This groundbreaking book highlights the profound impact of internationalization in doctoral education, offering a variety of models to align with student interests and needs.

It includes insights from over seventy contributors spanning more than thirty-five national contexts on six continents, who explore the values and benefits of internationalization at the doctoral level, such as social and cultural enrichment, academic and personal growth, network enhancement, and research collaboration, paving the way for meaningful career opportunities in academia or elsewhere. Evaluating the outcomes of internationalization and the development of researcher identities, the volume underscores the immeasurable value and impact of internationalized doctoral experiences while recognizing the importance of student agency. Reflections from students and graduates reveal the merits of international experiences but also address challenges and pitfalls, including environmental, economic, equity, and decolonization concerns.

With implementable recommendations for institutions, academics, and students, this important book offers guidance for the future of internationalization in doctoral education and emphasizes the importance of strategic institutional approaches. Internationalization of the Doctoral Experience: Models, Opportunities and Outcomes is essential reading for anyone interested in the evolving landscape and transformative potential of internationalization in doctoral education.

This volume provides an account of collaborative poetry translation in practice. The book focuses on the 'poettrio' method as a case study. This process brings together the source-language poet, the target-language poet, and a language advisor serving as a bilingual mediator between the two.

Drawing on data from over 100 hours of recorded footage and interviews, Collaborative Poetry Translation offers both qualitative and quantitative analyses of the method in practice, exploring such issues as poem selection, translation strategies, interaction between participants, and the balancing act between the different cultures at play. A final chapter highlights both the practical and research implications for practices of collaborative translation. This innovative work is situated in an interdisciplinary framework of collaborative translation, poetry translation, poetry and creative writing, and it addresses concerns ranging from the ethnography of collaboration to contemporary publishing practice.

It will be of interest to students, scholars, and specialists in translation studies, comparative literature, literary studies, and creative writing, as well as creative practitioners.

This open access book provides a thought-provoking new perspective on European imperialism in the 19th and 20th centuries. It does so by inquiring how smaller European powers and regions at the margins of the continent integrated into a globally interconnected world that was heavily shaped by their more powerful European neighbours. Case studies on Nordic, Eastern and Central European regions uncover how countries such as Sweden, Serbia or Switzerland became imperial, despite having no or only short-lived overseas colonies of their own. By uncovering the structures and networks that enabled these regions to actively participate in and benefit from the imperial world around them, these case studies also reveal a crucial dynamic of European imperialism that has rarely been analysed in extant historiographies of Empire and Europe: the fact that 19th-century European imperial subjugation of almost the entire planet was driven not only by undeniable rivalry and competition among the greater European powers, but also necessarily depended on collaboration and exchanges across national and imperial boundaries.

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 the Swiss National Science Foundation (SNSF).

Tracking the Jews analyses the beliefs, ideas, concepts, arguments and policies of an unprecedented conversionary initiative during the years immediately before, during and after the Holocaust.

From the rubbles of World War I to the ashes of World War II, it reconstructs previously unknown relations between a Protestant framework for global evangelisation of Jews, the network of international bodies that constituted the ecumenical movement of the early twentieth century, and the streams of thought on the Jewish question that flowed through its networking channels.

Based on more than twenty thousand pages of archival documents, it forces from the shadows the conversionary issues in which nineteen centuries of negative Church teachings on Jews were rooted, bringing to light a field of transnationally shared beliefs about the place, role and destiny of Jews in world society. It sets into sobering relief the paradoxical ways in which a broad international toleration of traditional anti-Judaism allowed, under a banner of Christian benevolence, a transnational public discourse of antisemitic ideas masked in conversionary language.

Drawing on eight crowdsourced cases, Interdisciplinary Practices in Higher Education demonstrates the range and diversity in approaches to teaching, learning and collaborating across disciplinary and institutional borders. The cases explore everyday challenges within interdisciplinary higher education experiences such as designing study programmes, planning curricula, ensuring sufficient assessment and feedback for diverse groups of students and coordinating and aligning expectations with external stakeholders. Each case is analysed by three leading experts, providing solutions and practical guidance to support practice.

Chapters explore the challenges of:

• Breadth versus depth in interdisciplinary teaching and learning activities
• Disciplinary identities in interdisciplinary collaborations
• The governance and administration of interdisciplinary courses and study programmes
• Career trajectories for interdisciplinary researchers
• Aligning expectations with stakeholders in transdisciplinary endeavours

A highly practical, solution-based book, this is an essential read for lecturers, students, researchers and others who might wish to embark on an interdisciplinary path or develop future border-crossing practices within their higher education institutions.

This book identifies and celebrates the learning adult educators can gain from the numerous sites of community activism, learning, and social change that are currently taking place across the globe.

While the relentless push of neoliberalism has struck at the heart of adult education provision in many countries, including that provided by universities, institutions of further education, international development agencies, NGOs, vocational training centres and the local government sector, what can adult educators learn and what is being learnt when we turn to sites of community activism as a mechanism for broader social change? Drawing on empirical research, as well as stories and blogs about social change and transformation from those participating in community activist struggles, this book features diverse contributions from adult education practitioners, theorists and activist-researchers who share community activist practices from around the world and provide insight into the ways these have contributed to social change and political transformation in different spaces and communities.

Each chapter and blog in this collection relate to different dimensions of community, democracy and dialogue and how this space has become one in which delimiting factors must constantly be fought. In these contributions, questions of critical pedagogy and voice, and contested notions of power, place and voice, are lived, felt and troubled in different national and international contexts. This book was originally published as a special issue of Studies in the Education of Adults.

Written for busy teachers, this practical manual defines terms, shares examples and provides evidence-based information and strategies to support the teaching of twice-exceptional students.

Providing a comprehensive blueprint in an easy-to-use format, this book explains classroom techniques for differentiation with tips and advice based on research and teacher experience. The topics covered include learning disabilities, gifted and high potential education, talent development and general classroom pedagogy involving curriculum differentiation and individualised programming. It also explains, in more depth, the varying presentations of neurodiversity in the form of specific learning disabilities, autism and attention deficits in the gifted/high potential student to enable teachers to acquire more knowledge of the nuances evident in each twice-exceptional student. Case studies capture the perspectives of twice-exceptional young people who have thrived, and the book provides weblinks to a very comprehensive list of helpful, freely-available resources.

This essential, practical resource will serve teachers and educators in both primary and secondary schooling, as well as pre-service educators. It will also be of interest to parents and carers.

Employing a mixed-method approach, the book investigates the psychology of English as a Foreign Language (EFL) teachers in the online teaching environment in China during the COVID-19 pandemic.

Specifically, questionnaires were conducted on Chinese EFL teachers to explore the profiles of EFL teachers' anxiety, self-efficacy, buoyancy and engagement. Additionally, semi-structured interviews were used to demystify their psychological growth in the dynamic interaction with ecological environments, thus constructing an ecological model of EFL teacher psychology in online teaching. The book provides new insights into EFL teacher psychology and theoretical references for building a functional ecosystem for the professional development of EFL teachers.

The book will be of interest to researchers in teacher psychology, language teachers and practitioners, especially those working in the complex technology-based educational environment, and policy makers in foreign language education.

Presenting a unique exploration of education at "the edge of experience," this book investigates how unassimilable concepts can reconceptualize education in order to grapple with what is beyond understanding. Working at the intersection of curriculum theory, philosophy and psychoanalysis, Morris examines how each of these "unassimilable" concepts such as lament, disavowal, breathlessness, and the Kafkaesque point toward currere as the edge of experience. It addresses what Lee Braver calls "the groundless grounds" and what Avital Ronell calls "the quicksand that is philosophy" to approach slippage and breaking points through an interdisciplinary lens. Pointing to an understanding of our largely social ills and extending William F. Pinar's early work on currere in new and innovative directions, this book will appeal to curriculum theorists, education philosophers, psychoanalysts, and those with interests in the philosophy and theory of education.

Primary Process Impacts and Dreaming the Undreamable Object in the Work of Michael Eigen examines Eigen's rich phenomenological work on becoming a welcoming object.

The contributors to this collection explore the core theme with reference to key Eigen works including Feeling Matters and Contact with the Depths. As a primary process psychoanalyst, Eigen's writing reflects a unique rhythm of faith that is able to "revivify" union-distinction body-affect-thinking potentialities within a creative psychoanalytic dyad. In this book, alongside its companion volume, Toxic Nourishment and Damaged Bonds in the Work of Michael Eigen, contemporary Eigen readers and writers articulate the various welcoming processes and attitudes needed to cultivate a "Hearing Heart," a central ingredient in reaching and touching those parts of self-deemed unwanted, unwelcomed, and even traumatized. Primary Process Impacts and Dreaming the Undreamable Object in the Work of Michael Eigen represents a wide range of psychoanalytic perspectives, and the chapters describe the genius of Eigen as well as contribute their own clinical and academic acumen.

Presenting a key aspect of Michael Eigen's transformational aesthetic, this book will be of great interest to psychoanalysts, psychotherapists, and all those with an interest in psychoanalytic and spiritual psychology.

The Routledge International Handbook of Changes in Human Perceptions and Behaviors is the first edited volume to present multidisciplinary perspectives on various aspects of changes that humans experience.

The handbook is designed to highlight the different contents, types, ways, meanings, applications, and moments of changes that have been recognized by experts in various fields within the life and social sciences. Comprised of four sections, the chapters address changes in a variety of contexts related to human perceptions and behaviors; the moment of change and fluctuations; changes in applied settings; and the meaning of changes, including resistance to change. Written by a range of expert international contributors, the book brings together discussions and insights about how different levels and types of changes in human perceptions, attitudes, beliefs, values, and behaviors have been studied and considered in diverse fields. It also explores the various mechanisms that account for changes, exploring how and when changes occur and what changes mean to humans.

Relevant for empirical and theoretical work, the handbook will be of great interest to researchers, academics, and postgraduate students across psychology, behavioral sciences, and social sciences.

Toxic Nourishment and Damaged Bonds in the Work of Michael Eigen examines Eigen's rich phenomenological work on the Obstructive Object.

The contributors to this collection explore the core theme with reference to key Eigen works, including The Psychotic Core, Psychic Deadness, Toxic Nourishment, and Damaged Bonds. This volume seeks to elaborate on the Obstructive Object through essays and poems that include poignant clinical examples, the impact of exceptionally traumatized patients on their analysts, literature comparisons, and the more "mystical aspect" of Eigen's influence on working with the obstructive object. Essays draw from Virginia Woolf, Elena Ferrante, Wilfred Bion, D.W. Winnicott, Andre Greene, Christopher Bollas, and Adam Phillips, among many others, in exploring injury-rage, unwanted patients, psychoanalytic faith, toxic nourishment, and damaged bonds.

Toxic Nourishment and Damaged Bonds in the Work of Michael Eigen will greatly interest psychoanalysts, psychotherapists, and those interested in psychoanalytic and spiritual psychology.

Systemic and Narrative Work with Unaccompanied Asylum-Seeking Children: Stories of Relocation provides a contextualised, research-based understanding of how to enhance and support the emotional health and well-being of unaccompanied asylum-seeking children.

The framework presented in this book is an innovative intervention that enhances the well-being of children who have experienced trauma by improving the therapeutic abilities for all who support and care for them. This book presents the evidence base for this new systemic and narrative trauma-informed framework of care, creates a wider understanding of working with trauma responses in unaccompanied asylum-seeking children and offers coherence for practitioners wanting to use this approach. The authors provide a physiological view, as well as identify embodied aspects of trauma experience, and describe a narrative approach developed from a clinical understanding of trauma, as well as presenting the words of children who took part in the project. Creating a common multi-disciplinary language, this approach can be used to improve coherence, coordination, and excellence within the whole system.

This book is essential reading for all practitioners working with unaccompanied asylum-seeking children. It will also be of interest to students and trainees of social work and other mental health disciplines, as well as other professionals seeking to understand the needs of this group.

Therapists new to Single-Session Therapy (SST) will often struggle to bring the SST mindset to the work and will in turn struggle to help their clients get the most out of the time that they choose to spend together.

How to Think and Intervene Like a Single-Session Therapist provides the trainee with an opportunity to discover how experienced therapists think, and how their thoughts influence their interventions within the single-session context. Presenting SST in a way that both interests conventional therapists and shows the potential of this way of delivering therapy services, Windy Dryden details the multiple levels of thinking and intervening that go into single-session practice. He covers the orientation thinking experienced SST therapists have about the work when they are not doing it, the pre-session thinking they engage in while actively preparing to do the work, and the in-session thinking they engage in while doing the work. The book outlines the theory behind SST and the ways those ideas form its practice, using clinical vignettes and case scenarios to demonstrate how single-session therapists can make the best use of the limited time with their clients. The book additionally presents an ongoing dialogue between an SST therapist and a conventional therapist to highlight the thinking of the former and how the criticisms of SST by the latter can be responded to.

This highly practical guide will be essential reading for any therapist who is new to or has recently been introduced to the practice of SST.

This book rethinks the diagnosis and treatment of eating disorders by putting the spotlight on their social and societal contexts, examining how these behaviours are shaped by the difficult life conditions of those suffering.

Drawing on the lived experiences of nine women, this book uses in-depth case studies and interviews to discuss eating disorders with a Social Contextual Analysis framework. It prioritises the women's own voices about their life conditions and recovery to explore the behaviour of unusual eating patterns. The book identifies common social properties across the nine women, which will become essential context when considering treatment and therapy for unusual eating. Through this more compassionate approach, readers are presented with a detailed example of new ways to analyse and treat the behaviours of mental health and therapy outside of a DSM diagnosis.

Contextualising Eating Disorders is unique in its focus on giving priority to women's voices and the social contexts behind unusual eating and will be highly relevant for all professionals working with those with unusual eating patterns, as well as students and academics in the fields of social psychology and mental health. This book will also benefit those who themselves are suffering from unusual eating patterns they might not understand.

The Bion Seminars at the A-Santamaria Association offers readers insightful analyses and commentaries on Bion's key papers and books, as well as providing a unique set of discussions and explorations of many of Bion's central concepts and foundational texts.

This diverse collection of essays brings together contributions from internationally renowned Bionian scholars and analysts, including Annie Reiner, Nicola Abel-Hirsch, Antonia Grimalt, Avner Bergstein, Afsaneh Kiany Alisobhani, Joao Carlos Braga, Tom Helscher, Tim Smith and Peter Goldberg. Readers will encounter expansions and extensions of contemporary and timeless themes and discover the originality with which psychoanalysts from different geographical regions take ownership of the ideas discussed. Chapters cover the early and late work of Bion, spanning topics such as arrogance, the theory of thinking, memory and desire, and the clinical importance of frustration. The authors reveal to us the elements of continuity and discontinuity in Bion's work, sharing open conjectures to allow new developments to evolve.

This volume is essential reading for practicing psychoanalysts, analysts-in-training, analytic psychotherapists, and anyone interested in exploring Bion's work.

For the psychotherapist/psychological therapist, notions of diversity and inclusion, such as intersectional feminist, trans*, critical race/whiteness, migration, (in)equality, queer, disability, post-colonial, decolonial, approaches and studies, are both increasingly important, and yet increasingly difficult. This book explores these developments and raises the important questions: Are these difficulties to do with the biases of the person who is the psychotherapist, and/or could it also sometimes have to do with how diversity, inclusion and related terms are constructed?

Crucially, clients may now find it difficult to find a therapist who is able to explore with them their concerns around diversity and inclusion which can be complicated and may take time to consider. This book presents cutting-edge research to enable explorations of our changing world which is so different to the one we were born into (let alone our, often older, own psychotherapists and supervisors).

Diversity, Inclusion and Culture Wars in Psychotherapy will be a beneficial read for students and scholars of Psychology including Psychotherapy and Counselling. The chapters in this book were originally published as a special issue of European Journal of Psychotherapy and Counselling.

Gestalt Therapy: The Basics provides an accessible and concise overview of the approach and its substantial theory.

Experiential exercises, clinical vignettes and examples from everyday practice are included to enrich understanding of gestalt's theory and its clinical application. This book explores: the history of gestalt therapy, gestalt maps, philosophical beliefs, creative experimentation and ethical considerations. Useful chapter summaries are featured throughout to aid comprehension.

This book is essential reading for gestalt trainees, as well as counsellors and psychotherapists wanting to learn more about the gestalt approach.

Bringing together the voices of a diverse group of scholars and language professionals, this edited collection, concerned with the cultivation of plurilingualism in multilingual educational settings, builds on the theory and practice of linguistic and cultural mediation both as curricular content and social practice.

The chapters view mediation as an important aspect of communication which involves dynamic, purposeful interactivity, implicating social agents in the negotiation and construction of socially situated meanings across different languages and within the same language. Theoretically informed chapters present views on mediation as well as contributors' research and project outcomes in educational interventions. They also describe how mediation has been incorporated in educational practices and how it materialises in social contexts. Ultimately, this book makes the case for why mediation constitutes a key competence to be developed for active global and local citizenry in today's societies where there is an increased rate of knowledge acquisition and exchange.

Presenting research from classrooms and other multilingual environments, this book offers concrete suggestions for the development of language users/learners' ability to mediate within and across languages. It will appeal to scholars, researchers and postgraduate students in the fields of language and education, education policy and politics, bilingualism and plurilingualism more generally. Curriculum designers may also find the volume of use.

This book aims to challenge established teaching cultures to promote teacher autonomy and autonomy-oriented pedagogies in language teacher education.

Offering a set of inspiring case studies that illustrate language teacher education for autonomy as a space of multiple possibilities, the book fuses theory and practice and gives a holistic view of the changing landscape of language teacher education, accounting for the transformative power of educational practices that help teachers think and act in informed, context-specific, and learner-centred ways. It also demonstrates the importance of autonomy in language teacher education contexts, specifically to foster teachers' professional learning, identity, and agency, as well as in assessing and reshaping teacher education programmes.

This book will be particularly useful to researchers, scholars, and postgraduate students in the fields of teaching and teacher education, modern foreign languages, and teaching and learning language research more broadly. Curriculum designers and language teacher education programme directors may also find the volume of use.

One in five students are identified as speaking English as an Additional Language (EAL) and all teachers are highly likely to be teaching multilingual students in their classrooms. As our schools become more culturally and linguistically diverse, they must respond to the needs of the students in front of them, and this book provides a range of strategies and resources to ensure teaching is adaptive and responsive so that all learners thrive and fulfil their academic potential.

At the heart of the book is developing an understanding of how languages are acquired and an awareness that all students, regardless of their current English language proficiency, need to be offered a challenging and supportive environment. Chapters offer:

• High-yielding, practical approaches and strategies to ensure that students are able to access content-appropriate lessons and simultaneously develop their language
• A plethora of resources and step-by-step examples, showcasing how explicit vocabulary and grammar learning can be context-based for the benefit of all learners

Each teacher is positioned as a language teacher, with the responsibility of planning sessions where language is not perceived as an add-on, but as an integral and pivotal part. This book will empower you as an educator and ensure that your classroom is a language-aware and stimulating environment for your students. It will be essential reading for all secondary school educators and teaching assistants who support EAL students in mainstream lessons and are responsible for producing resources and implementing classroom strategies.

A Psychoanalytic Reflection on Narcissistic Parenthood and its Ramifications: The Forgotten Echo proposes a new perspective on narcissism, focusing on its destructive impact within relationships.

Hila Yahalom discusses the patterns and ramifications of traumatizing upbringing by narcissistic parents, exploring the resulting development of a defensive-behavioral pattern and personality structures in the child which constitutes a mirror image of narcissism. Yahalom assesses a wide range of psychoanalytic theories in presenting a broad outlook on narcissism, its roots, and the manner by which pathological narcissism may manifest in interpersonal relationships as 'narcissistic abuse'. This book considers the narcissist's perverted occupation of the psychic space of others, with both participants usually blind to the phenomenon - a blindness that is reenacted in therapy, affecting its course. This book contains clinical vignettes from the author's work as well as examples from the life stories of Heinz Kohut (Mr. Z), Franz Kafka, and Maria Callas.

A Psychoanalytic Reflection on Narcissistic Parenthood and its Ramifications: The Forgotten Echo will be of great interest to psychoanalysts and other clinicians working with narcissism, parenthood, and dysfunctional family relationships.

Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education.

While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O'Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally.

This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.

Drawing on the works of ten scholars and public intellectuals ranging over 200 years, this book foregrounds ways of knowing that include but go beyond the cognitive.

The book explores the work of Harriet Martineau, Jane Addams, W. E. B. Du Bois, Zora Neale Hurston, Ella Deloria, M. N. Srinivas, Barbara Myerhoff, Orlando Fals Borda, Ronald Takaki and Nawal El Saadawi. The author discusses their multifaceted ethnographic practices and argues that such practices are still under-acknowledged in contemporary research in comparison to cognition and categorization. These scholars were outsiders to their societies in a variety of ways. They highlighted power imbalances in the perception and representation of one group by another and brought direct experience, emotion, narrative, imagination, recognition, self-reflection, activism and cultural humility into their writing, in addition to rationality. The book engages with the authors and their ideas in the context of their times and places. It also reclaims them as methodological predecessors, noting their contributions to what educational ethnography has been and what it could be in the future.

Expanding the canon of social research history and providing insight into unique methodological forms, this text will be valuable for scholars and postgraduate students with interests in ethnography, as well as the history of research, anthropology and qualitative methods more broadly.

Presented as a series of case studies, this book offers the reader an insider's account of the power dynamics in Australian education and how the application of that power influences education policymaking.

The authors, Adrian Piccoli and Don Carter, have been in the room when some of the biggest decisions in Australian education have been made. This book traverses various theories of power and authority to explore the selected experiences of the authors who come from opposing sides of the political spectrum (a former National Party minister for education and a former teacher, union member and left-leaning academic) to share a behind-the-scenes story of education in Australia not readily available to the public. The chapters capture their personal experiences in senior education leadership roles, where they made key decisions on diverse topics such as how to allocate multibillion-dollar education budgets, the split of school funding between education sectors, contentious curriculum decisions and other policy and political objectives. Drawing on organisational theory, international relations and education, a variety of resources such as hard and soft power, credibility, persuasion and notions of capital are used to make sense of their experiences in education. Through this, the authors explain who has the biggest influence over those decisions and why these complex power dynamics, when not used properly, can mean that the best interests of students are not always at the heart of the decision-making process.

Written for teachers, school leaders and other education professionals, this book presents a rare insight into power and authority in the Australian education system.

This edited volume recognises the need to cultivate a critical and acute understanding of AI technologies amongst primary and elementary school children, enabling them to meet the challenge of a human- and ethically oriented management of AI technologies.

Focusing on school settings from both the national and international level to form comparative case studies, chapters present a robust conceptual and foundational framework within a global context as the idea of AI and our relationship to it advances apace. The book uses research garnered from interviews and observational data, qualitative and quantitative research, and theoretical findings gathered from single schools or institutions across the world. Providing an innovative perspective in promoting the importance of a critical, creative and ethical orientation based on aesthetic experiences, the book focuses on development in areas like visual arts, literature, environmental education, robotics, photography and screen education, movement and play.

Ultimately, the book responds to an urgent and time-sensitive call to provide guidance on AI to primary education researchers and will be of interest to academics, scholars and researchers in the fields of primary and elementary education, technology in education, children's rights education, and moral and values education more broadly.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC BY-NC-ND)] 4.0 license.

This book introduces the use of video analysis into the popular educational research model of action research. Video analysis has become increasingly common in teacher development for reflective practice, as well as within the teacher certification process as an assessment tool. Kimberly Lebak builds on this use of video with a model that integrates the opportunities afforded by action research and video analysis for meaningful teacher development. Her "how-to" guide brings the theoretical and practical together to show teachers how video can be a concrete artifact for unpacking and reflecting on the complexities inherent in educational contexts.

Chapter content helps readers bridge the gap between research and practice. Examples of tools that can be used for getting started with video-based action research are embedded in the chapters, including planning tools to help pinpoint opportunities for using video to identify a meaningful research topic and develop a data collection plan and action plan; and reflective tools for viewing the videos from multiple perspectives. Teacher vignettes further cement the applicability of the video-based action research model.

This book is ideal for use by teachers at all stages of their careers, including pre-service teachers just embarking on their careers and in-service teachers looking to examine and improve their practices along with the learning of their students. It will have an additional benefit in teacher education programs as well as in undergraduate- or graduate-level action research courses by academic researchers and teacher educators.

Culture Wars in American Education: Past and Present Struggles Over the Symbolic Order radically questions norms and values held within US Education and analyses why and how culture wars in American education are intense, consequential, and recurrent.

Applying the concept of "symbolic order," this volume elaborates ways in which symbolic representations are used to draw boundaries, allocate status, and legitimate the exercise of authority and power within American schooling. In particular, the book illustrates the "terms of inclusion" by which full membership in the national community is defined, limited, and contested. It suggests that repetitive patterns in the symbolic order, for example, the persistence of the representation of an individualistic basis of American society and polity, constrain the reach of progressive change. The book examines the World War I era Americanization movement, the World War II era Intercultural Education movement, the late-twentieth-century Multicultural Education movement, continuing right-wing assaults on Ethnic Studies and Critical Race Theory in the first decades of the twenty-first century, and historical and contemporary conflicts over the incorporation of languages other than Standard English into approved instructional approaches.

In the context of continuing culture wars in the United States and across the globe, this book will be of interest to graduate students and scholars in critical studies of education, history of education, sociology of education, curriculum theory, Multicultural Education, and comparative education, as well as to educators enmeshed in contemporary tensions and conflicts.