Still Shaking the Table: Activism, Unity, and Supporting Students is the second volume in the Shaking the Table series, which centers the voices of identity center practitioners navigating increasingly complex, politicized, and constrained higher education environments. As colleges and universities continue to struggle to meaningfully support students across marginalized identities-including race, gender, sexuality, ability, class, religion, and citizenship status-those working within identity-based centers remain at the forefront of advocacy, care, and institutional change, often at great personal and professional cost.

Building on the foundation of Shaking the Table, which focused on survival and healing, this volume moves more explicitly into the terrain of campus activism, coalition-building, and sustained support for students. Amid mounting resistance to diversity, equity, and inclusion efforts nationwide, practitioners are increasingly asked to navigate competing institutional interests, political pressures, and shifting student needs, while showing up for the communities they serve. Through first-person narratives, contributors illuminate the tensions, contradictions, and possibilities that emerge when identity-centered work exists in opposition to institutional norms and state-level constraints.

Organized around three interconnected themes-Navigating Activism, Fostering Unity, and Supporting Students-this volume highlights how practitioners engage in advocacy within and beyond their institutions, wrestle with questions of privilege and intersectionality, and develop responsive practices to meet students' evolving needs. Across the chapters, authors explore the labor of coalition-building, the emotional toll of identity-based work, and the critical importance of self-reflection, critical hope, and collective care as strategies for longevity.

Still Shaking the Table serves as both a mirror and a roadmap: a reflection of the lived realities of identity center practitioners and a guide for those committed to advancing justice-oriented work in higher education. It is a resource for practitioners, scholars, and graduate students, and a call to action for supervisors, senior leaders, and institutions to move beyond performative commitments toward meaningful, accountable support for identity centers and the people who lead them.

As a result of the dual pandemics (COVID-19 and an international reckoning around social and racial inequity), youth have experienced an immense amount of collective trauma and disconnectedness from school, workforce, and other educational pipelines. Resilient Futures: Addressing Collective Trauma and Marginalization in Out-of-School Time Spaces explores how, throughout this tumultuous time, Out-of-School Time spaces have served and will continue to serve as an important nurturing and protective space for youth development and voice.

In this ninth book in our series, we examine how youth and practitioners are addressing the collective trauma and opportunity facing this generation of young people. While all young people are experiencing a level of marginalization, we seek narratives and bright-spot practices that are being used to address the challenges facing:

• BIPOC Youth: young people who identify as American Indian, Native American or Alaska Native, Indigenous, Asian, Black or African American, Hispanic or Latino/a, Middle Eastern or North African, Native Hawaiian or Pacific Islander
• Opportunity Youth: young people ages 16-24 who are neither enrolled nor participating in the labor market
• LGBTQIA+ Youth: young people who identify as members of the Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, and Asexual communities
• Undocumented, First Generation, and Refugee Youth
• Youth from a Range of Ability and Disability Statuses
• Youth from Low-Resourced Backgrounds and Communities (including rural, urban, and suburban communities that are marginalized, impoverished, or oppressed)
• Youth experiencing housing instability

This volume includes local, national, regional, and scalable examples of programs, delivery models, research, and policies that support accessible, equitable, sustainable, and quality programming.

Pink Triangle Legacies traces the transformation of the pink triangle from a Nazi concentration camp badge and emblem of discrimination into a widespread, recognizable symbol of queer activism, pride, and community. W. Jake Newsome provides an overview of the Nazis' targeted violence against LGBTQ people and details queer survivors' fraught and ongoing fight for the acknowledgement, compensation, and memorialization of LGBTQ victims. Within this context, a new generation of queer activists has used the pink triangle - a reminder of Germany's fascist past - as the visual marker of gay liberation, seeking to end queer people's status as second-class citizens by asserting their right to express their identity openly.

The reclamation of the pink triangle occurred first in West Germany, but soon activists in the United States adopted this chapter from German history as their own. As gay activists on opposite sides of the Atlantic grafted pink triangle memories onto new contexts, they connected two national communities and helped form the basis of a shared gay history, indeed a new gay identity, that transcended national borders.

Pink Triangle Legacies illustrates the dangerous consequences of historical silencing and how the incorporation of hidden histories into the mainstream understanding of the past can contribute to a more inclusive experience of belonging in the present. There can be no justice without acknowledging and remembering injustice. As Newsome demonstrates, if a marginalized community seeks a history that liberates them from the confines of silence, they must often write it themselves.

The volume offers a timely, multidisciplinary examination of the evolving Indian higher education landscape in the wake of COVID-19, changes and policy implications. The volume explores pedagogical innovation, digital integration, mental well-being, ethics, and institutional resilience. Organized into five thematic sections, it addresses pressing issues such as AI in education, challenges in self-financing institutions, teacher training, and inclusive education. The book also engages with policy shifts, including the NEP 2020, and the broader implications of digital transformation. With its intersectional approach and diverse perspectives, the book is an essential resource for educators, researchers, and policymakers seeking to understand and navigate the dynamic shifts shaping higher education in India.

When ChatGPT arrived, the authors responded as educators do, establishing policies, frameworks, and workshops. Everything looked right. Nothing felt adequate. That persistent unease became the starting point for What Is AI Doing to Us?, a philosophical inquiry into what artificial intelligence reveals about learning, thinking, and being. What came to light was unsettling. AI wasn't disrupting education; it was revealing what education had already become. Decades of well-intentioned improvements had quietly converted the struggle that builds understanding into procedures that algorithms could execute. We had all been preparing the ground for our own replacement. The question could no longer be what we can do with AI. It had to become what AI is doing to us.

Drawing on Heidegger's philosophy of technology, the authors trace how systematic thinking undermines the uncertainty and temporal complexity that make learning genuinely human. But this is no detached analysis. As the inquiry unfolds, they recognise themselves within the phenomenon they are examining-the boundary between their own thinking and algorithmic processing becoming increasingly difficult to locate. What begins as a study of AI in education becomes an encounter with the nature of technological thinking itself.

Essential reading for higher education instructors, leaders, and anyone concerned with the future of learning, What Is AI Doing to Us? bridges practical institutional challenges with profound philosophical insight, revealing why systematic responses consistently miss what matters most-and opening the space where authentic engagement becomes possible.

This book contributes to the current research area by achieving an understanding of the organization of our academic activities and by finding evidence for the generic conditioning of texts on the linguistic strata. Drawing on a functional theory, the current study selects naturally occurring abstracts in journal articles from a variety of academic disciplines, viz. linguistics, economics, science, management, and geography. The aim is to find out how the linguistic realizations of a text enact the purpose of a discourse in certain institutionalized academic settings. The result of the study could be incorporated into the language learning classroom and benefit especially those students who are learning to write academic papers. Through reading this proposed book, target readers may be better informed of the "generic expectations" of research paper abstracts.

Navigating Academia as a Neurodivergent Academic sheds light on the various emotional and physical tolls that navigating an unsupportive academic landscape can take on neurodivergent researchers, with calls for systemic changes to better support neurodivergent people within higher education institutions. It also celebrates finding connection and purpose within neurodivergent research communities.

Delving into experiences of a global cohort of neurodivergent scholars as they navigate professional journeys, chapters draw on personal narratives, theoretical insights, and research conducted with and by neurodivergent academics. Opening with an overview of current challenges faced by neurodivergent scholars in a time that offers both increasing mainstream acceptance and systemic pressures that disproportionally harm neurodivergent staff, the editors highlight the complexities of navigating shifting institutional attitudes and policies. Subsequent chapters identify specific challenges faced by neurodivergent academics, from PhD scholars to academics in leadership positions, alongside intersecting issues relating to gender diversity and race. Each story brings a unique perspective, showing the wide variety of neurodivergent people and the challenges that they face, with common themes of navigating spaces, systems, and social and communication norms that can create barriers to people who experience the world in different ways.

Navigating Academia as a Neurodivergent Academic highlights the need for more inclusive spaces within higher education institutions for neurodivergent individuals, with particular emphasis on neurodivergent early career academics. However, it also celebrates the successes of neurodivergent people, including the joys of finding community, the relief of finally being understood, and the positive changes neurodivergent academics are able to make when they stand together.

The book argues that, in line with the latest research results and the author's educational experience, the existing, positive image of a second and foreign language (L2) teacher seems to be no longer valid. There is a strong need to dispel some of the commonly existing beliefs concerning the teaching profession by providing a thorough and multi-faceted account of issues connected with this field. This is in line with the assumption that shedding more light onto L2 educators' actual status is a great significance for creating a more realistic image of these educators who have to constantly cope with new and old challenges. Modern education systems in many countries are constantly evolving in the face of growing teacher shortages and low attractiveness of the profession. Therefore, there seems to be an urgent need to develop a better understanding of the well-being of teachers and its implications for L2 teaching and learning. This book presents a comprehensive conceptual framework to analyze teachers' well-being and its influence on the quality of their professional performance. The book is of significance and relevance not only to L2 educators and L2 teacher trainers, but also to students and university graduates who are considering becoming teachers in the future. The content of the book is a valuable asset for policy makers who are interested in creating meaningful and efficient working conditions for those who are teachers and those who plan to become satisfied and motivated educators in the future.

This volume offers a comprehensive exploration of how displacement and migration are shaped by the gendered politics of place, through the lens of critical feminist geopolitics. It brings together interdisciplinary contributions that connect historical legacies of colonialism with contemporary issues, such as statelessness, refugee crises, and urban precarity. Spanning themes from colonial-era upheavals to present-day refugee narratives and urban marginalization in urban spaces, the chapters demonstrate how gender, identity, and power intersect across diverse geographic contexts. By bridging feminist theory with empirical case studies, the volume provides fresh conceptual frameworks and comparative insights that deepen our understanding of forced migration, belonging and resistance. The book is a vital resource for researchers, scholars, and graduate students in gender studies, migration studies, human geography, and related fields.

The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.

Focusing on significant issues affecting young people in educational contexts, and using an inclusivity lens, Educating Young People for a Sustainable Future delves into causes, consequences and proposed interventions of inequalities and exclusions. How can education contribute to securing a more socially just future and a more sustainable world?

Adopting a broad, complex understanding of sustainability, chapters cohere around the key concepts underpinning the Sustainable Development Goals of the United Nations - those of inclusivity, combating inequality and promoting resilience and sustainability. The collection showcases cutting-edge research considering disadvantages, challenges, opportunities and strategies for educating young people from early years to adulthood, and for those who work with, and care for, them. Under a social justice lens, the chapters cover topics such as institutional racism and strategies to effectively challenge this, issues of disability and adaptive teaching and learning strategies for teachers and students, the problem of monolingualism for inclusive learning, the promotion of health and the challenge to promote learner wellbeing by understanding the causes of 'illbeing', and more. Considering young people of all ages - both within and outside the context of formal education and the transition from formal education into the workplace - the authors collectively demonstrate that educational institutions, practices and practitioners are key to realising more equitable outcomes and inclusive experiences for young people.

Providing insight on a variety of methods, from surveys, interviews and policy analysis to visual and creative methods, participatory action research and co-creation, this content is relevant for a variety of disciplines in social sciences and humanities.

An ethnography of how people use reproductive practices to transmit and reinvent American Judaism.

In Gestating Judaism, Cara Rock-Singer develops a new analytic technique called ethnodrashy (a combination of rabbinical midrash and sociological ethnography) to explore the centrality of reproductive bodies to the intellectual, political, and spiritual life of American Judaism. She considers how, in reproduction, religious practices like the mikveh combine with secular practices like fertility treatments in ways that challenge the popular idea that religion occupies a separate sphere of life from politics or science. In fact, Rock-Singer shows how Jewish feminists have leveraged the work of reproduction to intervene in important conversations about both politics and theology. Drawing together religious studies, gender studies, and science and technology studies, Gestating Judaism shows how Jewish tradition is transmitted and reinvented through the ongoing labor of reproduction.

This book is a guide to help psychotherapists, counsellors, and other mental health practitioners navigate the ethical dilemmas and challenges inherent to Islamic psychotherapy. In recent decades, the therapeutic application of Islamic psychotherapy has gained remarkable momentum. This approach integrates religion and spirituality into mental health practices, offering profound insights and benefits for clients. However, the incorporation of spirituality and religion into psychotherapy also raises a range of ethical dilemmas and challenges that remain insufficiently addressed in the literature. This book seeks to address this critical gap by providing a comprehensive resource that offers both theoretical foundations and practical strategies for identifying, understanding, and resolving ethical dilemmas when working with Muslim clients.

Grounded in the ethical principles of Islam, it draws upon Qur'anic teachings, hadith, and Islamic jurisprudence while incorporating insights from contemporary ethical practices in psychology and psychotherapy. Additionally, the book emphasizes the importance of cultural competence, presenting case studies, practical examples, and best practices tailored to the unique needs of Muslim clients. Grounded in Islamic principles, this work aspires to bridge the gap between mainstream ethical frameworks and culturally sensitive, Islamically-informed practices in psychotherapy.

Through its comprehensive exploration of these challenges, Ethical Dilemmas in Islamic Psychotherapy: Balancing Faith, Culture, and Professional Ethics not only fills a critical gap in the literature but also contributes to the broader discourse on the integration of religion and spirituality in mental health care. By doing so, it empowers practitioners to deliver ethical, effective, and competent care to Muslim clients, fostering greater trust and healing within the therapeutic relationship.

Offers an accessible new way to think critically and transparently about how researchers, especially those doing ethnographic work, can balance their personal commitments with long-term research.

For ethnographers, spending a year or longer in a faraway place conducting fieldwork is becoming increasingly untenable due to competing life responsibilities and rising workloads, as well as disability, precarity, and geopolitical factors. If ethnographic methods are to remain relevant and viable for a diverse group of people in anthropology and beyond, Goekce Guenel and Chika Watanabe argue, we need to examine how our personal and professional lives intersect and shape one another.

In Patchwork Ethnography, Guenel and Watanabe take seriously the conditions that render long-term fieldwork difficult for so many. Without being prescriptive, the book offers concrete ways for scholars to unpack the competing commitments in their lives and make those challenges feel more manageable. Blending theoretical analysis with practical exercises, the authors guide readers to rethink the relationship between their personal lives and their scholarship. Ultimately, they point to ways for transforming limitations into catalysts for fresh insights. By highlighting how shifting labor and living conditions profoundly alter knowledge production, Patchwork Ethnography calls for a paradigm shift in ethnographic research.

A detailed commentary with a new translation that integrates intertextual, theological, literary, and historical perspectives

This historical and literary commentary on the Qur'an's first two surahs provides a structural analysis of the two texts, advances a novel theory of Surah 2's intricate redactional history, contextualizes the Qur'an among writings from the Biblical tradition, and considers a variety of other textual, linguistic, and theological issues. It offers the first comprehensive historical and literary commentary in English on Surah 2, the longest and most complex Qur'anic text. Both surahs have been newly translated by the author.

Surahs 1 (Surat al-Fati?ah, "The Opening") and 2 (Surat al-Baqarah, "The Cow") discuss such important theological notions as divine testing and divine foreknowledge; offer narratives about Adam, Abraham, Saul, and other figures; include polemics against Jews and Christians; and issue legislative commandments, with an emphasis on those relating to marriage and divorce. Building on his previous work, Key Terms of the Qur'an, Nicolai Sinai begins each surah commentary with an introductory overview, and then proceeds to a verse-by-verse exegesis. He pays particular attention to inner-Qur'anic parallels and doublets and to the resulting questions of textual chronology. Sinai's commentaries make selective use of interpretive resources found in premodern Islamic Qur'an scholarship. Short summaries follow the detailed exegetical treatment of each surah.

The Qur'an, like the Bible, is a sophisticated work of literature that employs artful compositional techniques. This volume offers an original exploration of what the Qur'an might have meant to its first readers and how the Qur'an draws on, engages with, and diverges from ideas, narratives, and literary forms that may have informed it. The book will be an indispensable resource for scholars of Islam and Qur'anic studies.

Showcases new measurement strategies for assessing the impact of a liberal arts education on students and society.

More than ever before, our society is questioning the meaning and value of higher education, and liberal arts education, in particular, has come under substantial scrutiny. Economic detractors characterize liberal arts education as impractical, claiming that college should prepare students for the workforce. Others object to the curriculum, portraying it as broken or misdirected. According to these critics, the liberal arts education being offered in the United States is marked by its rejection of core intellectual and ideological commitments.

In The Liberal Arts Advantage, a wide range of scholars argue for how and why a liberal arts education uniquely develops skill sets and expertise needed for individuals and society to thrive in the twenty-first century. The contributors address foundational questions about what liberal arts education is, how it has been conceptualized in the past, and what we can learn from its societal and professional impacts. They present compelling, unique research and new methodological tools for assessing the outcomes of liberal arts graduates. Offering grounded and well-founded arguments in favor of our education system, The Liberal Arts Advantage persuasively explains why educational leaders should reinvest in liberal arts education.