Near and Desired Things reveals nineteenth-century Siberian museums, built on Indigenous land and increasingly populated by political exiles, as active sites of ethnographic knowledge-making and centers of scientific research, regional identity, and colonial authority. Rather than collecting from distant colonies, these institutions concentrated on surrounding communities, their tools, beliefs, and everyday lives, to configure ideas about what counted as legitimate knowledge.

Marisa Karyl Franz traces how Siberian museums helped construct shamanism as an ethnographic category. Shamans, while familiar and embedded in local space, were recast as icons of cultural otherness or representatives of an imagined primitive past. Through the evolving languages of science, anthropology, and empire, the local was abstracted and exported, feeding global museum networks and shaping modern anthropology. Yet, the museums held onto the intimacy of place, preserving tensions between familiarity and spectacle, documentation and desire.

By placing Siberia at the center of a broader intellectual and political history, Near and Desired Things challenges assumptions about where modern knowledge is made and redefines provincial spaces as sites of innovation and as forces that reshape the terms of empire.

The Unorthodox offers a new history of Ukraine's and Russia's Protestant communities, from the religious resurgence of World War II through four decades of the Cold War. The subject of bureaucratic reports, sensationalist newspaper stories, and court transcripts, these communities generated disproportionate attention in the Soviet Union. Miriam Dobson examines why they provoked such interest for the communist regime and - challenging ideas about the communist state and its repression of religion - argues that the Soviet regime used religious traditions to claim its own modernity. The Soviet preoccupation with the Protestant minority was later reproduced in the western media.

Subjected to scrutiny, those who belonged to Evangelical Christian-Baptist and Pentecostal congregations responded in varied ways. Some believed it possible to be both "Soviet and Protestant." Others concluded Christian life in the USSR was impossible. A minority developed alternative institutions, such as the all-female Council of Prisoners' Relatives, a highly effective producer and exporter of samizdat texts.

Using oral history interviews and unpublished letters, The Unorthodox explores the sense of purpose and belonging that congregational life provided and also the possibilities for conflict and discord as members navigated what it meant to live in accordance with scripture in a modern, secular world. Dobson pays particular attention to gender dynamics within these predominantly female congregations.

A strengths-based guide for teaching ADHD college students that promotes inclusive, supportive, and high-structure learning environments for all.

The college learning environment is a place of both challenge and opportunity for students with ADHD. In An Educator's Guide to ADHD, Karen Costa offers a transformative perspective on education that reimagines how college classrooms can support these learners. Challenging conventional narratives that treat ADHD as a deficiency, Costa instead invites educators to embrace the full humanity, creativity, and complexity of ADHD learners-whose minds are, as she puts it, wide open to the world like a house with its windows thrown open.

Costa introduces a framework built on strengths, compassion, and structural accountability. As a workshop facilitator with ADHD, she confronts the ableist underpinnings of traditional pedagogy and proposes a high-support, high-structure, and high-challenge approach that benefits all students. Her work encourages faculty to move beyond shame-based practices and toward a model of education that respects neurodiversity, supports executive functioning, and fosters resilience.

Costa's vivid metaphor of an open-windowed house illustrates the reality of living and learning with ADHD, which involves occupying a psychic space of both beauty and vulnerability. Rather than insisting students "shut their windows" to conform, she urges educators to help them build environments where the fresh air of insight and connection can circulate freely while keeping out the mosquitoes. By teaching strategies like externalizing, reducing cognitive load, and embracing metalearning, Costa's design and teaching approach will help educators create inclusive learning environments with the clarity, tools, and inspiration needed to shift the educational landscape one empowered learner at a time.

Through a comprehensive sociological examination of foreign language education within Chinese universities, Xu focuses on the intricate dynamics between teaching and research, economic considerations, and individual and community interactions.

Through nine qualitative studies, the book explores the underlying structures and processes that shape the experiences of faculty members and the evolution of language education policies. It offers detailed insights into the sociological structures and hierarchies within foreign language education in China's universities and uncovers how economic motives influence policy development and institutional practices in higher education. The content uses rich, qualitative case studies to provide real-world insights into the lived experiences of faculty members. The book explores the implications of policy and practice through a critical sociological lens, offering a unique viewpoint on language education.

This book is essential reading for scholars and students of language education and language policy. It will also appeal to policymakers, university administrators, and educators interested in the complexities of foreign language education in China and the broader implications for higher education systems worldwide.

This book situates mindfulness and contemplative interaction at the heart of transformative learning for a more sustainable and compassionate world.

Drawing on a mixed-methods study of a specific set of reflective learning activities introduced to undergraduates in Canada, the book highlights the importance of critical thinking and the necessity of the underlying affective dispositions to transformative learning. It argues that contemplative practices can play a central role in creating an unexpected sense of connectedness even among students who do not agree with each other, who may come from widely different backgrounds, and who may not speak English as a first language. These practices encourage students to improve their listening skills, suspend judgments, and explore multiple points of view without confirmation bias or rigidity. Mindfulness and contemplative interaction are further discussed in the context of the growing use of generative AI in higher education and the practical issues of student evaluation and feedback.

This forward-thinking volume will appeal to contemplative practice scholars in the field of higher education, as well as educators and researchers with interests in transformative learning, critical thinking, and applied mindfulness.

A completely updated guide to helping university trustees become effective stewards of their institutions.

Boards of trustees hold immense responsibility in guiding the future of colleges and universities. They hire and fire presidents, approve and monitor strategy, oversee finances, and safeguard institutional missions and autonomy. Yet many trustees enter this role with limited understanding of the distinct culture, structure, and values of the academic institutions they are selected to govern.

In this second edition of How University Boards Work, former university president Robert A. Scott offers a practical and candid guide for navigating the complexities of academic board service. Originally published in 2018 and widely adopted in board development programs, this updated edition incorporates insights gleaned from years of training sessions, executive coaching, and a radically altered higher education landscape. Elements unique to this edition include:
* A new preface addressing the contemporary pressures affecting higher education governance, including political interference, enrollment challenges, changing public attitudes, tuition pricing, overall costs and ROI, and post-pandemic adaptations.
* Expanded guidance on key topics such as consent agendas, indicators of institutional vitality and vulnerability, risk assessment, and succession planning.
* Updated index entries and terminology reflecting evolving governance concerns such as cybersecurity and free speech.

With illustrative examples of effective and problematic board behavior and actionable suggestions for trustee development, How University Boards Work remains the definitive primer for trustees of both public and private institutions.

How to reckon with no-confidence votes and rebuild trust in higher ed leadership.

Faculty votes of no confidence in college presidents have become a defining feature of leadership turmoil in American higher education. Often dismissed as merely symbolic, these votes can nonetheless mark a turning point in campus governance-and frequently signal the end of a presidency. In No Confidence, Michael T. Nietzel and Charles M. Ambrose present the first comprehensive analysis of this dramatic and increasingly visible phenomenon.

This book examines the origins, causes, and consequences of no-confidence votes, placing them in the wider context of higher education's evolving governance structures. Nietzel and Ambrose explain why these votes have increased in frequency, especially in the wake of financial crises, political pressures, and a rapidly shifting academic workforce. What happens after such votes are cast-who resigns, who survives, and what do these outcomes mean for the institutions involved? Through detailed case studies and critical insights, No Confidence reveals how diminishing shared governance, declining faculty influence, and rising tensions between academic and corporate management styles have created fertile ground for conflict.

To prevent and repair campus conflict, Nietzel and Ambrose recommend focusing on improving trust, transparency, and collaboration among presidents, governing boards, and faculty. These essential actions, they argue, can help maintain institutional stability in an increasingly volatile higher education landscape.

Dialectic as Dialogue: Theology After Brunner is an examination of Emil Brunner's theological epistemology with special focus on his reception of dialogical philosophy, its implications for the nature and task of theology, and Brunner's contemporary significance.

This book helps readers better understand Brunner's theology and provides a fresh perspective on his legacy and the possibilities for his continuing influence. Readers will gain insight into Brunner's most foundational developments and theological commitments. In connection with Brunner, Dialectic as Dialogue also helps clarify the tradition known as dialogical philosophy and its implications as a resource for Christian theology.

Dialectic as Dialogue is intended for those interested in the life and thought of Emil Brunner, the legacy of the dialectical theology movement, and the impact of Martin Buber's dialogical philosophy in Christian theology. It will also appeal to readers with broader interests in modern philosophies of religion, epistemology, theological reasoning, and constructive claims regarding the nature and task of theology.

Mapping out the strategic future of higher education.

Over the past decade, American colleges and universities have seen enrollment decline, campuses close , programs cut, faculty and staff laid off, and public confidence erode. In Peak Higher Ed, futurist Bryan Alexander forecasts what the next decade might hold if we continue down this path. He argues that the United States has passed its high-water mark for postsecondary education and now faces a critical turning point. How will higher ed institutions respond to this wave of change and crisis?

Combining data-driven research with scenario modeling, Alexander outlines a powerful framework for understanding what led to this moment: declining birthrates, surging student debt, rising tuition, shifting political winds, and growing skepticism about the value of a college degree. He maps out how these forces, if left unchecked, could continue to reshape academia by shrinking its footprint, narrowing its mission, and jeopardizing its role in addressing the planet's most pressing challenges, from climate change to artificial intelligence. Alexander explores how institutions might adapt or recover, presenting two possible futures: a path of managed descent and a more hopeful course of reinvention.

Peak Higher Ed examines the fraying of the "college for all" consensus, the long shadow of pandemic-era disruptions, and the political polarization that has placed universities in the crosshairs. Written for educators, policymakers, students, and anyone invested in the future of higher learning, this book offers a deeply informed, unflinching look at the road ahead and the choices that will determine whether colleges and universities retreat from their peak or rise to a new one.

Between the Buddha and the New Tsar is an ethnography of contemporary urban Buddhism in Buryatia, a republic within the Russian Federation. Kristina Jonutyte shows how - in this ethnically and religiously diverse borderland region - Buryat Buddhists are caught between an oppressive, militant Russian regime and the tenacity of local religious and cultural forms. As Jonutyte narrates, historically Buryat Buddhism has been tightly linked with the Russian state ever since the imperial period, a relationship with mutual interest and benefits. Yet everyday Buddhist practices point to a more complex picture, shedding light on precarity, minoritization, struggles for cultural sovereignty, and infrapolitical religious forms. Between the Buddha and the New Tsar reveals the important ways in which the urban setting is not just a backdrop to Buddhism, but that religion and the city are intertwined and mutually impactful.

This book presents new insights into the success strategies of Australian teachers. It analyses interviews with 42 experienced teachers across a range of school contexts to examine "what works" in those contexts. The authors organise teachers' work and identities around ten distinct roles: designers for learning, emotional labourers, narrative constructors and deconstructors, pandemic navigators, policy refractors, relationship brokers, self-regulated learners, situated ethicists, teaching idealists and technology reframers.

The chapters explore two separate but interrelated arcs of analysis simultaneously. Teachers' work is examined around four nodes: complexities, challenges, contradictions and comforts. Five dimensions of that work are considered as well: psychosocial; profession and professionalism; changes and continuities; naming, framing and shaming; and teaching by design. The Australian study is part of a five-nation international research project focused on teacher motivation and resilience, with the other countries including Brazil, Chile, Ecuador and Spain. The authors are affiliated with the University of Southern Queensland, Central Queensland University and the Queensland University of Technology.

What emerges is the understanding that Australian teachers acknowledge the challenging complexity of their work, while they mobilise their constrained agency in innovative ways in diverse contexts. Their success strategies cluster around four distinct types-value-driven, agentic, adaptable and relational-with important implications for current and future teachers alike. It is an essential read for both in-service and pre-service teachers, as well as a viable resource for education researchers and research students, and general lay readers with an interest in the future of education.

This rigorous and insightful volume provides comprehensive analysis and research findings on educational management challenges in East Africa, homing in on the interrelated areas of inclusion, gender equity, leadership and digital integration in schools and higher education institutions to foster a more equitable and innovative educational environment.

The book explores how local innovations and indigenous knowledge systems can inform cross-regional dialogue and international comparative learning, identifying transferable strategies and cautionary lessons. Chapters take a deep dive into key issues affecting education systems internationally by showcasing case studies from Tanzania, Ethiopia and Rwanda and relating findings from the region to the broader international context, particularly the Global South. Situating the key themes of inclusion, gender equity, leadership and digital integration within the broader socio-economic and cultural context of East Africa, the book seeks to rectify the lack of representation of East African educational solutions in existing literature. By bridging local insights with global debates, the book highlights the potential for context-sensitive, inclusive and sustainable reform grounded in African realities and aspirations.

Equipping readers with the knowledge needed to drive sustainable change in educational management, the book will be of use to scholars, researchers and postgraduate students in the fields of educational management and administration, education and development, and the sociology of education. Educational administrators, policymakers and school leaders should also benefit from the volume's insights.

Normalien de la rue d'Ulm et agrege de lettres, Georges Pompidou est, a ce jour, le seul president de la Ve Republique a avoir exerce le metier de professeur. Apres avoir etudie quel professeur il a ete et comment il ressentait l'exercice du metier, ce livre est consacre a la politique educative qu'il a menee lorsqu'il a ete Premier ministre et surtout quand il a exerce les fonctions de president de la Republique, apres les evenements de mai 1968 qui ont eu un fort impact sur la jeunesse et le monde educatif. Apres des contributions sur l'enseignement secondaire, l'enseignement superieur, l'enseignement professionnel et technique et l'enseignement, prive des articles plus cibles sont consacres aux constructions scolaires dans les annees Pompidou et a la maniere dont les reformes ont ete acceptees par le corps enseignant, les syndicats et les associations professionnelles. De nombreux documents, notamment la transcription d'un entretien avec son conseiller Jean-Francois Saglio, accompagnent ces contributions.

The 21st century has witnessed various learning trends that challenge the traditional dichotomy between academic and everyday learning. This book explores these trends, arguing that we can bridge this gap to revolutionise education for the benefit of learners and the betterment of the real world.

Taking a comprehensive perspective that spans the educational spectrum from kindergarten to tertiary and adult education, the book presents an integrated matrix of pedagogies that foster the integration of academic and everyday learning. This matrix encompasses key learning areas, including languages, mathematics, science, technology, personal, social, and humanities education (PSHE), and the arts. The book emphasises incorporating real-life contexts, practical applications, and relevant skills into academic learning while recognising the value of theory-practice integration. Drawing on examples, case studies, and best practices, the book demonstrates the successful implementation of these approaches.

This book will appeal to scholars of educational theory, learning and instruction, and curriculum studies.

This book offers new perspectives from Indigenous leaders in academic affairs, student affairs, and central administration to improve colleges and universities to cultivate spaces of belonging with Indigenous students and professionals. Providing rich context on the realities of Indigenous leadership in today's higher education landscape, and highlighting organizations that center Indigenous knowledges and approaches, the volume brings together prominent voices of Indigenous Peoples on administration and governance, Indigenous leadership academic programs, and Indigenous student leadership and activism. The book discusses and illustrates ways that leadership norms, values, assumptions, and behaviors can often originate from cultural identities, and how these assumptions can affect how colleges and universities evolve to serve Indigenous Peoples. The intergenerational perspectives in this book contribute valuable insights for leadership development and reflection among leaders in higher education, and offers key recommendations for transforming higher education. This volume will be important reading for those studying or researching Education Leadership, Indigenous Studies, Higher Education, Foundations of Education, and Multicultural Education, and will serve as a beneficial resource to Indigenous leaders and educational leaders.

Sh'i Clerical Authority in Iraq: The Neo-Traditional Marji'yya and the Transformation of Political Order provides the first comprehensive analysis of the evolving relationship between Shi'i religious authority and the state in Iraq through a distinctive historical sociology framework that illuminates structural and contextual transformations.

Spanning decades of complex interaction, it examines the often tense coexistence and rivalry between the state apparatus and the transnational Shi'i Marji'iyya, revealing how their relationship has been fundamentally reshaped by broader historical processes. Through meticulously researched case studies, the volume traces how state-building initiatives, secularization efforts, and shifting conceptions of national community have continuously challenged and reconfigured traditional religious authority. The analysis centers on the watershed moment of 2003, when Saddam Hussein's authoritarian regime collapsed, creating space for Shi'i religious and Islamist actors to emerge as significant political forces amid weakening central authority and a shift from homogenization to communitarianism as the organizing principle of political community. The author introduces the innovative concept of "neo-traditional Marji'iyya" to theorize the transformation in the public presence, political agency, and institutional configuration of Shi'i religious authority in contemporary Iraq.

A significant contribution to the fields of Middle Eastern studies, political theology, and state-religion relations, this book offers essential insights for scholars and policymakers seeking to understand the complex interplay between religious institutions and political power in post-authoritarian contexts and fragile states.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution (CC BY) 4.0 license.

This groundbreaking book provides a comprehensive international perspective on how dyslexia manifests across the lifespan, with a rare and valuable focus on adults. Each chapter meticulously examines research on critical aspects of dyslexia relevant to adult populations.

The book delivers an in-depth assessment of the dyslexic reader's neurocognitive profile-exploring language processing, memory systems, learning mechanisms, executive functions, and neurobiological foundations. Readers will find evidence-based approaches to screening, diagnosis, and intervention specifically tailored to adults with dyslexia.

The text addresses crucial questions about long-term cognitive risk factors while highlighting how adults with dyslexia develop resilience through effective compensatory strategies. By synthesizing diverse research into a single authoritative resource, this book serves as an essential reference for scholars, students, and professionals worldwide who seek to understand how dyslexia impacts training, education, and employment throughout adulthood.

Wanderings and Crossroads: Touch and Participation in Psychiatry and Other Peace Work is made up of three unfinished manuscripts that Andersen was working on at the time of his death, deftly and expertly brought together by the volume editors, and published here in English for the first time.

Tom Andersen continues to have a huge influence on the systemic and family therapy field, and on mental health professions more broadly. This unique volume follows on from Andersen's previous work with his renowned team in Tromso, presenting the vital work they conducted. This book offers Andersen's personal history and his development as a doctor and psychiatrist, in his own words, offering a theoretical, practical and autoethnographic insight into this pioneering figure.

This book invites readers into the practical and conceptual world of Tom Andersen and will be of interest to those involved in individual, family, group and network therapy and counselling.

The Routledge International Handbook of Neurocognitive Rehabilitation is a comprehensive resource highlighting the rapid advancements in neurocognitive science and their application in rehabilitation practices. Bringing together perspectives from top authorities in neuropsychology, neurology, neurosurgery, and neuropsychiatry, it explores cutting-edge techniques and resources including virtual reality (VR), augmented reality (AR), machine learning (ML), and artificial intelligence (AI) that are revolutionizing the area.

By combining scientific rigor with accessibility, the book closes the gap between state-of-the-art technology and conventional rehabilitation techniques, giving readers academic and practical expertise. Sections focus on the foundations of neurocognitive rehabilitation, technology-driven innovations, clinical applications, and ethical, social, and practical considerations. Case studies and qualitative accounts are integrated into the chapters to illustrate the impact of neurocognitive rehabilitation techniques on patient outcomes, opening up new avenues for individualized and successful therapeutic approaches.

It is an essential reference for students, researchers, and professionals to leverage emerging technologies for improving patient outcomes and advancing the discipline of neurocognitive rehabilitation.

This book develops a social psychology of citizenship, pushing the boundaries of the discipline to articulate a theoretically rich social psychological framework for the study of citizenship.

Featuring contributions from established and up- and- coming global researchers, this book draws attention to the micro- politics of everyday life. This volume is divided into four parts, considering different sites where citizenship is performed: governing, bordering, locating, and re- imaging citizenship. Each part considers a particular dynamic of citizenship, and the volume features trans- disciplinary commentaries from expert scholars in other social sciences and humanities. This book also revisits core social psychological topics such as prejudice, intergroup relations, and identities in new, productive ways that foreground the power dynamics and "battles of ideas" playing out in often implicit ways. It provides a systematic, state- of- the- art presentation of key theoretical and empirical work in the social psychology of citizenship and extends citizenship studies to include under- explored topics in the field - such as the environment and precarity - using a critical and decolonial lens.

Bringing together an innovative framework that can advance future study in the field, this book will be highly relevant reading for postgraduate students and researchers in social, political and community psychology, sociology, and migration studies. It will also be of interest to advanced undergraduate students, activists, and policy makers interested in citizenship and societal challenges.

How can a particular way of argumenting direct our thinking? How does the formulation of a question influence the answer, producing a bias or an insight? And finally, what effect does public communication have on public behaviour?

Psychorhetoric and the Psychology of Thought illustrates the role played by rhetoric and communicative heuristics in the psychology of thinking and decision making, and its effect on many areas of our daily life. It gives voice to a new and unconventional approach to the contemporary debate within the psychology of thought that has wide implications for key behavioural phenomena, including biases, creativity, decision making, and public policy. This innovative work challenges conventional wisdom by proposing that cognitive biases are not inherent flaws in human cognition, but rather outcomes of misleading communication patterns that influence our thinking processes.

This unconventional approach to the psychology of thought has significant implications for creativity, decision making, economic behaviour, and public policy development. Essential reading for students and researchers in cognitive psychology, communication studies, and behavioural economics, this volume promises to reshape our understanding of human rationality and the communicative forces that guide it.