This book explores contemporary issues in women's studies, focusing on the agency of marginalised and disenfranchised within political, cultural, and social spheres. It employs feminist pedagogies to articulate the multiple intersecting histories of class, caste, race, sexuality, disability and citizenship.

Using feminist perspectives, the book challenges the hegemonic and patriarchal logic of heteronormativity by contextualizing verbal abuse, violence in the private sphere, and the tensions between women's and men's rights across the continuum of family, community, and state. The essays in this volume examine the (im)possibilities of creating violence-free, caring, and affordable living space on the one hand, and seek to understand the gendered experience of violence in the context of migration, as well as cultural and sexual labour on the other. In addition to interrogating the cultural taboos that restrict women's autonomy and rights, the essays prioritise a diverse range of voices, including those of dancers in the entertainment industry, sexual and gender minorities, urban poor populations living in slums, and disabled women. They also document and archive the academic agency of staff and students working to address injustices within higher education institutions.

Part of the Contemporary Issues in Social Science Research series, this volume will be of significant interest to scholars and researchers in gender studies, women's studies, history, political science, sociology, social anthropology, development studies, law, media studies and South Asia studies.

The chapters in this volume highlight the complexity and diversity of approaches to how ancient and medieval cultures understood martial masculinity and the significance warfare had on masculine values during the premodern era. They also point to how these ideals were manifested in numerous environments, covering topics from multiple points of view and using a variety of sources and methods.

In the ancient and medieval periods, "manliness" was often understood as the ability to demonstrate bravery in war and eagerness to use violence in different situations. While certain marginal groups, such as philosophers and Christians, promoted more peaceful ideals of masculinity, war and masculinity were tightly connected to the cultures and societies of antiquity and the Middle Ages. Indeed, in Roman and later medieval culture, warfare played an essential role in constructing ideals of proper manliness and masculinity. This constructed masculinity manifested itself not only in written culture but also in everyday life, both visually and bodily.

War and Masculinity in Roman and Medieval Culture is intended for those interested in ancient Roman and medieval culture, particularly researchers and students of gender and masculinity in Classical Antiquity and the Middle Ages.

Disbanding the Patriarchy: Sex Policy and Power presents evidence from Australia, Europe, India, the UK, and the USA, revealing the calculated efforts to impede progress, dictated by oligarchs, the media, religious dogmas, and androcentric leaders. Patriarchal forces are deliberately accelerating the regression of equality. The decline of democracy and human rights threaten health services, political frameworks, financial stability, and education systems.

Celebrating the remarkable triumphs of activists, feminists, and advocates, their strength, courage, and perseverance exemplifies how united successes are possible. The four feminist waves, along with the current tsunami, are recognised as powerful demonstrations of collective voices disrupting corruption and exposing the reality that wealth does not equate to intelligence or capacity.

Incorporating academic research, personal experiences, and a practical toolkit in every chapter, this book presents a comprehensive assessment of both contemporary and prescriptive norms that suppress autonomy, marginalise the majority, and distort reality. Readers will gain a critical, evidence-based understanding of the barriers to equality, alongside practical strategies to disband phallocentric principles and influence the implementation of sustainable, meaningful social reforms. Proportionate representation, reinforced by inclusive leadership, has been proven to deliver financial prosperity, effective governance, and social advancement, presenting a compelling case for disbanding unacceptable power structures in the pursuit of a fairer and more balanced world.

For those who wear one or many hats - feminists, policymakers, educators, caregivers, researchers, advocates, activists, journalists, students, academics, lawyers, jurists, healthcare professionals, executives, entrepreneurs, artists, NGOs, and politicians - note the United Nations calculates that at the current rate, achieving legal parity could take another 286 years. This alarming reality serves as a call to action, reminding the reader that transformative positive developments are within reach. Neutralising regression demands deliberate, sustained, and collective efforts to transform suppression into equal justice - one decisive action at a time.

This volume explores academic households in early modern (c. sixteenth to eighteenth century) Northern Europe, examining changing dynamics of family and gender.

During the Middle Ages, Christian scholars were expected to spend their lives unwed and instead focus on educating the young. However, a gradual easing of prohibitions against the marriage of scholars began in different areas of Europe in the late fourteenth century. By the end of the sixteenth century, a great number of professors were men with families and establishing their own households. This was especially the case in the German-speaking Protestant areas of Europe and the Swedish realm from the first half of the seventeenth century. The contributors of this volume concentrate on universities that took on the new idealised understanding of professors and other members of academic communities as married men. They analyse how professors and other members of the academic communities viewed family and household, what academic family life was like, and how the members of the academic community utilised family and the household for (academic) self-fashioning and building networks. Furthermore, they pay special attention to the wives and widows of professors and other academics and discuss the agency of these women.

This book is an excellent resource for students and professional readers alike who are interested in the histories of early modern universities, families, and gender.

The adoption of building information modeling (BIM) in both pedagogy and practice has experienced significant growth in the past decade. As the use of BIM is being quantitatively and qualitatively shown to improve project outcomes, many educators and practitioners are still struggling with how to incorporate BIM into curriculum, training, and current and future projects.

This book:

• is a compilation of the best academic and research articles on the topic of BIM
• provides a resource for both educators and practitioners for understanding issues regarding BIM
• covers BIM topics such as BIM Execution Planning, Collaboration, Visualization, Site Utilization Planning, Safety, Estimating, Sequencing, Coordination/Clash Detections, Integrated Project Delivery, Legal considerations for BIM, Industry Uses of BIM, Sustainability, Facilities Management, Interoperability, Modular Construction, and Virtual Reality
• and includes a new introduction and conclusion

Building Information Modeling in Pedagogy and Practice will be an invaluable resource for engaged academics and teaching practitioners interested in playing a key role in the future development of the building profession, as well as undergraduate and postgraduate students wishing to understand the importance of BIM.

Most of the chapters in this book were originally published in the International Journal of Construction Education and Research.

Strengths-Based Changemakers in Education is the perfect tool for educators looking for brief articles involving the history and current state of racial equity in education. Following each reading, educators can complete self-reflection questions, identify changes needed in their own school, and create a plan of action. The format allows for independent use or with professional learning communities, equity teams, or school improvement planning committees working to interrupt racism in their school.

The book explores different aspects of modern education beginning with a brief history, an understanding of laws and policies and their impact on education, and a dive into how schools are structured. Readers will then consider their own role in education, their school community, and the current state in which they work. Finally, the book considers implementation theory, resistance to change, and dismantling the current to create the new.

For use on its own or in conjunction with the authors' book Interrupting Racism, this book lends itself well to use as a guiding resource for equity teams in schools.

Defining the principles and practices of walking as critical pedagogy, this book engages with social questions and challenges related to understandings of the Anthropocene.

Through a series of chapters that operationalize walking as a form of participatory pedagogy, it explores issues including migration and borders, sustainability and climate change, gender and feminist thought, the labour market, crime and rehabilitation, and urban life and regeneration. Showing how walking enables us to learn creatively, convivially and critically on the move in city spaces, while thinking relationally, the authors demonstrate the importance of space, time and place: the layers of history embedded in the present, and the importance of active, embodied, participatory, collaborative, creative and place based learning.

A pioneering approach to walking as a form of engagement and learning, Walking as Critical Pedagogy will appeal to researchers and students across the social sciences interested in new methods and research methodologies, and creative ways of teaching and learning about - and engaging with - major global issues in society.

This book, written by educators with a wealth of expertise across all age phases, provides an accessible, informative and thought-provoking exploration of how practitioners might place the human-centred values of social pedagogy at the heart of their own education and care practice to enrich and transform the learning experience.

A clear overview of why and how the underpinning principles of social pedagogy can benefit both the learner and the educator is provided, and answers to current educational challenges are offered. Chapters in the book cover topics including:

• supporting children with special educational needs and disabilities
• working with marginalised families and communities
• tackling bias in higher education
• alternative approaches to education leadership
• establishing relationships within an online environment

This book concludes by considering the value of social pedagogical approaches beyond the realm of education, in wider work with children and families. It discusses how this approach can build communities, offer hope and provide opportunities for all. Supplying a fresh and highly relevant perspective to help face the challenges in education today, this book will be key reading for policymakers, teachers and students in the field of education studies and beyond.

AI-Powered Pedagogy and Curriculum Design offers practical insights and guidance on the effective integration of AI tools into teaching practices and curriculum design. While numerous claims exist as to the validity and authenticity of the applications of AI in schools, too little attention has been paid to empirical research conducted with and by teachers in real-world classrooms. This book synthesises diverse viewpoints from teacher educators across disciplines and levels toward a comprehensive, context-specific understanding of the challenges and best practices for responsibly leveraging Generative AI to enhance outcomes in classrooms. Contributors further shed light on how Generative AI can align with standards, assessment practices, and teacher training programs in different settings. Firsthand classroom experiences and experimental approaches of educators in the United Kingdom and Europe will provide current and aspiring teachers with insights into the intersection between AI and teacher empowerment, student participation, ethical implications, and socially just approaches.

Everyone knows that education is important. We are confronted daily by discussion of it in the media and by politicians, but how much do we really know about education? Education: The Basics is a lively and engaging introduction to education as an academic subject, taking into account both theory and practice. Covering the schooling system, the nature of knowledge and methods of teaching, this book analyses the viewpoints of both teachers and pupils.

This fully updated second edition considers the many developments in education since the book was first released, brought about by political interventions and the changing social context, including the Covid-19 pandemic, new technologies, gender dysphoria and the deteriorating mental health of children and young people. Key questions are answered, including:

• What is education and what is it for?
• Where does education take place?
• How do we learn?
• Who are the students?
• What is being taught in schools and universities and why?
• What is the state of education across the world?

With further reading suggested throughout, Education: The Basics is essential for all those embarking on undergraduate courses in Education and Education Studies, for those with an involvement in teaching at all levels, and for those with a general interest in this vital topic.

Washback is understood as the effect tests have on teaching and learning, with positive washback producing intended outcomes and negative washback generating unintended effects. By surveying the latest developments in the field and charting future directions, this collection offers a comprehensive treatment of research on washback in the field of language assessment.

The book contains chapters exploring fundamental aspects of washback, including the impact-by-design approach, theoretical models, validity frameworks, research designs, and methods. Additional chapters examine washback across various assessment contexts, covering migration-related proficiency tests, formative and standards-based assessments, multilingual and professional language assessments, and the role of technology, including computer-based testing and AI. The book also surveys washback research in primary, secondary, and higher mainstream education, and shadow education, with a focus on English learning in Asian contexts.

This book will be of interest to scholars and stakeholders in language testing and assessment, educational measurement, and applied linguistics.

Designing Instruction with Generative AI offers a novel set of tools and strategies for leveraging generative AI to create engaging and personalized learning experiences. While instructional designers are a tremendous asset to higher education, not all colleges or universities have the robust staff needed to support all instructors on staff or large student populations. Drawing on a wealth of research, professional experience, and strategic insights, this book equips new and seasoned teaching faculty and trainers with step-by-step directions on how freely accessible artificial intelligence software can assist with all aspects of the course creation and instruction process and cater to the needs of diverse learners. Each chapter offers forward-thinking and empirically validated ways to help faculty create and improve instructional materials, course design, and learning environments while supporting their digital literacies. Rather than introduce AI as a means of outsourcing subject-area expertise, critical thinking, or cognitive processes, the author instead emphasizes its potential to build on traditionally honed knowledge and foundational instructional design practices. From optimizing course alignment and accessibility practices to fostering active learning, motivation, and engagement, educators will find new solutions to common teaching and learning challenges with greater efficiency in time and capacity.

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.

Challenging dominant views of early childhood language development and knowledge, this thought-provoking volume illuminates the importance of place, the body, and movement in opening space for young children's improvisatory, creative, playful language practices.

Bringing together a rich collection of contemporary research and diverse perspectives, the book centers on the premise that 'where' talk happens-be it spoken, mimed, signed, or assisted through one or more communication tools-is not a neutral backdrop or controllable variable. Rather, it is deeply entangled in the emergence of language from bodies, in how these vocalizations make their way into the world, what they might feel like and set into motion, and how they are received, heard and listened to by other humans and by non-humans. Chapter authors introduce theories about language, body, and place, while also providing examples of what this work may look like in practice.

This book is key reading for those who work with young children and families, including teachers, pre-service teachers studying child development, speech and language therapists, support workers, and those in the arts, cultural and environmental sectors. It is also highly relevant to researchers, literacy education scholars, and anyone who endeavors to think more expansively and critically about language and literacy in early childhood contexts.

As a leader navigating the complexities of an international education community, you need a manual to help you address the unpredictable and rapidly evolving scenarios you face. Surround yourself with the team of experts inside the chapters of The International Education Leadership Companion as they present a practical resource for everyday leadership challenges. Blending a compilation of theory and practice, the lessons offered within these chapters are grounded in standards of leadership from internationally renowned international school educators. The book's advice is brought to life by authentic case studies to offer meaningful reflection opportunities that directly translate to your job at hand: successfully leading international education communities in a world characterized by volatility, constant change, and uncertainty. Whether you are a new leader stepping into your first international role or a seasoned professional looking to refine your approach, the insights within these pages offer both practical guidance and profound inspiration. Leadership can feel isolating, but it cannot be effectively done alone - immerse yourself in The International Education Leadership Companion and bring your trusted, experienced guides alongside you throughout the journey!

This book explores the process of educators' technology adoption, which is crucial for digital transformation in today's educational landscape. It is based on rigorous research which highlights the dynamics of technology adoption, the evolution of institutional culture, and the development of digital artifacts as educators navigate the incorporation of educational technology. Through a thorough analysis of the complex factors influencing technology adoption, the book seeks to bridge theory and practice, technology and teaching methods, policy, and execution, to promote more effective and meaningful educational innovation and transformation.

This book confronts the challenges within this field by illustrating the development process of teachers' technology adoption. It introduces novel representations and analytics of technology adoption dynamics, offering new insights into the mechanisms behind teachers' technological understanding beyond mere self-reported acceptance. Through a thorough analysis of the complex factors influencing technology adoption, the book seeks to bridge theory and practice, technology and teaching methods, policy, and execution, to promote more effective and meaningful educational innovation and transformation. To study the short- and long-term effects that may improve the assessment of interventions, the author proposes a dynamic model. The reader is also introduced to a framework based on a downscaling scheme that can project cultural factors of the institution onto a teacher's implementation behaviour. The book further considers navigating through technological integration by inspecting technology-related quality of teaching artifacts. It considers patterns of integrating digital tools and teaching practice that can be identified by examining the technology-specific quality of digital artifacts shaped by teachers.

This book targets several key groups in the education sector, including educators, researchers, policymakers, and educational technology professionals. The author shares the knowledge to support the integration of technology and transformation in education by providing interdisciplinary perspectives and practical strategies.