How migrants imagined a country through their acts of returnWhat does it mean to go back home, especially when "home" is shaped by conquest, labor, and longing? This question has animated the experiences of global migrants displaced by imperialism, capital, and the nation-states that have sought to manage their movements for their own political and economic benefit. Through vivid storytelling, Adrian De Leon traces how Filipinos, both at home and overseas, have both shaped the societies they've settled in and transformed the very idea of the Philippines itself.

By following the emergence of the Filipino return migrant (balikbayan), De Leon explores how statecraft in the Philippines-from the late Spanish period through the post-1946 independent state-attempted to co-opt value from migrant communities. Balikbayan shows how diasporic labor and transpacific political imaginations were central to the development of a modern Philippine nation-state, through enabling the continued conquest of the islands' frontiers, and sustaining the economic recovery of a nation indebted by native elites and overseas empires. In turn, these lands were reframed by the state as the birthright of overseas Filipinos who yearned to connect with their roots.

Compiled through deep and thoughtful research in community archives, the itinerant histories brought to life in Balikbayan coalesce around a new cultural-economic form that has come to define contemporary nationhood: the homeland.

A quintessential guide for educators and caregivers, this book explores the intersections of sustainability and childhood curriculum.

Educators Elaine Beltran-Sellitti and Margaret MacDonald follow the story and findings of a nine-month long research project that took place in a living, environmentally friendly, "more than green" building housing two university-run childcare centres. The building of interest was designed with many of Reggio Emilia's learning principles in mind. Together, the authors asked the questions: What can children and teachers learn from and with this environmentally conscious Reggio-inspired building? And what is the educator's role in supporting their resultant curiosity and learning? In addition to understanding the special context that was engendered by the living building, the book also addresses the wide-ranging tensions and pressures affecting contemporary teaching practices of curriculum as living inquiry.

This book includes the articulation of a vision for curriculum that is attuned to the elements of sustainability reflected in the architecture of the childcare building, in its furnishings and materials, in the intention to avoid waste, and in the relationships with the forest and garden. It highlights an emergent curriculum project attuning to children's imaginative meaning-making through the structure of the building. Nurtured by varied perspectives including the pedagogy of Reggio Emilia, social constructivism, and new materialism, this book embraces a future for sustainability achieved through the nourishment of meaningful curriculum.

Plurilingual and Intercultural Pedagogy for All in Higher Education provides a compelling rationale and practical approach for the integration of diverse voices and languages within the educational offering on postgraduate Englishmedium instruction programmes in higher education.

In making its case for plurilingual and intercultural approaches to English-medium education, the book critically engages with themes such as English-medium instruction pedagogies, interculturality, internationalisation at home, language commodification, language ideologies and student mobility. It catalogues and draws upon existing bi/plurilingual approaches to teaching and learning on English-medium instruction academic modules to propose a pedagogy tailored to such modules in global higher education. Designed to appeal to lecturers responsible for constructing syllabi and teaching and learning activities for English-medium instruction modules, the book presents a constructively aligned pedagogic approach and a sound rationale for integrating multiple student languages into academic modules. This enables educators from all disciplines to incorporate diverse perspectives into their syllabi and teaching.

This book is essential reading for educators across disciplines who wish to embrace linguistic and cultural diversity in their teaching. The internationally adaptable pedagogy presented will also be of interest to researchers, students and policymakers working in higher education.

Knowledge Production, Policy and Practice in Education: Social Realist Explorations of Curriculum, Teaching and Research brings together theoretical and empirical enquiries into curricula, pedagogy and assessment, informed by the influential traditions of social realism and Basil Bernstein's sociology of education. The edited volume provides tools for understanding persistent educational inequalities and approaches to inclusive educational systems.

The book is an edited collection of chapters by scholars of the sociology of education who focus on knowledge, curriculum, and pedagogy working in Africa, Oceania, Europe, North America, and South America. Each chapter extends scholarly debate around knowledge production and exchange, knowledge and the curriculum, and knowledge and professional practice. Collectively, the chapters offer an insight into the dynamic relationships among educational systems, policies, teacher education, and teaching practice.

Ultimately enabling readers to see how social realist ideas around knowledge can be employed across different scales and contexts of educational practice, this book will be of interest to scholars, researchers, and postgraduate students in the fields of the sociology of education, social realism, and curriculum studies. Education professionals, including teacher educators, and those working in policy will also benefit from this book.

A Nordic Perspective on Teacher Well-Being in Educational Contexts offers a compelling exploration of teacher well-being, combining contemporary research with actionable strategies to support teacher welfare. Grounded in the innovative educational frameworks of the Nordic countries, this edited volume examines how progressive policies and practices positively influence teacher well-being, providing inspiration for global education systems to adopt and adapt.

Authored by leading experts from across the Nordic region, the book examines key aspects of teacher well-being, including work-life balance, professional development, emotional support, mental health, psychologically safe environments, and institutional policies. Organised into two thematic sections, Part I explores the current research landscape on teacher well-being in the Nordic countries, and Part II looks to the future, highlighting how lessons from Nordic research can inform global efforts to support teacher well-being. The book concludes with a practical action plan, equipping readers with strategies to promote teacher welfare across all levels of the education system. Bridging research and application, this volume makes a significant contribution to the ongoing dialogue on teacher well-being.

An indispensable resource for educators, policymakers, and researchers, this book showcases original Nordic practices and policies, offering fresh perspectives on educator welfare that can be applied globally.

This book examines the place of women in Soviet Russia from the 1917 Revolution through the post-World War II period, discussing how the Soviet construction of gender perpetuated inequality even as it dramatically expanded women's roles in society.

Chapters of this book explore Bolshevik activists' ideals of women's liberation and their failure to realize these ideals; the significance of women's labor to the Soviet economy, alongside continued workplace discrimination; state reproductive policies and essentialist understandings of femininity; women's World War II military service and representations of gender in postwar commemorations; and the role of socialist ideology in the formation of the Soviet system and Stalinist culture. Throughout, Hoffmann places Soviet history in its international context, including comparisons of Soviet women's social positions with those of their counterparts in other countries. The book makes clear the centrality of the Soviet gender order to the country's social, cultural, and political history, as well as providing an important historical case for understanding the broader struggle for women's equality.

Intended for students and scholars alike, this book is a valuable resource for all those interested in gender history, Soviet history, labor history, and World War II.

Contending with neoliberal regimes and actors pursuing a politics of fear, this book investigates the relationship between hope and hopelessness. It evaluates the conditions that enable or hinder hope, as well as how hope shapes ongoing struggles. The chapters illuminate alternative world imaginaries, advocating for the rebuilding of communities and political action during and after traumatic experiences. Ultimately, contributors promote a radical, militant hope, particularly necessary in today's turbulent times.

Feminist and Queer Imaginaries of Hope in a Turbulent Era is a valuable resource for scholars and students of feminist, queer, postcolonial, development, global and transnational studies. Due to its rich empirical material, the book is also an essential read for activists and policy makers interested in feminist and LGBTI+ issues.

No one has done more to deepen our appreciation of eighteenth-century British philosophy than Kenneth P. Winkler. Winkler's work has had a decisive influence on our understanding of virtually all the period's major figures and has also helped to bring light to the enduring philosophical significance of less well-known figures.

The chapters in this volume extend our understanding of themes that have been illuminated by Winkler's work, covering a wide range of topics and figures in eighteenth-century British philosophy. Some attempt to resolve longstanding interpretive debates about, for example, whether Berkeley's idealism leads inevitably to occasionalism or the character of Hume's skepticism. Others explore new lines of inquiry about, for example, Locke's account of moral knowledge or the ways in which Hume was influenced by Anthony Ashley-Cooper, Earl of Shaftesbury. Some engage with the canonical philosophical texts that Winkler has done so much to illuminate, such as Locke's Essay, Berkeley's Principles, or Hume's Enquiry. Others follow Winkler's lead by bringing to light the philosophical significance of less well-known texts, such as Elizabeth Montagu's An Essay on the Writings and Genius of Shakespeare or Mary Shepherd's Essays on the Perception of an External Universe. Collectively, the essays not only honor Winkler's extraordinary career but also shed new light on one of the most fertile periods in the history of philosophy.

British Philosophy in the Long Eighteenth Century will appeal to scholars and graduate students working in the history of philosophy, specifically eighteenth-century British philosophy.

In today's digital age, language teaching is undergoing a profound transformation. The convergence of technology and language learning has unlocked unprecedented opportunities for innovation and growth. Digital platforms, multimedia resources, and interactive tools are redefining the way languages are taught and learned. This book explores the frontiers of digital technology in language teaching, shedding light on its potential to enhance language acquisition, boost learner engagement, and foster global communication. From theoretical foundations to practical applications, this comprehensive volume provides a nuanced understanding of the complex relationships between technology, language, and learning. By examining the benefits and challenges of digital language learning, this book aims to inform educators, researchers, and policymakers about the effective integration of technology in language teaching. With its cutting-edge insights and expert contributions, this book is an indispensable resource for anyone seeking to harness the power of digital technology to transform language learning. This volume will be of significant interest to educators, researchers, and policymakers due to its comprehensive exploration of the intersection of digital technology and language teaching. It will also serve as a valuable resource for language learners seeking to understand the role of technology in language acquisition.

Contributors address concerns surrounding data privacy, transparency and practical use, emphasising the importance of professional development and collaboration among educators, leaders and stakeholders. Drawing on empirical insights, chapters highlight the potential of learning analytics and adaptive learning to personalise education and improve outcomes for all students. This insightful Handbook promotes thoughtful policy, robust infrastructure and a thorough understanding of the professional and ethical contexts in which these tools are deployed.

The Handbook of Learning Analytics and Adaptive Learning in Schools is an essential resource for scholars and students interested in educational technology, particularly those exploring the impact of data mining and learning analytics. It is also highly beneficial for educators and policymakers looking to ensure these emerging tools are used purposefully and in alignment with curriculum goals.

Melissa Daggett's Eugene and Eulalie is an epic story of love, race, prosperity, and legal maneuvering. It chronicles for the first time in a comprehensive way the largely forgotten lives of Eulalie Mandeville, a free woman of color, and her white partner, Eugene Macarty. Mandeville and Macarty, both descendants of elite colonial families, began an interracial relationship in the 1790s that endured for more than half a century and produced five children. It also led to Mandeville's phenomenal rise to the pinnacle of wealth and success within the unique tripartite racial structure of nineteenth-century New Orleans.

Daggett uses the voluminous Nicolas Theodore Macarty et al. vs. Eulalie Mandeville f.w.c. (1848) court case to examine how an interracial relationship continued for more than fifty years despite onerous laws during the Spanish regime and the antebellum era that complicated such partnerships. She examines the origins of the Macarty and Mandeville families, revealing how they paralleled each other in Louisiana history and often intersected on social, military, economic, and political levels. Daggett also analyzes the struggles of the free people of color in both colonial Louisiana and early America and explores the ways slavery, manumission, and inheritance laws connected the two families. Above all, her work recovers the unique story of Eugene Macarty and Eulalie Mandeville, which has languished in the shadows of historical obscurity for generations.

Drawing on diverse case studies of migrant- and civil society-led innovations, contributing authors examine how radical imagination emerges in reaction to restrictive and exclusionary migration policies. The book evaluates interdisciplinary theoretical frameworks, investigating the field through discursive, organisational and spatial dimensions. It engages with activism, policy critique, and cultural production to reveal the transformative potential of alternative imaginaries in shaping public discourse as well as social and institutional change.

Radical Imagination on Migration in a Turbulent Era is essential reading for academics and students of migration studies, geography, political science, and sociology. It will also appeal to policymakers and practitioners seeking fresh perspectives on mobility, borders, and belonging in an increasingly uncertain world.

Narratives of Cultural Identity in Contemporary Arab Cinema examines emerging cinema from the Gulf Cooperation Council (GCC) and recent diasporic/transnational productions from the Levant.

Although several books have been written on Arab cinema, there remains a need to consider the role of emerging film industry in the GGC countries, or states in which cinema production is relatively scant. Academic studies on cinema in the Arab world have long concerned themselves with traditional film production centers, which is understandable as for decades the Arab film industry has been dominated by Egypt. The work also reflects on national agendas, role of government initiatives, and individuals who were instrumental in fostering cinema. It glimpses into vibrant cultures that have been at the mercy of stereotypical representations and demonstrates how recent films act as counter-narratives to dominant discourse.

This book is intended primarily for scholars and researchers in Cultural, Film, Literature, and Media Studies who have a general interest in cinema from non-Western regions, with a particular focus on the Arab world. It is a valuable addition to existing scholarship through its focus on peripheral film centers, which have received limited academic attention.

This book gathers evidence and case studies from various parts of Europe and across the different sectors that comprise the creative industries, including the visual and performing arts, popular music, the platform economy, and film.

The creative economy has been lauded by national and regional governments for its job-creating potential, even though the jobs created might be insecure or poorly paid. This edited collection emerges from a research network examining this contradiction. It gathers empirical material and case studies across European creative sectors to explore how creative work is perceived by both workers and policymakers, and how these understandings shape practical worker support. The volume brings together renowned European experts from cultural sociology, cultural studies, and creative labour research. Combining cross-national writing teams with focused national case studies, it provides comprehensive insights into diverse creative economies across Europe. Addressing the tension between the creative economy's promise and workers' lived experiences, it examines how cultural and economic policies intersect with social inequalities, determining who can access and thrive in creative careers. The research reveals both the challenges facing creative workers and emerging strategies for creating more equitable opportunities. Through analysis of macro-level policy frameworks alongside micro-level worker experiences, this book offers nuanced perspectives and examines the structural factors that shape the conditions of creative work.

With insights from renowned European experts, Creative and Cultural Work in Europe will be of value to those studying and researching cultural policy, labour studies, and the creative industries more broadly.

This book uses rigorous case studies with definitive conclusions and develops a critical Cultural Studies perspective on both the cultural and creative industries (CCIs) and diversity politics.

Through examining sophisticated processes through which race is negotiated and produced across film, television, public relations and advertising, this book reveals how these industries simultaneously understand race uniformly while operating through heterogeneous structures that both address and enact racism. This analysis exposes the contradictory nature of creative industries that publicly champion inclusivity while perpetuating systemic inequalities through their operational structures. By examining specific sectors within the CCIs, the book illustrates how racial difference is managed, commodified and reproduced through seemingly progressive diversity initiatives. Nwonka and Keddo call for a radical reconceptualisation of how we understand the CCIs' production and management of racial difference, challenging readers to move beyond surface-level diversity metrics towards deeper structural analysis of how creative industries function as sites of racial negotiation.

Race and Racism in the Cultural and Creative Industries' critical examination provides essential insights for scholars, practitioners and policymakers working within creative industries, offering frameworks for understanding the complex relationship between cultural production, racial identity and systemic inequality in contemporary Britain.

Leading the Next Era of Public Education presents a comprehensive framework for transforming any school or district in our rapidly evolving, technology-rich world. Cognitive bias, institutional routines, and compliance cultures keep schools tied to what is familiar over what is effective. Are these legacy structures effectively serving teachers and students in the age of artificial intelligence (AI) and extended reality (XR)? This book offers a practical roadmap for executive leaders, governing bodies, and school-level teams seeking to transition from incremental fixes to system redesign. The book aligns strategy, operations, and instruction to support districts in delivering equitable, student-centered outcomes.

Chapters include a wealth of fresh ideas in the following areas:

• Leadership and governance: mission clarity, transparent communication, adaptive scheduling, strategic planning, and community engagement
• System architecture: integrated technology ecosystems, interoperability, cybersecurity, data quality, and sustainable budgeting
• Teaching and learning: asset-based pedagogy, competency-based progression, Universal Design for Learning, and responsible AI integration
• Equity and accountability: inclusive design routines, digital equity benchmarks, ethics-centered feedback, and public reporting tied to student impact
• And much more!

Readers will leave with a coherent, implementable vision for an adaptive, equitable, student-centered public education system that replaces legacy structures that no longer serve all learners and prioritizes mastery, agency, and well-being.

This seminal text offers an innovative, Froebelian-inspired and evidenced approach to teacher professional development that will promote ethical practice. Providing a timely interpretation and application of Froebelian principles, theories and pedagogic actions as showcased by early childhood settings in England and New Zealand, the expert author team promote a radical shift in approach, which will better support the early childhood workforce through the promotion of Froebelian communities of practice.

Split into three parts, the book will provide a contemporary account of Froebelian principles and practices, an overview of the global challenges that face young children and the educators that work with them, an illustrative and reflective narrative of the practice evidence that has emerged from three Froebelian research projects and demonstrations of how the application of the Froebelian Reflection with Guidance framework has inspired and developed the work of educators within this project. The title will be invaluable reading for all those involved in early childhood research and practice, whether in initial training, advanced professional development, practice development and improvement and innovative research programmes.

We often talk about leadership as strategy, structure, and outcomes - but what if the real work begins with how we treat each other?

This guide offers a deeply human exploration of what it means to lead schools where people truly matter. Drawing on years of coaching and wellbeing supervision with headteachers, CEOs, and leadership teams, Shaheen Myers provides a powerful reimagining of leadership that places care, connection and courage at its core.

From Teach Me How to Treat You and Carefrontations to Rethinking Performance Management, each chapter empowers leaders to cultivate a sense of belonging and resilience in their teams. Case studies, reflection exercises and insights from a range of leaders, including Mary Myatt (an education adviser, writer and speaker) and Sufian Sadiq (Director of Teaching School and Co-president Elect for Chartered College of Teaching), invite the reader to pause, reflect, and realign their values, asking:

• What happens when we lead with authenticity, not armour?
• How do we build cultures where people feel seen, valued, and safe?
• How can leaders sustain themselves while supporting everyone else?

Grounded in evidence, lived experience and empathy, this book will leave the reader feeling supported, valued and equipped to grow both personally and professionally. It is an essential resource for all senior leaders who are committed to creating thriving and supportive school communities.

Technology has become fully integrated into the ecologies in which we live, including our ways of making and making sense of theater, dance, and performance.

While these practices have long histories of incorporating tools and instruments in live performances, from masks, to amplification, lighting, and stagecraft, technology today can no longer be understood as a tool complementing essentially non-technological behaviors or environments. Technologies and how they are developed and used are informed by ideas, assumptions, and practices that are culturally and historically situated and have material impacts. Whether implicitly or intentionally, we are always already operating in and requiring creative and critical means of engaging with technoscientific lifeworlds. Authors in this volume show how human-technology intersections within the performing arts reflect developments in the world at large and how artistic inquiry might contribute to or intervene in these tendencies. Together, the chapters in this volume offer a broad view that includes diverse types of performances and a range of technologies without imposing these as categories on a field that does not operate along the lines of such categorizations.

This broad view also allows us to bring together discourses and subjects that have been discussed separately in relation to different genres or aspects of performance, different types of technologies, or from the perspective of different technology-related concerns, including interactivity, immersion, inter-, multi-, and transmediality, equity, futurisms, archival practices, and new dramaturgies.

The Routledge Handbook of Music and Dance Performances in the Ancient Mediterranean: An Interpretive Approach brings together research from the subdiscipline of archaeomusicology, or music archaeology, with new perspectives from art history, the archaeology of performance, and sensory studies, to provide a comprehensive overview of music and dance in the ancient Mediterranean world. Through an archaeological approach to performance that places musical and dance activities within an actual or symbolic space, the book utilizes the study of instruments and sound objects to provide a valuable investigation that can shed light on the ritual meaning and social function of sonic events, as well as on the role of musicians and dancers in antiquity

Including Egypt, the Near East, Greece, Etruria, and Rome, this handbook emphasizes the evidence from material culture for both ritual and everyday contexts. Providing a useful reference for anyone coming to this field of research for the first time, this volume introduces the varied modes of inquiry that have directed the study of ancient music and dance, and offers new possibilities for future study.

Designing Lessons in the AI-Infused Classroom shows middle- and high-school teachers how to redesign their lessons and units with intentional use of artificial intelligence (AI). In a world where students can use AI tools to complete traditional assignments without actually learning anything, educators' new challenge is to design learning experiences that AI can't do for them. This book offers unit structures that tap into student curiosity, creativity, and collaborative potential through AI-supported learning across content areas. These ready-to-use strategies can be applied right away-without a steep learning curve-to help educators enhance proven classroom practices with AI's potential. Educators will find frameworks and unit models that are practical and flexible, designed to work with the tools and pedagogy that teachers already know by enhancing traditional methods without replacing them. The author's original five-stage lesson framework aligns meaningfully with academic goals and incorporates project-based learning, differentiated instruction, and authentic assessment. Teachers, teacher-leaders, and school technology coordinators will be better prepared to rethink traditional instruction and use AI to complement rather than replace human interaction and self-expression.

Audio erotica is sexually explicit audio-only content, designed to arouse the listener and bring them fulfilment. While it has existed for a long time, it has achieved significant popularity in recent years, driven by apps like Quinn, Dipsea, Emjoy, and Ferly. Notably, these apps - and many like them - were founded by women and are predominantly targeted to female audiences, making audio erotica a fascinating form of "porn for women".

Audio Erotica focuses on these four apps as the contemporary "face" of audio erotica. Through textual and paratextual analysis, it offers an overview of the types and genres of erotic content available on the apps. It situates audio erotica in histories and lineages of both pornography and erotica (and feminist thought about them) and audio media. Moreover, it situates audio erotica in the context of several key discourses, such as wellness, authenticity, and intimacy, as it analyses the ways in which the apps imagine their female listener and what she wants from sexually explicit media - which is, importantly, different from what men are imagined as wanting from pornography.

This is the first book-length study of audio erotica, making it a foundational resource for anyone doing research in the area. It offers a multifaceted understanding of the form and makes several key contributions to studies of sexually explicit media directed towards women and discourses around female sexual desire.

Many teachers face challenges in managing daily classroom behavior, which may result in trial-and-error methods that can be time-consuming and ineffective. This guide addresses these challenges by providing clear, evidence-based practices for effectively managing behavior issues. It empowers educators to create positive, productive learning environments, ensuring that every student has the opportunity to thrive.

Organized into 12 accessible chapters, this book equips educators with straightforward strategies grounded in the science of applied behavior analysis. Each chapter provides step-by-step instructions for implementing proven techniques, emphasizing the importance of understanding behavioral functions, reinforcement, promoting self-management, and making data-driven decisions. The strategies are tried, tested, and ready to use, enabling teachers to prevent disruptive behaviors and strengthen academic engagement across diverse classroom settings. Areas covered include effective peer tutoring, choice-making, fluency-based instruction, token economies, guided notes, active student engagement, and classroom management. Readers will also learn how to troubleshoot common challenges, evaluate the success of their strategies, and adapt interventions to suit their unique needs.

This is essential reading for teachers, teachers-in-training, teaching assistants, special and inclusive educators, and behavior analysts, offering a wealth of evidence-based and practical tools that enable positive change to promote student success in the classroom.