chapter an initial overview and, at the end of the chapter, suggested additional readings and discussion questions

Are you a non-native English speaker studying or preparing to study at an English-language university?

If so, this book is for you. This engaging guide equips students with the tools and confidence to respond effectively and appropriately to written assignments at university. It will help you to develop essential writing skills, such as structuring paragraphs and building an argument, and provides practical guidance on adhering to the conventions of academic writing. It guides the reader systematically through a series of text analyses which bring out key linguistic and rhetorical features, making complex textual issues manageable and understandable for learners of all abilities.

Reorganised to allow for easier navigability and revised for greater accessibility, the new edition now includes:

- An expanded introduction to show students how to use the book successfully
- A writing checklist to review the key principles of skills covered in the book
- A broader range of examples
- More practical activities
- More on plagiarism

This is an ideal self-study aid for non-native English speakers, both on pre-sessional language courses and on degree programmes, who need to get to grips with the conventions of academic writing.

This book examines the question of the repression of LGBT people through psychiatry during the fascist regime in Italy, a subject that has not been investigated until now. It draws together the substantial archival record of patients, doctors and fascist authorities to reconstruct intricate behind-the-scenes dialogue, and to document one of the ways in which the regime repressed LGBT lives in this period.

Italian Fascism's Forgotten LGBT Victims focusses on three different psychiatric hospitals in three parts of the country - Rome, Florence and the small Calabrian town of Girifalco, which had different attitudes and therapeutic approaches. Archive research results are contextualised within the psychiatric theory of the time, highlighting the existing discrepancies between theory and daily routine practice of mental health institutions in Italy during the regime.

Using a variety of sources, Gabriella Romano expands current knowledge of the history of Italian psychiatry, and, in doing so, she also touches a number of crucial issues of medical history, history of Fascism and queer history. Most importantly, this original and well-documented study sheds light on the life stories of ordinary LGBT individuals and their families under the fascist regime, a topic that is still mostly unexplored.

This book starts by providing the global and historical context needed to understand religion, science and technology in a North American context. Following an introduction to the field, the book explores the complex history of what we call "religion" in relation to what we define as "science." This is followed by chapters exploring key topics such as race, religion and science; secularism; religion and Covid-19; Indigenous communities and colonization; and gender and sexuality.

Illustrated throughout with over 85 images, each chapter ends with guidance on further reading and a glossary of key terms and concepts.

The chapters in this book were first published in the digital collection Bloomsbury Religion in North America. Covering North America's diverse religious traditions, this digital collection provides reliable and peer-reviewed articles and ebooks for students and instructors. Learn more and get access for your library at www.theologyandreligiononline.com/bloomsbury-religion-in-north-america

An illuminating study of early modern efforts to regulate sound in women's residential institutions, and how the noises of city life-both within and beyond their walls-defied such regulation.

Amid the Catholic reforms of the sixteenth and seventeenth centuries, the number of women and girls housed in nunneries, reformatories, and charity homes grew rapidly throughout the city of Florence. Julia Rombough follows the efforts of legal, medical, and ecclesiastical authorities to govern enclosed women, and uncovers the experiences of the women themselves as they negotiated strict sensory regulations. At a moment when quiet was deeply entangled with ideals of feminine purity, bodily health, and spiritual discipline, those in power worked constantly to silence their charges and protect them from the urban din beyond institutional walls.

Yet the sounds of a raucous metropolis found their way inside. The noise of merchants hawking their wares, sex workers laboring and socializing with clients, youth playing games, and coaches rumbling through the streets could not be contained. Moreover, enclosed women themselves contributed to the urban soundscape. While some embraced the pursuit of silence and lodged regular complaints about noise, others broke the rules by laughing, shouting, singing, and conversing. Rombough argues that ongoing tensions between legal regimes of silence and the inevitable racket of everyday interactions made women's institutions a flashpoint in larger debates about gender, class, health, and the regulation of urban life in late Renaissance Italy.

Attuned to the vibrant sounds of life behind walls of stone and sanction, A Veil of Silence illuminates a revealing history of early modern debates over the power of the senses.

This volume offers a bold and long-overdue intervention into the field of psychological anthropology. It asks how scholars might both constructively destabilize old frameworks borne from the field's complex past and seed innovative new engagements in order to chart ethical, responsible, and constructive ways forward. The contributions cover such topics as white supremacy and the production of knowledge, new perspectives on the "disabled" mind, the importance of ethnographic refusal, silence in narrative, and the racialization of therapeutic methods. This timely book seeks to reinvigorate the field and lay groundwork for a new bridge between the subdiscipline and the wider anthropological community. It is an ideal text for courses in anthropology, psychology, and the wider social sciences and humanities.

While there is an extensive body of evidence about the importance of engagement with faculty for undergraduate students, there is a dearth of scholarly attention to the experiences of graduate and professional students. This edited book examines current and future changes to U.S. college and university environments and the ways in which these shifts affect student-faculty interactions and engagement with graduate students. This volume highlights the distinct ways in which graduate students interact with faculty through research opportunities, advising, collaborations, teaching, mentoring, and socialization. This book also offers practical implications and recommendations for higher education faculty, student and academic affairs staff, faculty development professionals, and leaders for fostering effectual student-faculty experiences in graduate education.

Profiling 60 medical innovations and milestones from the 11th through 21st centuries, this book highlights the people and stories behind these key moments while also exploring their historical context and enduring legacy.

Medical Firsts: Innovations and Milestones That Changed the World brings together a carefully curated collection of turning points in the history of medicine over the last millennium. These firsts are drawn from a wide array of medical fields, from surgery to genetics, dentistry, and psychiatry. Firsts are arranged chronologically, but a thematic listing has also been included to allow readers to focus in on particular subject areas, such as trailblazing individuals, groundbreaking drugs and treatments, pioneering diagnostic tools, and life-saving medical procedures. Each entry begins with a description of how the first came to be, followed by discussion of the historical context in which it emerged and its continued impact on the world of medicine. Sources for further information are provided at the end of each entry and serve as a gateway to further study.

We take many modern medical devices and techniques for granted, but everything from hypodermic needles and baby incubators to organ transplants, antibiotics, and hearing aids began simply as ideas in someone's mind. And while such concepts as formal medical education, methodical clinical trials, and universal healthcare may seem commonplace today, this wasn't always the case. In some cases, milestones centered around key people and institutions rather than technologies or ideas. Do you know who the first woman to win the Nobel Prize in Physiology or Medicine was, or where the oldest medical school still in existence resides? Medical history comes to life in this captivating volume.

This handbook is the first reference work to explore and define what continental philosophy of education is or could be, and what its boundaries are, serving as a point of entry for those who need an overview of the ideas in the field. The book includes 34 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel,
Lithuania, the Netherlands, Norway, New Zealand, Sweden, Taiwan, the UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such as otherness, empathy and personhood and problems including political influences on education and the limits of education. The contributors discuss a range of continental thinkers and look at how their work has influenced the wider field of philosophy of education.

Centred around a philosophical argument for contemporary education as a fundamental good, this edited volume demonstrates the benefits that education brings in a civil and flourishing societal context while also critiquing the state's role in supporting and strengthening this educational focus.

Chapters present in-depth philosophical and historical arguments that explore core aspects of education that are frequently overlooked, illustrating education's role as a non-partisan public good during contentious times. Through this volume, diverse voices are heard from those with experience of life under communism as well as life in a stable democracy arguing, for example, that despite differing contexts, the value of education is autonomous and intrinsic. Ultimately drawing on conceptual frameworks, this timely volume reconciles the Anglo-American Continental dialogues on education and presents novel and challenging ideas to its readers.

Striving to inspire new research through its various reflections on the relationship between education and the state, the book will be useful to scholars, researchers, and academics in the fields of philosophy of education, education policy, sociology of education as well as theory of education.

The Introduction as well as Chapters 3, 5, 6 and 7 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 license.

Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book explores proofreading and editing from a variety of research and practitioner-led perspectives to describe, debate, and interrogate roles and policies within the student and research publication context.

Chapters feature a wide range of empirical research findings gathered from an internationally diverse set of experts in the field from Australia, Canada, Finland, Hong Kong, the UK, and the USA. The book progresses debates surrounding the legitimacy and necessity of copyeditors and proofreaders, drawing upon a range of theory and practice. Contributing to further research and dialogue in the area, the book addresses the ethicality and educative benefits of proofreading from various perspectives.

Ultimately, the book offers vital discussions about the ethics and boundaries of proofreading and editing with experts sharing their experiences and recommendations for next steps. This book will be of relevance to postgraduate students, researchers and academics in the fields of literary studies, higher education, language arts, and applied linguistics. Teaching and learning professionals, policymakers, proofreaders, and editors can also benefit from the volume.

This volume addresses the pivotal role of feedback in enhancing students' motivation and learning. Through a series of innovative studies, it uncovers the intricacies of how students perceive and utilize feedback, offering practical strategies for educators while bridging the gap between feedback research and classroom practice.

The book showcases six outstanding studies that offer unique insights into how teacher feedback influences student learning and achievement, all from the perspectives of students. Chapters delve into various meaningful explorations of the paramount role of feedback in education, offering readers profound insights into its pivotal significance, the nuanced ways students respond to it, and the intricate mechanisms governing its influence on student achievement and engagement. The volume uncovers key mediators such as growth-oriented goals, feedback beliefs, and school identification, shedding light on how these factors shape the impact of feedback. It also introduces practical strategies, like rebuttal writing, and emphasizes the need for personalized feedback aligned with students' cognitive styles. Additionally, the book provides a comprehensive comparison across grades and feedback comments, all while serving as a practical guide for educators, researchers, and policymakers, thereby facilitating the implementation of evidence-based feedback practices grounded in students' voices and perspectives, ultimately enriching their learning.

This book will be a key resource for researchers and academics in educational psychology, student learning, and assessment, while also appealing to educators, teachers, school administrators and policymakers seeking to enhance their understanding of feedback's role in education and to improve their feedback practices. It was originally published in Educational Psychology.

This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education.

Written by one of the foremost academics in the field, the book combines the normative philosophical, educational, and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but also as existential, ethical, and political shaping of the self. By reflecting on three decades of doctoral supervision, the author gives an account of how his students have been initiated into moral discourses of democratic citizenship education and the intellectual adventures they have embarked upon through scholarly texts. The book also presents itself as a decolonial venture that repositions and resituates doctoral education in resistance to the hegemony of colonisation, inhumanity, inequality, unfreedom, and injustice in Southern Africa.

Ultimately arguing for the relevance of wonder, wander, and whisper in academic culture, the book will appeal to scholars, researchers, and postgraduates in the fields of higher education, philosophy of education, and sociology of education as well as African education and doctoral studies more broadly.

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 timely book explores immigration into the United States and the effect it has had on national identity, domestic politics and foreign relations from the 1920s to 2006.

Comparing the immigration experiences of Chinese, Japanese, Mexicans, Cubans, Central Americans and Vietnamese, this book highlights how the US viewed each group throughout the American century, the various factors that have shaped US immigration, and the ways in which these debates influenced relations with the wider world. Using a comparative approach, Montoya offers an insight into the themes that have surrounded immigration, its role in forming a national identity and the ways in which changing historical contexts have shaped and re-shaped conversations about immigrants in the United States.

This account helps us better understand the implications and importance of immigration throughout the American century, and informs present-day debates surrounding the issue.

Lingdao, the Chinese word for leadership, is rarely used to denote acts of social persuasion that occur outside of contexts of formal rank or status. However, the ubiquity of informal leadership in China raises a number of practical and theoretical questions.

Based on an analysis of selected Chinese cinematic works depicting settings of educational practice and policy, the book explores how "Western" understandings of leadership emerge from these texts to form discursive media for social change. It also offers a new understanding of lingdao and leadership; how they represent a natural human desire, regardless of formal rank or position, to mobilize collective will, change minds, and achieve social change.

The book will be of interest to professional scholars and graduate students of Chinese culture, educational leadership, mass media, and popular culture.

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).

Introducing readers to debates underpinning the uses of visual technology in educational ethnography, this book takes actual research projects across different country contexts to discuss how research designs can use visual technology in educational ethnography; to show connections between theory, method and research problems.

The book begins by introducing readers to three epistemological positions underpinning the use of visual technology in social science and educational research: the scientific realist, reflexive, and dialectic. It illustrates the uses of visual technology in the form of digital film and photographs, and how as a source of data, it has potential in developing ethnographic knowledge and representation in a range of educational contexts. The ideas are illustrated through three research projects in the context of classrooms, home environments and intervention work with practitioners. With clear practical applications, this resource considers the part theory plays in research designs, which use visual technology to investigate educational problems.

Using Visual Technology in Educational Ethnography is ideal reading for anyone seeking to learn more about the benefits and practicalities of using visual technology within their ethnographic practice.