Amid nineteenth-century America's fierce battles over slavery and freedom, few proslavery partisans argued more vehemently for the supremacy of the white race than John Van Evrie (1814-96). A New York-based propagandist, writer, book publisher, and editor of the New York Day Book, Van Evrie leveraged the era's rapidly expanding media and communications landscape to advance his cause. Throughout his career, he promoted pseudoscientific justifications for racism, proclaimed slavery as beneficial to society, and created a media network criticizing abolitionists, Republicans, and Democrats alike. Despite the Civil War's defeat of Van Evrie's cause, his success in cultivating an audience and market for his views allowed him to continue publishing during Reconstruction, rallying support among white readers for policies and practices that would continue to subordinate Black Americans.

Tracing Van Evrie's failures and chilling successes over a career of some forty years, Michael E. Woods reveals the stunning resilience of racist ideology before and after the Civil War. In doing so, Woods demonstrates how the era's print media, business systems, and political alliances allowed ideas like Van Evrie's to flourish, even as Reconstruction promised a new birth of freedom for Americans of all races.

This book explores the emergence of earthly methodologies in early childhood education approaches for thinking, creating, and acting in generative ways. Beginning with a 'wool-ing' encounter on a small beach in Oslofjord, a collective of women gather without predetermined aims, opening space for listening, care, and relational attention to bodies, materials, and place. Through diffractive inquiries, the chapters ask how attunement to Earth reshapes education. Drawing on ecofeminist, Indigenous, and posthuman perspectives, the book reimagines childhood as of the Earth - entangled, relational, and inseparable from planetary futures.

"Moving beyond anthropocentricism and human centered worlds is an urgent task and responsibility for today's scholars and educators. This creative, aesthetically engaging, and intellectually stimulating collection of examples and methodological invitations not only offers ways of knowing and doing 'otherwise', but it also foregrounds multitudes of ecological and earthly (wool) becomings. Entangled multispecies care in action!"

----Mirka Koro, PhD, Professor of Qualitative research, Arizona State University

"This book is a powerful and imaginative exploration of earthly methodologies and unfolding childhoods in the Anthropocene. It foregrounds skillfully crafted research-creation encounters, wool-ing, sensing, drawing, making-with, that trace more-than-human relations across times, places, and material histories. Drawing on ecofeminism, critical posthumanism, and Indigenous knowledges, it opens vibrant alternatives to human-centered pedagogies. A compelling, multifaceted read that lingers as an invitation to think, feel, and practice otherwise."

----Camilla Eline Andersen, PhD, Professor of Early Childhood Education, University of Inland Norway

Wellbeing is the term currently used to describe feelings and functioning of both the individual and society. Positive emotions such as contentment and happiness are often used when discussing wellbeing. It is, nonetheless, a much broader concept, particularly when considering the amount of control a person has over elements of their life and lifestyle, a sense of purpose, and the development of positive relationships. With increasing pressures felt by members of many societies, wellbeing and life satisfaction has become an important consideration in policies of many countries. Wellbeing for Inclusive Schools and an Inclusive Society explores wellbeing from a variety of international and philosophical contexts.

This book brings together experts in wellbeing from a variety of perspectives including historical, philosophical, medical, and social, marginalised persons, technology, and teachers. Each author brings a unique viewpoint on wellbeing, why it needs to be considered and how it can be addressed within a particular inclusive context at societal and school levels. The final chapter argues for the necessary actions for promoting wellbeing to develop harmonious and inclusive schools and society in an increasingly diverse and challenging global world.

Wellbeing for Inclusive Schools and an Inclusive Society is essential reading for all those involved in wellbeing and educational fields.

Teacher Preparation in Taiwan offers an analytically rich account of how teacher education has been shaped through the transnational circulation of ideas, institutions, and modes of governance.

Taiwan represents both a geographically understudied and a national context in which to examine the historical origins and contemporary dynamics of teacher preparation and education policy. The book demonstrates that Taiwan's teacher education system has been constituted through sustained engagements with imperial, national, and global forces rather than developing in isolation.

Drawing on archival and policy analysis, the chapters trace the evolution of teacher preparation from early missionary schooling and Japanese colonial normal education, through Kuomintang authoritarian rule and post-democratisation reform, to contemporary developments shaped by globally circulating agendas such as social-emotional learning and alternative pathways into teaching. Across these periods, teacher education emerges as a critical site through which political authority, professional norms, and educational purposes are negotiated and reconfigured.

Addressing the gap in English-language literature on the topic, this comprehensive study contributes valuable insights for educators, policymakers, and researchers in the field of teacher education, both within Taiwan and internationally.

This book provides a unique in-depth interpretive analysis of relational intimacy between mothers and adult sons, and its effect on their identities. Combining autoethnography, mothers' and men-children's first-hand accounts, and cultural narratives, the book explores psycho-social normative processes involved in shaping (hetero)gender identities in the contemporary context of the UK. The author engages with a broad range of scholarly literature and her direct knowledge and experience as a (hetero)gendered mother of sons, grandmother of grandsons, and practising psychodynamic psychotherapist. Voices of grand/mothers and men-children are foregrounded, offering fresh perspectives on the centrality of emotions, familial power hierarchies, and the inter- and transgenerational effects of mothers' and men-children's relational intimacy that perpetuate hegemonic masculinities and femininities. Their stories reveal an ambiguous, ambivalent mutual 'love' affected by the wider network of family relational practices, in which mundane coercive control, complicity, and compromises appear to be taken for granted in the enactment of both mothers' and men-children's (hetero)gender identities. Although the stories show the possibility of countering normative (hetero)gendered discourses, the book argues that resistance produces intra- and interpersonal conflicts, which affect and constrain agency. (Hetero)gender identities are shown to form within and against power hierarchies in everyday social and emotional practices. This book will interest researchers and students in Gender and Sexuality Studies, Family Studies, Psychology, Psychoanalysis, and Sociology.

This book, Navigating Diaspora: Migrants' Perspectives on Race, Ethnicity, and Identity, examines how migration and displacement shape identity narratives through the unique lens of lived experiences. It serves as an essential resource for migration studies across all disciplinary courses, exploring how transnationalism, social dynamics, and racial and ethnic identities intertwine in the lives of displaced individuals. Across 12 chapters, the text covers a wide geographic breadth, including Africa, the Caribbean, Europe, and Australia, to highlight the fluid nature of identity. By utilizing phenomenological accounts, historical methods, and extensive research, the volume bridges academic debate with the personal stories of migrant scholars, many of whom are migrants themselves. The chapters progress from theoretical foundations to vibrant storytelling, illustrating how the diasporic space acts as a platform for self-reinvention. This "one-stop shop" provides a critical platform for understanding the evolving global social landscape.

This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded solutions to the pressing challenge of supporting faculty who teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers.

This book explores the profound connections between Nam June Paik's artistic vision and Korean shamanism, a theme that has been largely overlooked in English-language scholarship. Drawing from key historical performances and theoretical insights, this volume examines Paik's role as a shamanic figure who mediated between past and future, technology and tradition, and material and spiritual realms. The book situates Paik's work within broader discourses on emerging media, emphasizing how his engagement with shamanism extends beyond ritual performance to a conceptual framework of communication, transformation, and spiritual resonance. It also investigates Paik's legacy in relation to dark shamanism and neoliberalism, offering new perspectives on the cultural and political dimensions of his art. By bringing together critical essays from leading scholars, Electronic Shaman provides an essential resource for those interested in media art, shamanism, and the intersections of technology and spirituality in contemporary culture.

A bold reconstruction of the origins of the "ancient, medieval, modern" trope used to define historical eras and the transitions between them.

We are used to dividing time, indicating the beginning or end of an era based on a year, a month, or even a specific day, after which (supposedly) "nothing was the same." In this book, historian and classicist Frederic Clark looks at a particularly enduring form of dividing time-the tripartite distinction between antiquity, the Middle Ages, and modernity-in order to analyze the history of this division, how it has been constructed and deployed, and what its past and present implications are.

Clark argues that the study of the past has always depended on subdividing it into multiple parts, which tend to underpin any attempt to articulate a system of culture or value. After all, certain eras, ages, and epochs are celebrated as having ushered in a new, better time, whereas others are depicted as extended periods of decay and darkness. Clark provides an ingenious critique of the foundational assumptions underlying our narratives of periodization and the complex and messy process by which historical schemas develop, from the Renaissance through the early modern period to the Enlightenment and beyond. The result is an engaging and erudite tour through time and its many contested divisions, imagined and reimagined across history.

This book offers an empirically informed and philosophically grounded reimagining of the university in the 21st century. Confronted with polycrises, geopolitical tensions, student activism, academic freedom disputes, and growing Epistemic Asymmetry, the book examines the deeper tensions shaping contemporary higher education.

Drawing on global academic interviews, Strategic Foresight-In workshops, and student dialogues, the authors analyze conditions of Strategic Drift and institutional misalignment between the university's epistemic and democratic commitments. The book reflects on the university's responsibility to steward knowledge with integrity, pluralism, and care.

Through innovative metaphors, including the forest farm and the spinning top, the university is reimagined as a dynamic knowledge ecosystem capable of cultivating both short- and long-term inquiry, with disruptive science as its distinctive mandate. The design philosophy of Integrating Simplification provides a framework for harmonizing epistemic, ethical, and operational dimensions.

Bridging higher education management, governance, and organizational design, this book offers a clear pathway for renewing the university's coherence, academic freedom, and societal responsibility.

The integration of technology into the higher education sector advanced slowly through the first two decades of the 21st century. In response to the COVID-19 pandemic, however, faculty around the world were forced to rapidly adopt a wide assortment of technologies to virtually connect with their students. Almost immediately, many faculty began to experiment with online learning tools and practices to improve the efficacy of their teaching. These experiments produced many lessons. Unfortunately, channels for sharing these lessons remain quite limited, making it difficult for a broad population of faculty to learn from the experiences of their peers.

The Future of Digital Higher Education shares key insights of academic pioneers who found great success with the integration of technology into their higher education teaching during the pandemic. It also explores areas of opportunity for improvement; topics for future research; and provides valuable insights for future capital investment by both institutions of higher learning and the developers of digital education technology.

A wide-ranging history of American land ownership, from westward expansion to the suburban housing crisis

From its very beginnings, the United States has defined itself by its relationship to land. Settlers saw the continent as the raw material for building a prosperous life while their leaders viewed it as a means for building a people. In the 1950s, the suburban home became a place for Americans to create a personal utopia of lawns and living rooms, of washing machines and dishwashers. Property Values traces how land and its ownership became inextricably tied to the American ideal of independence-and demonstrates why the Homestead Act and a thirty-year mortgage have far more in common than you think.

In this engaging book, Joshua Specht uncovers the history behind the American conviction that widespread land ownership is a fundamental requirement for a flourishing democratic society. We meet the nineteenth-century settler farmers whose dreams of new social and political forms were built on vast quantities of land taken from native peoples, and the European immigrants who came seeking a better life as land-owning citizens. For FDR, homeownership offered a path out of the depths of the Great Depression. For George W. Bush, it gave people a permanent stake in the American dream. Specht charts how the vision of plenty that first drew homesteaders westward gave way to one of scarcity and exclusion as new neighbors came to be seen as a threat to property values and a system meant to promote ownership put it squarely out of reach for many.

Taking readers from the rent wars of the early 1840s through the financial crisis of the late 2000s, Property Values reveals why housing affordability has posed significant challenges to the nation's politics and promise since the founding, and why the American story has always been one about land.

This edited volume brings together practical, evidence-based, non-pharmacological therapies for children and adolescents-particularly in the context of the Indian subcontinent. With medications often offering limited benefits in treating childhood disorders, this book emphasizes psychological approaches as the foundation of effective care. Authored by leading Child Mental Health experts and academicians from across India, the book offers hands-on, culturally informed techniques derived from decades of clinical experience. The chapters cover a wide range of conditions, including ADHD, autism, SLD, depression, internet gaming disorders, and self-harm, presenting culturally relevant interventions supported by real-world applications.

It serves as a valuable resource for psychiatrists, psychologists, pediatricians, social workers, counsellors, nurses, teachers, and parents seeking effective, therapy-based solutions for children's mental health challenges.

This book aims to provide insights into the field of ICT-related teacher professional development, making valuable theoretical, empirical, and methodological contributions to the research within educational settings in developing countries like Vietnam. Over the years, technology has been an irreversible force driving educational transformation. Teachers' digital competence is increasingly essential for the effective integration of educational technology across curricula and plays an important role in ensuring quality assurance. English language teachers worldwide face similar challenges in upskilling and reskilling due to the fast development of information technology. In response to these global and local demands, governments from different continents (e.g. Asia, Europe or Africa, etc.) have been investing in educational technology as a pathway to sustainable social development.

In-service digital mediated training is essential for teachers' upskilling and reskilling, requiring a context dependent framework for ICT-related professional development. Although numerous studies address the theme of educational technology, this book stands out as the first to establish a framework grounded in general theory of pedagogy, andragogy and a comprehensive need analysis. The empirical triangulation research with data collected from the surveys, interviews and meta-document analysis was employed in this study. This book provides practical guidelines and recommendations for policy makers, educators, curriculum designers and academic scholars. The findings offer valuable insights for language teacher educators and trainers, guiding an effective technology integration in English language education and shaping forward-thinking approach in a digitalized world.

This book examines dominant discourses of globalisation and history education in schools and their impact on democracy, equality, social justice, and human rights. It explores how historical narratives shape societies' political and cultural evolution over time and how critical understanding of these narratives reinforces cultural identity. Drawing on Bruner's meaning-making process and constructivist approaches, the book argues that history pedagogies grounded in transformational paradigms can create meaningful learning experiences that define identity and belonging.

The book calls for building critical literacy in students, enabling them to critically examine different historical accounts and distinguish history class learning from representations in films, various historical texts and artifacts. It encourages critical appraisal of diverse worldviews and offers different ways to reconstruct and re-imagine history education pedagogy and its connection to social justice, democracy, and equality.

Established in the late fourteenth century in what is now Sindh Province, Pakistan, the Makli necropolis grew over three centuries to a site of more than seventy monumental tombs and mosques, and hundreds, if not thousands, of graves. Makli's distinctive architecture sheds light on the intersection of transregional artistic styles through its accretional building practices by generations of craftspeople. Over its long history, Makli became a site layered with multiple meanings as regional elites and everyday Sufi devotees sought to be buried in the shadow of saints-and as the living visited the necropolis to enact devotions and duty.

Here, Fatima Quraishi uses rarely consulted archives in Pakistan alongside close analysis of Makli's built environment to understand the site as an artistic and architectural palimpsest, mutually established by elite patronage and humble devotions. At Makli, the passage of time merges with changes in religion and society to reveal the vibrant lives and afterlives of tombs integral to the communal life of surrounding areas. By studying what has long been treated as an interstitial space between Central Asia and India, Quraishi's work speaks to wider explorations of borderlands of the premodern past.

The life and work of an American Jewish convert to Islam who became a leading voice of the global Islamic Revival, explored through the lens of emotion in transnational religious identity

Maryam Jameelah (1934-2012)-born Margaret Marcus in White Plains, New York-followed an unlikely journey, from comfortable suburban childhood to influential voice of the twentieth-century global Islamic Revival. Jameelah's more than twenty books and pamphlets, translated into a dozen languages, were notable for their unrelenting critique of modernity and arguments for the superiority of Islam in opposition to the West. In this exploration of her life and work, Justine Howe shows how Jameelah harnessed negative emotions-what Howe calls an "antimodern affect"-to call attention to what she saw as the catastrophes wrought by materialism and secularism. For Jameelah, galvanizing these emotions formed the basis of global Muslim solidarity that could be mobilized for a reinvigorated Islamic future.

Tracing Jameelah's successive incarnations-from Reform Jew to highly mobile spiritual seeker and finally to fervent Muslim polemicist-Howe analyzes how women, gender, and family became the central nodes of Jameelah's vision. Projecting herself as an embodiment of Muslim femininity as she pursued a career as a public intellectual, Jameelah subverted the very boundaries and prescriptions she sought to impose on others. Howe's exploration of the multivalent threads that animated Jameelah's religious imagination reveals unexpected entanglements of American Judaism, global Islam, feminism, and anticolonialism.

This research monograph investigates the immediate effects of peer feedback on text revisions and the long-term effects of peer feedback on writing performance. It also examines students' processing of peer feedback in revision and explores their perceptions of peer feedback. Peer feedback, an activity in which learners read others' drafts and make comments on them orally and/or in written mode, is widely employed in English as a foreign/second language (L2) writing instruction. Extensive studies investigating its effects have been conducted, and yet very few studies have examined how the effects take place and whether the effects sustain. To address the research gaps, this book reports a rigorous peer feedback intervention conducted during a semester-long College English course at a Chinese university. This research yields a deep understanding of the effects of peer feedback and provides an example of how a mixed methods approach can be employed in second language writing research. This book is a valuable research resource for researchers, practitioners and policymakers on an international scale.

The comprehensive volume brings together cutting-edge research and practical insights on language testing, assessment, and evaluation across West and South Asia. Featuring voices in India, Iran, Nepal, Pakistan, and Sri Lanka, the book offers a rich blend of theory, case studies, and classroom-based evidence-highlighting innovative practices that shape one of the world's most linguistically and culturally diverse regions. The book is structured into five thematic sections and provides logical progression from foundational concepts to innovative applications. It explores vital themes ranging from assessment policy and teacher training to digital innovations and AI-enhanced assessment frameworks.

An essential resource for researchers, educators, administrators, and policymakers, this volume provides actionable strategies for improving English language testing in West and South Asia's multilingual and evolving educational landscape.

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.