This book presents a compelling vision for curriculum futures that prioritises democratic participation and authentic learning over narrow accountability measures. As educational systems worldwide grapple with post-pandemic challenges, climate concerns, and artificial intelligence, traditional approaches seem ill-equipped to address these unprecedented challenges.

Drawing on research from diverse global contexts-from Scotland's governance reforms to AI-enhanced curricula in the MENA region, from self-directed learning environments in England to cross-curricular frameworks in Indian schools-these contributions converge on three consistent themes: the centrality of student agency in learning, the importance of holistic development that integrates academic achievement with well-being, and the need for democratic and participatory approaches to education. The collection documents the harmful effects of neo-liberal approaches that reduce curriculum to measurable outcomes in literacy and numeracy, whilst demonstrating the transformative potential of children's agency and community-grounded learning. Contributors provide compelling evidence that children as young as nine are capable of directing their own learning when provided with appropriate structures and support.

This volume will be essential reading for curriculum specialists, primary education researchers, teacher educators, and policymakers seeking to develop more democratic and inclusive approaches to curriculum design in contemporary educational contexts. This book was originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

This groundbreaking volume offers a fresh examination of Jesus Christ's significance for our contemporary world, seventeen centuries after the Council of Nicaea formulated the Christian Creed.

Bringing together leading evangelical theologians and emerging scholars from across the globe, this comprehensive work explores the enduring relevance of Nicene Christology while addressing pressing questions of our time. From biblical interpretation to cultural engagement, from historical analysis to contemporary challenges, these 15 chapters provide a robust restatement of evangelical Christology. Distinguished contributors examine Christ's identity and significance through multiple lenses-biblical, historical, philosophical, and cultural-while maintaining deep roots in orthodox Christian faith. This volume uniquely bridges classical theological affirmations with modern contextual concerns, offering fresh perspectives on:

• The historical development and contemporary relevance of Nicene Christology
• Christ's role in an age of competing salvific claims
• The intersection of Christology with science, politics, and global Christianity
• Distinctive evangelical approaches to understanding Jesus' person and work

Who is Jesus Christ for Us Today? is essential reading for students, scholars, and pastors seeking to understand and articulate who Jesus Christ is for today's world. This landmark work demonstrates how historic Christian convictions about Christ can meaningfully engage with contemporary questions while remaining faithful to evangelical theological traditions.

Visual Mythologies in Education examines how schools reproduce privilege and disadvantage through an analysis of the visual imagery in their promotional materials.

The core argument presented in this volume is that the class, race and gender distinctions embedded in school imagery - such as uniforms, architecture, and curriculum depictions - appeal to parents engaged in the neoliberal practice of school choice. These visual signs, interpreted by parents, contribute to social segregation and the legitimisation of middle-class interests within education. The book's objective is to deconstruct these common visual tropes using a semiotic approach, drawing on theories like Barthes' Mythologies. This unveiling of ideological work aims to help those seeking a more equitable system to understand and challenge the mythologies that perpetuate inequality, shifting the focus from technocratic fixes to the critical analysis of visual culture. The book is unique in its focus on schools' promotional material and its timely reclamation of semiotic techniques against the backdrop of the neoliberal education system in England and the digital media age. It synthesises Marxist and Postmodern concepts to provide a novel, provocative analysis of inequality in schools.

A unique and cutting-edge study, it will appeal to scholars, faculty, graduate students and researchers with interests in visual culture, education and neoliberalism, visual methodologies, critical theory, critical pedagogy, cultural capital and school choice.

Germany and Russia: two countries whose turbulent and interlocking histories have profoundly shaped the world in which we live today. The long twentieth century was in many ways a German-Russian century. In 1917, imperial Germany became the birthplace of Russia's October Revolution, whose ideological radicalism shook the established order of states. With Hitler's seizure of power and the outbreak of World War II, Germany and Russia were thrust into violent conflict with one another. Defeating Hitler led Stalin's Red Army into the heart of Europe and Germany became the training ground for the Cold War, where two highly armed military blocs confronted one another for four decades. It was only with the collapse of the USSR that Germany was able to re-unify. Sustained efforts were made in the aftermath of the Cold War to normalize relations between Germany and Russia, but the renewed tensions precipitated by Russia's invasion of Ukraine show how fragile this relationship remains.

In The German-Russian Century the distinguished historian Stefan Creuzberger tells the remarkable story of this crucial relationship between two states and two peoples. He lays out the large ideological contexts of fascism and communism and patiently traces the efforts that each state made to confront and balance the power of the other, from the tense years leading up to the Second World War through the Cold War to the present day. He shows how each side often saw the other in terms of itself - how Stalin perceived Hitler as a fellow imperialist while Gerhard Schroeder was drawn to Putin as a modernizer and reformer seemingly similar to himself.

Engagingly written and magisterial in its grasp of high-stake issues as well as historical detail, this book will appeal to anyone interested in the historical forces that have shaped the modern world.

In a comprehensive meditation on freedom and reason, Ralph Hancock reveals the pressing need for renewed confidence in virtue and agency.

With an emphasis on reclaiming the moral preconditions of Christian love, Love and Virtue in a Secular Age offers a thought-provoking study on the effects of secularism on Christian morality. Ralph C. Hancock brings eminent scholars of the Christian Aristotelian tradition, such as Thomas Aquinas and Pierre Manent, into conversation with insights from Leo Strauss's critique of Christianity. Love and Virtue in a Secular Age sheds light on the various ways in which the increasing prevalence of secular humanitarian sensibility has voided the idea of humanity of its natural substance.

In a probing reflection poised at the intersection of the theological and the political, Hancock outlines a new theological ethic according to which faith must redeem a certain pride and particularism on behalf of real Christian communities and the virtues they enact.

Francis Asbury Vaughan left his home in Guadalupe County, Texas on July 4, 1862, to fight in the Civil War. But he did not join a Confederate unit. Unlike twenty-one of his brothers and cousins, and most white male Texans who fought in that conflict, he became a captain in the First Texas Cavalry, USA, the best-known Union outfit from the Lone Star State. Fortunately for historians, he recorded some of his wartime experiences in what he called a memorandum, which remains in the possession of his descendants along with other treasured records concerning him and his relatives. These documents are the foundation for this book, which provides a unique insight into the ideals and actions of a Texan who not only served for three years as a Union officer but afterward became a Republican for the remaining three decades of his life in Texas. As a Texan in blue, a delegate to the Constitutional Convention of 1868, a federal appointee and elected local official several times over, and a successful businessman and father, Vaughan established a legacy that offers useful perspectives not only on him, but on the events that surrounded and involved him.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.

Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students' full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses-linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebunlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies-that counter linguistic, epistemic, racial, and institutional hegemonies.

This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

Medieval Holy Women and the Desire for Death investigates the tension between death as necessary for bringing about union with God and as the end of life on earth.

For medieval Christians, only death could offer complete union with God. For medieval women in particular, death was figured as a desirable end to their embodied lives; at least, this is the story told by the clergymen who typically wrote their biographies. Medieval Holy Women and the Desire for Death questions this assumption and studies visionary narratives, treatises, and spiritual reflections by and about medieval Christian women from the thirteenth through the fifteenth centuries to reveal how these women understood their own deaths and how their depictions conformed to or departed from the stories told about them.

Rather than focusing on externalities like rituals, revenants, or miracles, Jessica Barr instead tackles the desire for death from the inside, seeking to elucidate the ways in which medieval people anticipated or experienced biological death on a personal level. In narrating their spiritual lives within the framework of deeply held Christian beliefs, these medieval women mystics illustrate how theology and experience converge-and, not infrequently, diverge.

Afro-Indigenous Women's Survivance explores the rhetorics of survivance of Afro-Indigenous women and their activism. Delving into the way they have historically survived and resisted, it reveals how they navigate interlocking systems of oppression.

It also demonstrates the complexities of their identity formations due to the onslaught of discrimination, which is itself an integral part of their survivance. Using case studies, this book features Afro-Indigenous activists across social locations while revealing the themes that highlight their implementation of their rhetorics of survivance. Thus, it underscores the valuable contributions Afro-Indigenous women make to healing colonial, historical, racial, and gendered racial traumas by telling their stories, sharing their wisdom systems, preserving women ancestors, and implementing activist projects. This book argues that Afro-Indigenous women sustain and preserve a larger category of Indigeneity that intertwines Black and Native heritage.

Ideal for scholars and students in Indigenous studies, African American studies, gender studies, and decolonial theory, this text invites activists, educators, and researchers to engage deeply with Afro-Indigenous women's stories as transformative acts of resistance and recovery.

Break the silence and inaction that perpetuate racism in everyday life

When racist incidents occur, they're too often met with silence - perpetrators remain unaware, targets feel powerless, bystanders freeze, and allies hesitate. Breaking the Deadly Dance of Racism provides a comprehensive framework for understanding how these four roles maintain racism and offers concrete intervention strategies. Drawing on decades of research, psychologists Derald W. Sue and Lisa B. Spanierman reveal the hidden scripts keeping racism thriving.

The book examines unique barriers each role faces - from perpetrators' defensive reactions to targets' racial trauma to bystanders' diffusion of responsibility to allies' performative gestures. Readers discover how cultural scripts like color-blind ideology protect racism from challenge, and learn detailed microintervention strategies for making racism visible, disarming biased behavior, educating offenders, and mobilizing support.

The book also offers:

• Evidence-based guidance for developing critical consciousness about how racism operates at individual, institutional, and cultural levels
• Concrete strategies for overcoming the fear, uncertainty, and social costs that prevent people from taking anti-racist action
• Detailed intervention tactics tailored to the specific challenges faced by perpetrators, targets, bystanders, and allies
• Practical approaches for combating both everyday microaggressions and systemic macroaggressions in organizations and society
• Foundational practices for racial socialization that help parents and educators raise antiracist children through microprotections

Essential reading for educators, mental health practitioners, diversity consultants, and activists, Breaking the Deadly Dance of Racism transforms abstract commitments into actionable strategies. By revealing how silence makes us complicit and providing specific intervention tools, this book empowers readers to break the deadly dance.

Featuring contributions from leaders of top honors colleges across the country, this book tackles the most pressing issues facing honors administrators and universities in the twenty-first century, including the fate of the humanities, the value proposition of honors education, and selling honors to state legislatures and donors.

Since their inception, honors colleges have emerged as key vehicles for strong enrollments at public research universities, significantly reducing the "brain drain" of talented students from diverse backgrounds while maintaining affordability compared to private institutions. This book explores key topics in honors, including enrollment, curriculum, student success, financing and staffing, data-driven assessment, philanthropy, and more. It highlights effective methods for measuring the impact of honors programs and communicating that impact to a wide range of stakeholders.

A valuable resource for higher education administrators, scholars, and policymakers, Honors Education at Public Research Universities skillfully unpacks the two major parts of the honors equation: the how and the why.

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.

Digital Technology in Language Education: Research, Practice, and Innovation is a comprehensive volume that explores the dynamic intersection of technology and language learning. It is divided into four sections. The first section of the volume lays the groundwork for comprehending the role of digital innovations in shaping modern language learning. It introduces the readers to new directions and emerging paradigms in digital language teaching and learning. The second section highlights recent trends and best practices in technology-integrated language teaching. It provides practical insights in utilizing technology to enhance language teaching and learning. This section is enriched by practical applications and successful examples of technology incorporation in language education. The third part showcases cutting-edge research and innovative approaches to language teaching and learning with the support of technology. It focuses on research and innovation in digital language teaching and features studies that demonstrate the potential of digital technologies in enhancing language learning outcomes. The last section explores the future of digital language education and discusses challenges, opportunities, and potential research directions. Overall, the book provides a roadmap for educators, language learners, researchers, and policymakers to navigate the complexities of digital language education and unlocks new possibilities for learners worldwide. By bridging theory and practice, it helps to harness the power of digital technologies to enhance language learning.

This is the third volume of (Ret.) Col. Thomas Ty Smith's military trilogy, which includes The Old Army in Texas (TSHA, 2000, 2020), and The Old Army in the Big Bend of Texas: The Last Cavalry Frontier, 1911-1921 (TSHA, 2018). Like his earlier works, this begins with a narrative of Army activities in Texas, this time focusing on the first three decades of the twentieth century, and includes a lengthy appendix that provides detailed unit locations and commanders of Army tactical units in Texas from 1900 to 1941. This is the first project of its kind for this period, an era overlooked by many military historians. Smith explores a broad range of topics such as the effect of the Army reforms of 1903, the border challenge of the Mexican Revolution, the Army goals of reorganization and consolidation, advances in technology, the impact of World War I, and the Army involvement with the Civilian Conservation Corps during the Great Depression. This work will appeal to the general reader as a story well-told and will be invaluable to both historians and archeologists with an interest in the U.S. Army and Texas.

This volume adds to the scholarly interpretive discourses surrounding the Gospel of Mark and argues that the author of Mark attempts to re-construct social identity after the Second Temple's demise.

After the destruction of the Temple, Mark questioned his self-identity through sentiments of social alienation and expressed these emotions through lamenting lost socio-cultural institutions, utilizing creative intellectual attempts to reconcile his lost social-cultural identifiers. The volume analyzes theories regarding the concepts of nationality, identity, and exile, and proposes that Mark is an example of exilic literature, which can be understood through the larger umbrella of post-colonial literature. Readers gain a new understanding of the Gospel of Mark and a new way of dissecting it within a theoretical lens of exilic literature.

Exile, Identity, and Reconstructing Belonging in the Gospel of Mark is of interest to students and scholars of Mark and the Gospels, as well as those working on exilic literature and post-colonial theories in the Bible more broadly.

This cutting-edge book provides a comprehensive overview of up-to-date research in the field of social psychology of gender identity and sexual orientation. The book is unique in considering perspectives from both dominant and marginalized groups. It illustrates how LGBTQ+ individuals conceptualize gender identity and sexual orientation and their intersections with other social categories. At the same time, the book examines how the dominant group (heterosexual cisgender individuals) forms impressions and interacts with LGBTQ+ people and how these people navigate social norms, expectations, and stigma.

Across the different chapters, the book examines the experiences of stigma in different life stages and contexts and maps out the different ways in which stigma manifests and impacts the lives of LGBTQ+ individuals. The book also addresses strategies to reduce stigma and provides solid and contemporary evidence-based knowledge to pave the way for a more inclusive future.

Offering a way to better understand the similarities and differences in the experiences of gender and sexual minorities from a social psychological perspective, this book will be essential reading for students and researchers in the fields of gender and sexualities, social psychology, sociology. It will also appeal to equity, diversity, and inclusion (EDI) consultants looking for research-informed resources, health professionals, and anyone interested in knowing more about LGBTQ topics.

Intellectual shifts in the late 20th century led to profound change in the questions that could be asked about the ancient world; the chapters in this volume are inspired by the way these shifts have affected scholars' attitude towards and use of Athenian oratory in the study of social history.

Readers will encounter some of the most up-to-date directions of enquiry in the social-historical study of the Athenian orators. Case studies from across the corpus of the orators explore themes in gender, status, and space as well as their intersections. The contributors to this volume, primarily early-career researchers representing a range of nationalities and academic positions, combine philological and social-historical methodologies with disciplinarily diverse contemporary theoretical frameworks, including spatial analysis, queer theory, and disability theory.

Gender, Status, and Space in Athenian Oratory and Society is intended for students and scholars of the Athenian orators and of Athenian social history and is designed to be accessible to readers without extensive knowledge of ancient Greek.

This book brings together leading scholars and practitioners to explore how constructivist learning theories can meaningfully guide teacher preparation for today's dynamic and diverse classrooms. It examines the theoretical implications of the constructivist theory, shares practical examples of educators fostering constructivist principles through their practices, and discusses challenges they face in embracing such practices.

Chapters are organized into three parts: Theoretical Foundations, Constructivism in Action, and Beyond the Classroom. Each part provides frameworks, ideas, and strategies for designing transformative learning experiences. From relational teaching and reflective practice to community engagement and hybrid learning, contributors illuminate how constructivism fosters agency, connection, and authentic understanding.

Ideal for teacher educators, graduate students, curriculum leaders, and professional development providers, this book bridges theory and practice to provide affirming examples of constructivism at work in teacher education. It confers valuable insights into how constructivist theories are shaping teacher education and invites all who prepare teachers to cultivate classrooms where curiosity, reflection, and love of learning thrive.

Decolonizing Educational Research examines the ways through which coloniality manifests in contexts of knowledge and meaning making, specifically within educational research and formal schooling. Purposefully situated beyond popular deconstructionist theory and anthropocentric perspectives, this 10th Anniversary Edition continues to investigate the longstanding traditions of oppression, racism, and white supremacy that are systemically reseated and reinforced by learning and social interaction. Through meaningful explorations into the unfixed and often interrupted narratives of culture, history, place, and identity, a bold, timely, and hopeful vision emerges to conceive of how research on and within higher education institutions might break free of colonial genealogies and their widespread complicities.

The new edition invites intergeneration knowing and contains rich stories about ways of learning, including curriculum, grief, research frameworks, and abolition. It includes a fully updated introduction by the author that addresses the current context, as well as scholarly commentary from leaders in the field reacting to each chapter from the original publication.

The 10th Anniversary Edition of Decolonizing Educational Research is essential reading for Foundations of Research, Research Methods in Education, Research Ethics, and Indigenous and Decolonizing Studies courses.

Now in its third edition, Understanding Education Research is designed to help students learn to read educational research articles carefully, systematically, and critically.

Readers learn how to categorize titles, decode abstracts, find research questions, characterize research arguments, break down methods and procedures, explore references, apply analysis strategies, and interpret findings. This textbook doubles as a quick reference guide that shows students how to easily develop the skills they need to become research literate, and this third edition has been updated to offer simple guidelines for qualitative, quantitative, and statistical approaches; up-to-date information on complex and confusing methodologies; discussions on understanding the role of AI; and insights on how students will use education research going forward.

Understanding Education Research is essential reading for teacher preparation educational research courses.