With the end of the Cold War, the invention of the World Wide Web, the widespread availability to cellphones and personal computers, and remarkable advances in space exploration, the 1990s introduced a new era in human history.

During that decade, the United States experienced changes that previous generations never imagined-the abrupt collapse of worldwide communism, the ability of ordinary Americans to connect with individuals and organizations throughout the world via the internet, and the initiation and near completion of the Human Genome Project that led to unprecedented advances in human health. These and other developments changed Americans' lives forever. This volume in the Daily Life through History series examines how the cultural trends of the 1990s revolutionized the way people were able to teach and learn, conduct business, express themselves, and interact with one another.

The book goes on to explore the evolution in long-held attitudes about the proper roles for women in society, sex, sexuality, and the concept of family to include other kinds of relationships-childless marriages, single-parent and mixed families, and LGBTQ+ relationships. New trends in fashion and music-from grunge to hip hop culture-also had a powerful impact on how some Americans presented themselves, while others rejected these cultural shifts and clung fervently, and sometimes violently, to traditional values and worldviews.

Daily Life in 1990s America enables readers to better understand the significance, complexities, and enduring influence of this era-defining period in American history.

This handbook brings together contributions from the main experts in the field of multilingualism and language varieties (including dialects, accents, sociolects, and idiolects of specific speech communities) as expressed in fictional dialogue on-screen in films, and television series. The chapters included in the volume cover both the representation of these varieties and multilingual situations on screen as well as their translation into a range of languages. The handbook will thus be an essential resource for scholars and students in diverse fields including translation studies, audiovisual translation, linguistics, dialectology, film and television studies.

This pioneering study provides a critical appraisal of pop star Kylie Minogue. It argues that a study of this mononymous global pop icon and celebrity - as "Kylie," she takes her place alongside Cher, Madonna and Beyonce in the pop pantheon - is long overdue.

Written by academics, music practitioners, and fans, this book argues that Minogue's persona, performances and reception provide new critical insights into contemporary pop music culture, digital media, and celebrity. It further argues that dismissals of Kylie underestimate her accomplishments as a pop artist and singer-songwriter and undermine fans of pop music who form deep, affective bonds with performers, songs and albums.

Contributors draw on current perspectives in pop music studies, feminism, celebrity studies, fandom, and queer studies, a range revealing that to interpret Kylie is to engage compelling cultural frameworks. Across four parts (Pop Girlhood, Global Kylie, Dance Music, and Queer and Online Fandoms) the book demonstrates how Minogue herself makes important interventions into contemporary popular culture, with her career providing a micro-history of pop music, its myriad cultural meanings, and its fan practices. With this collection, Kylie Minogue studies has arrived.

While many of us may strive to locate a sense of identity and belonging expressed via a home or ancestral homeland; today, however, this connection is no longer, if it ever was, a straightforward identification. This collection aims at mapping narratives or artwork of home/homeland that present shared, private, multifaceted, and often contested experiences of place, especially in the context of today's migrations and upheavals, along with alarming degrees of increased nativism, racism, and anti-Asian violence. This volume includes papers by artists, filmmakers, and comparative scholars from diverse disciplines of literature, cinema, art history, cultural studies, and gender studies. Our goal is to help literary and art historian scholars in Asian diaspora studies, better decolonize and open up traditional research methodologies, curricula, and pedagogies.

From Cold War-era fears of biological warfare to zombie plagues as metaphors for contagion to portrayals of recent experiences with Covid-19, pandemics have featured prominently in American popular culture for decades.

Discover more than 90 books, movies, television shows, video games, and other forms of media that focus on historical or fictional disease outbreaks and their devastating results. Readers will find fan-favorites such as The Stand, 28 Days Later, The Last of Us, and Plague Inc., as well as many others. Each entry begins with a concise plot summary before delving deeper into the work's key thematic elements and cultural impact. Across a diverse spectrum of media and varied representations of contagion, readers will also better understand the common thematic threads - human fragility and resilience, social responsibility and the search for a cure - connecting these portrayals.

Explore the enduring influence of the Western - the quintessential American film genre - and its essential role in US and world culture.

Follow the entire history of the Western, from its roots in the pulp novels of the early 20th century, through the serials of the silent era and the mid-century classics of John Ford and John Wayne, to the recent award-winning revisionist works, like Unforgiven and No Country for Old Men, that provide a more complex and nuanced take on history of the West. Perhaps more than any other pop culture genre, the Western allows us to view how Americans have seen themselves over the last 150 years.

Build a foundational understanding of the genre with 5 introductory essays, exploring the development of the Western Mythos in the traditional Western, the heyday of the traditional Western in the post-WWII period, revisionist Westerns and the counterculture, race and identify, and the Western outside of the USA. Close to 100 encyclopedia entries examine one or more movies or television programs and show how their creation and plots demonstrate the overall evolution of the genre. Easily compare films and TV programs - from early genre favorites such as Gunsmoke to more recent releases like Django Unchained - with essential facts boxes accompanying each entry, with information on the director, studio, key actors, and box office receipts.

The Matrix (Lana Wachowski and Lilly Wachowski 1999) has permeated our cultural consciousness for two decades, working its way into such common parlance as "a glitch in the Matrix," and the idea of taking the Red Pill. With the release of the fourth movie, The Matrix Resurrections (Lana Wachowski 2021), and the confirmation of the franchise being a metaphor for gender transition, this book examines how the entire franchise contributes to the discourse on sex and gender, and how it has been instrumental in propelling the creation of new types of cyborg technology. This book centers on the main philosophical theme of The Matrix, know thyself, and relate it to the quest for authenticity which creates our identities-be they human, or human "enough"-as we move through the world.

Is it possible to teach, learn and train for something that is not yet known? This open access book is the first to present research-based studies of the values and dangers of unforeseen events related to education. The climate emergency, the Covid-19 pandemic, the rise of authoritarianism and extremism have placed new demands on different sectors' views of knowledge, as well as the content and facilitation of education. The unforeseen interferes with the everyday life of everyone. The authors present pedagogy of the unforeseen as an opportunity, a productive moment, one can utilize for learning in which traditional views of knowledge, methods and strategies must be challenged. They argue that less emphasis should be placed on goals and results in school-based education and for teaching methods that better prepare students for unforeseen events.

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 Western Norway University.

Human species supremacy is one of the most persistent fictions at work in the field of modern British imperial history today. This open access collection challenges that assumption, and investigates what histories of empire look like if reimagined as the effect of biocultural, chemical and cultural processes, rather than the result of effects by humans that have been visited upon cultural landscapes, fauna and biomes.

In understanding the boundaries between human and nonhuman worlds as porous and open to mutual transformation, and foregrounding interspecies interactions, Biocultural Empire seeks to understand the conditions of imperial power, experience and knowledge as a remix of 'nature' and 'culture'. Bringing empire's 'biocultural histories' to the fore, it asks imperial historians to reckon with an interpretative framework which refuses the sovereignty and boundedness of the imperial subject by seeing it as inseparable from its social and ecological formations. Through this biocultural framework this collection highlights how relentlessly the human species bias of western liberal thought persists at the heart of imperial projects and their histories, and offers a new anti-colonial method that represents a significant intervention in the field of British imperial history.

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 University of Illinois, USA and University of British Columbia, Canada.

This edited volume explores the power of educators' work-integrated learning experiences as transformative narratives, transcending classroom boundaries. Through critical reflection and storytelling, teachers share their personal journeys across diverse cultural contexts, offering fine-grained descriptions of their growth and development.

Drawing on the belief that storytelling serves as a meeting ground for culture, cognition, and emotions, educators narrate their encounters and immerse readers in "glocal" realms. This book celebrates the immersion and excursion stories that shape educators' lived experiences and personal histories, illuminating how this knowledge can inspire highly impactful classroom practices for all students.

This volume is intended for in-service and pre-service educators, teacher educators, school administrators, as well as undergraduate and graduate students in Social Sciences and Humanities. Its primary goal is to delve into educators' stories as they engage in work integrated learning programs across diverse global-local contexts.

This book is a curated collection of international chapters focused on the reform of K-12 schools. Three key, yet different cultural, economic, and political settings are highlighted: Australia, the UK, and the US. Within their own context, each author details the required reforms that would maximize learning for all students. The intersectionalities of factors such a race, gender, class, ethnicity, disability, language, and economic inequities, are interrogated for their impact on the efficacy of reform strategies. Authors explore both a range of dysfunctional factors which have historically limited the efficacy of school reform initiatives, and detail a variety of forward-looking and cutting edge alternative reforms. Thus, this text can serve to stimulate a much need dialogue about the reconceptualization of schools in the future. Moreover, the cross-cultural analysis can focus this dialogue on both the similarities and differences in varying cultural settings.

This book examines the importance of education in the European context, from knowledge acquisition to its instrumental nature. It provides a short history of education of schools around the world before delving into the comparisons of European education systems through exploration of their organization, teaching methods, attendance models and public versus private provision and costs. Additionally, it discusses the existence of NEETs (Not in Education, Employment, or Training) within these systems. Starting with addressing the six dimensions of the European Education Area devised by the Bologna Process, it concludes with identifying a need for a superior education model that accommodates different aspects of education which is not yet satisfactorily achieved by any existing systems, offering insight into an ideal education system. Inviting reflection on the role of education and its future, educators, educational administrators, and those interested in understanding and improving the functioning of schools find this book of great value.

The Laboratory School is presumably the most famous experimental school of the progressive education movement. Founded in 1894 by John Dewey and President William R. Harper, the Laboratory School existed at the University of Chicago for seven and a half years, and even after more than a century, remains a beacon of hope and inspiration for many educators. The present volume ventures to provide the first institutional history of the Laboratory School and to situate the school in its contemporary context. Drawing on new archival and historical materials, the book tells the story of a legendary school experiment that experienced a steep rise and a dramatic fall due to unsuitable structures and unfortunate decisions.

Shortlisted: BERA Educational Research Book of the Year 2025

Climate change, biodiversity collapse, pandemics, wars, resource shortages, inflation, socio-economic inequality... after decades of progress and prosperity, the world has hit the limits to growth predicted by the Meadows report of 1972. How do we talk to and teach young people about collapse without triggering defence mechanisms of denial and depression? The simple answer is that we mostly don't.

This urgent, and radically honest, open access book looks collapse in the face, acknowledges the temptation for denial and despair, but chooses hope. Pedagogies of Collapse makes a dire, fact-packed case for the urgency of action, but resists the urge to fall into the usual categories of environmental discourses. It rejects both the unwarranted optimism of progress narratives and the unhelpful despair of extinction narratives. Instead, Ginie Servant-Miklos makes the case for facing hard truths about the present and future with imperfect, trauma-informed learning practices and space for experimental pedagogies. The book takes the reader on a journey through the life sciences, political economy, psychology and philosophy with humour and accessible explanations. It weaves the authors' experiences as an educator, humanitarian and public speaker through a hopeful search for existential meaning through learning in times of collapse. The book includes a preface by Stephen Chan, Professor of World Politics at SOAS, University of London, UK.

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 Erasmus University Rotterdam.

This book serves as a starting point for pre-service teachers and researchers by providing a concise and thorough summary of key themes within the field of civics and citizenship education. The field of civics and citizenship education is both complex and contested in local and international jurisdictions. It is also a key site for political and policy interventions by governments and other interested parties. While this activity makes the field a vibrant one, it also means that it can be challenging for teachers and researchers to enter and understand the ongoing debates and discussions and the implications these present for their research and educational practice. The book begins with a detailed examination of the history of civics and citizenship education from a variety of perspectives and in different locations. It recognizes and documents how the place and importance of civics and citizenship education has changed over the last century and how this has been realized in various educational initiatives. It also examines the current state of educational and policy-level initiatives in civics and citizenship education, noting the differences between different state and country approaches. This book also undertakes a detailed consideration of the different typologies of civics and citizenship education that have been formulated by various researchers, including notions like justice-oriented citizenship, activist citizenship, and critical citizenship. It examines the theoretical foundations of both active citizenship education and global citizenship education and how these have been enacted in school settings. Furthermore, it examines the place of citizenship in higher education institutions and non-formal educational settings, including practices and statements about the importance of developing global citizenship in these arenas. It also presents a number of different case studies showcasing the variety of approaches to civics and citizenship education and discusses the opportunities and challenges educators and researchers face when researching and implementing it.

This book shows how artificial intelligence grounded in learning theories can promote individual learning, team productivity and multidisciplinary knowledge-building. It advances the learning sciences by integrating learning theory with computational biology and complexity, offering an updated mechanism of learning, which integrates previous theories, provides a basis for scaling from individuals to societies, and unifies models of psychology, sociology and cultural studies.

The book provides a road map for the development of AI that addresses the central problems of learning theory in the age of artificial intelligence including:

• optimizing human-machine collaboration
• promoting individual learning
• balancing personalization with privacy
• dealing with biases and promoting fairness
• explaining decisions and recommendations to build trust and accountability
• continuously balancing and adapting to individual, team and organizational goals
• generating and generalizing knowledge across fields and domains

The book will be of interest to educational professionals, researchers, and developers of educational technology that utilize artificial intelligence.

Decolonizing Bodies offers novel theorizations of how racial capitalism, colonialism, and heteropatriarchal violence erode the bodily schema and experiences of racialized and colonized populations, profoundly constraining their being in the world. The book invigorates embodiment studies by centering the experiences and struggles of Black, Indigenous, colonized, disabled, queer, and racialized subjects, showing how they live these displacements and disintegrations.

The volume powerfully demonstrates how racism and colonialism sediment in bodily and habitual registers that are active, ongoing, made and remade. Bodies, the contributors argue, powerfully register the impacts of colonial and racialized violence, but through practices of embodiment, they also digest, expel, and transform them. In centering non-normative subjective experiences and making space for different kinds of embodied knowledge, Decolonizing Bodies also takes a step toward decolonizing academic knowledge.

This exciting and urgent book offers readers new ways of imagining, choreographing and enacting the body. Beyond connecting distant geographies of harm, it celebrates polymorphous decolonial repertoires that record, creatively narrate, and heal.

The challenges of developing research and generating scientific knowledge in environments that involve subjective aspects related to employees, customers, managers, leaders, inspectors, auditors, among other stakeholders in the business environment, can be overwhelming for students that are new to this type of inquiry. This textbook presents an integrated view of qualitative research strategies with data collection and analysis techniques.

The book explores nine distinct research strategies, namely ethnography, phenomenology, grounded theory, case study, design science research, grounded design, action research, participatory action research, and action-design research.

In terms of analyzing data, the author describes various reading techniques, how to code the text, and how to use software to aid in the analysis.

The final section of the book explains how to write up the results of qualitative research, including article structure and selecting an outlet for publication.

Students will benefit from the plentiful examples and exercises that highlight the interweaving of data collection and analysis as well as concrete guidelines on engaging in qualitative research. At a time in which qualitative research is becoming more rigorous to meet the demands of the field, this textbook will prove a valuable resource for the next generation of business researchers.

This open access book critically examines how discourses and policies target and exclude migrants and their families in Europe and North America along racial, gender and sexuality lines, and how these exclusions are experienced and resisted. Building on the influential notion of intersectional borderings, it delves deep into how these discourses converge and diverge, highlighting the underlying normative constructs of family, gender, and sexuality. First, it examines how radical-right and conservative political movements perpetuate exclusionary practices and how they become institutionalized in migration, welfare, and family policies. Second, it examines the dynamic responses they provoke-both resistance and reinforcement-among those affected in their everyday lives. Bringing together studies from political and social sciences, it offers a vital contribution to the expanding field of migrant family governance and exclusion and is essential for understanding the complex processes of exclusion and the movements that challenge and sustain them. It expands academic discussions on populism and the politics of exclusion by linking them to the politicization of intimacy and family life. With diverse case studies from Europe, North, and Central America, it appeals to students, academics, and policymakers, informing future mobilizations against discriminatory and exclusionary tendencies in politics and society.

Based on a cooperation between science and minority self-organizations, the book offers for the first time comprehensive data on the national minority of German Sinti and Roma and immigrant Roma in Germany. The social and educational situation of Sinti and Roma in Germany is examined using an innovative sampling strategy with interviewers from the minority. An international team of renowned authors from minority and majority analyzes the connections between discrimination, expectations and developments in school and training qualifications.

This book provides a novel perspective on human migration dynamics by examining it through the lenses of complex systems science and philosophy of science. It posits that human migration is not a simple linear process but rather a dynamic phenomenon driven by a multitude of causal factors evolving within complex systems. This book unravels the conceptual and methodological foundations of a complex systems approach to migration, elucidating its ability to explain the intricate causation inherent in migration processes. Additionally, it acknowledges the constraints and challenges faced when adopting this perspective.

The research sets out to answer two fundamental questions: (1) Does migration exhibit the dynamics and properties of a complex system? and (2) What are the distinct advantages of employing a complex systems approach for studying migration? The author argues that a complex systems approach provides an integrated framework that comprehensively captures the multilevel structure of migration processes. By doing so, it enables the identification of causation across various scales and elucidates the emergence of complex properties in migration phenomena.

Structured into three comprehensive chapters, this book begins with an introduction to the fundamentals of the complex systems approach to migration. The second chapter critically examines the concept of causality within migration science and offers a comprehensive framework for causal inference. The third chapter expands on the notion of multilevel causation and emergence within complex systems of migration. By examining these fundamental issues, this book shows how philosophy can constructively engage with complex systems modeling in order to meet practical scientific objectives and adress contemporary challenges.

The Islamic positioning of Islamophobia is presented in this book. Through 'Islamic' or 'Muslim' perspectives, the book engages with various Islamic texts and discourses (spoken and written) emanating from preachers and scholars of Islam to discuss the points of convergence and divergence with the Western interpretation of the phenomenon. The book aims to look at Islamophobia from a hitherto unexplored angle by first analyzing the points of convergence and divergence between the internal (Muslim) and external (Western) perspectives, and then by providing new approaches to curbing Islamophobia through a holistic spiritual dimension of Islam and cultural memory. The book contends that the bridges of understanding between the 'East' and the 'West' can only be built if some of Islam's theological concepts, such as the place of reason in Islam, are reinterpreted by considering the Islamic perspectives. While the book acknowledges previous work on Islamophobia, it contributes to a deeper understanding of Islamophobia in its internal and external manifestations by considering the theoretical frameworks of racism and xenophobia. Readers interested in Islamic studies and anti-racism narratives would find this book's eclectic approach and balanced perspective of the phenomenon informative and enlightening.

In the decade since the 2014 Ferguson Uprising, re-intensified conversations about racial progress continue to be at the forefront of American culture. The moniker Black Lives Matter, for example, emerged as a rallying cry of Black-led mass rebellions calling into question the rigid Western social codes of race, gender, class, and sexuality. These values emerge through iconography: those social codes reflected by a corresponding rolodex of public symbols (whether positive or negative) in American culture. Black Lives Matter fractured icons such as the first Black president, the innocent police officer, and the charismatic Black male activist opening space for new theories and practices of Black radical disruption. At the same time, groups such as #BLM10, BLM Grassroots, and Mass Action for Black Liberation criticize the Black Lives Matter Global Network as having transformed into a new icon of racial progress, demonstrating that the meaning of Black liberation remains hotly contested. How do we discern Black radical thought and activism from the co-options of Western Man? Are we doomed to repeat a cycle of destroying a few icons only to inevitably produce new ones? In Black Iconoclasm, Charles Athanasopoulos dismantles the Eurocentric notion of iconoclasm as the physical destruction of icons and/or the recovery of supposedly pure counter-ideologies. Instead, Black iconoclasm refers to a liminal orientation toward cracks and fissures in narratives of linear racial progress and teleological narratives of Black liberation.

Athanasopoulos examines conflicting messages surrounding Black liberation in post/Ferguson America across activism, Black radical theory, communicative situations, cinema, and street art. Across each arena of American culture, his orientation toward the liminal unsettles the supposed cyclical nature of icons/iconoclasm by demonstrating that theories and practices of Black radical disruption always reflect both Black radical excess and the iconographic residues of Western Man. Those residues do not preclude those theories/practices from teaching us important lessons, they are how those lessons are learned to evolve our theories and practices of Black radical disruption. Institutional capture is neither simply inevitable just as no movement, person, or idea will be totally immune to Western Man's racial icons. Thus, Black iconoclasm eschews purity politics and the pursuit of epistemological closure in favor of a critical orientation toward ritual transgression and Black radical discernment. Reframing iconoclasm in this way, Athanasopoulos opens avenues for new approaches to the relationship between Black resistance and the co-option of that resistance.