Echoes of the Past delves into the collective remembrance practices of the Carinthian Slovene community since the end of the Second World War, offering a nuanced analysis of museums, memorials, civic institutions, and literature created by Carinthian Slovene artists and activists.

Douglas Carlton McKnight draws on methods from critical geography, memory studies, literature, and museum studies to provide an interdisciplinary investigation of how this ethnic minority remembers and commemorates the war. Challenging prevailing theories that emphasize the transnational flow of Second World War memories, McKnight demonstrates that Carinthian Slovene recollections remain deeply rooted in local geography and community experience. Through this innovative case study, Echoes of the Past not only broadens our understanding of European memory cultures but also highlights the enduring significance of place in shaping collective memory.

By foregrounding the local dimensions of remembrance, this book offers a fresh perspective for scholars and readers interested in memory studies, minority studies, postwar European history, and literature. Echoes of the Past ultimately invites us to reconsider how stories of the past are preserved, experienced, and reinterpreted within specific communities, pointing to new directions for future research.

Argues that the experience of the ordinary film viewer and the investigations of the film scholar or film philosopher are not necessarily so far apart.

In Haunting the World, Dominic Lash tries to show that taking films seriously in no way interferes with the pleasure we get from watching them. The book draws its title from the philosopher Stanley Cavell, who saw "haunting the world" as something we are all prone to and who claimed that cinema's relationship with this tendency is both an "importance" and a "danger" of film. Specifically, Lash proposes that the work of Cavell and of the critic and scholar V. F. Perkins have valuable lessons to offer contemporary film studies, some of which are in danger of being neglected. Written in a lively and approachable style that makes philosophical ideas accessible without simplifying them, the book argues that film theory risks going awry when it dismisses or underestimates the experience of the ordinary film viewer. Haunting the World offers fresh accounts of fundamental topics, including description, experience, and agency, and examines in detail important films by Ildiko Enyedi, Paul Thomas Anderson, Ridley Scott, Werner Herzog, Andrei Tarkovsky, Kelly Reichardt, and more.

This book showcases the critical contribution that scholarship in the field of social interaction can make to the study of the senses.

Centred on an understanding of the senses as interactionally configured between people and the ways in which people themselves experience the senses-how they build and negotiate meanings between each other about what is being sensed, what the social implications of the senses are, and how these might relate to sets of activities or interests-it brings together a range of case studies to show how talk, gesture, and various aspects of the physical environment can be mobilised to make the senses accountable to others.

Presenting the latest developments in interactionist research on the senses, Sensing Life will appeal to social scientists with interests in interactionist sociology and related approaches to research, and social understandings of the senses.

A topical, art-practice focused anthology that caters to diverse interests in aesthetics.

Art and Its Significance is a highly engaging and readable anthology, which ranges from ancient Greek writing on epic and theater to contemporary issues relating to how art is impacted by augmented reality technologies. This collection offers a firm foundation in classic and modern aesthetics by a diverse range of authors from Plato and Aristotle to Judith Butler, Jacques Ranciere, and Mary Devereaux. Its thematic organization allows readers to focus on particular topics and genres and make connections between different approaches to a wide range of artistic expression. Each article is introduced with details on the author and a summary of the main arguments offered in the text. Additional section introductions help the reader to understanding how the grouped texts relate to one another. This anthology does not assume prior knowledge of philosophy or aesthetics and is well suited to college course use.

This book explores the concept of resilience in higher education through the diverse perspective of academic development practices. It asks us to consider the complexity of the systems in which academic developers work, and the varied ways in which academic development practices can support, and build, resilience across these systems.

Higher education can be complex to navigate for students, academics and developers. Significant recent upheavals including reduced university funding, broadening student participation and the disruption from digital technologies, add to this complexity, amid global political and climate instability. Along with the recent disruption of the COVID-19 pandemic, these issues challenge the ways in which we understand fairness, equity and opportunity in teaching and learning spaces, and across higher education more broadly. Ideas around how to support the resilience of higher education workers, educators and students are becoming more commonplace. This volume explores a range of perspectives on how we may view resilience in higher education, and the ways in which the work of academic developers can contribute to, and is situated within, resilient university systems.

This book was originally published as a special issue of International Journal for Academic Development.

Rescuing Reason tackles the pressing crisis of civic engagement and public deliberation, drawing on Canadian and international examples, with a particular emphasis on Canada's democratic landscape. The book argues that K-12 public education has become too narrowly focused on utilitarian aims - such as financial literacy and job preparation - at the expense of the humanities, especially history. Educators Alan Sears and Carla L. Peck contend that this shift has undermined the cultivation of well-rounded citizens equipped for meaningful participation in civic life.

This book proposes that a renewed emphasis on history education, taught with depth and rigour, can foster civic reason, empathy, and a shared sense of civic truth. Through detailed frameworks and practical approaches, the book outlines how history can be taught to develop students' abilities in civic reasoning and engagement, ultimately strengthening democracy.

Rescuing Reason makes a compelling case for the vital role of history education in nurturing civic competencies. The book offers a clear, actionable plan for educators, policymakers, and the public to reorient education towards preparing students not just for the workforce, but for active, thoughtful citizenship in a complex democratic society.

Sociology of Pentecostalism provides the first systematic sociological synthesis of Pentecostal-charismatic movements, offering theoretical keys to understand this global religious phenomenon through twenty years of research.

This comprehensive analysis fills a critical gap in religious sociology by moving beyond scattered anthropological studies to provide a unified theoretical framework. Readers will gain deep insights into Pentecostal origins, distinguishing historical facts from institutional legends, and understand the complex processes of conversion, healing experiences, and emotional practices. The book explores contemporary challenges, including Pentecostalism's relationship with globalization, local cultures, and political engagement. By connecting the sociology of Pentecostalism to broader sociological themes of individual autonomy, institutional authority, and evolving forms of commitment, it offers valuable analytical tools for understanding modern religious transformation. Policy makers, religious leaders, and anyone seeking to understand one of the fastest-growing religious movements worldwide will find this theoretical synthesis invaluable for grasping Pentecostalism's broader sociological significance in contemporary society.

This book provides an essential analysis for sociologists of religion, anthropologists, theologians, and religious studies scholars seeking a systematic understanding of Pentecostalism. It will appeal to graduate students and researchers studying contemporary religious movements, globalization and religion, or the sociology of conversion and religious experience.

Negotiating Citizenship Education (CE) explores the dynamics, tensions, and space in Chinese socialist CE, focusing on how the political, economic, social, and educational structures in China, as well as individual agency, shape CE curriculum, teaching, and learning.

In contrast to the West, China, as a party-state, has been promoting socialist CE for regime support since the Chinese Communist Party (CCP) took over the leadership in 1949. However, this version of CE has been challenged by China's economic development, individualization of society, and globalization. This volume traces the historical changes of the Party-state-defined citizenship and CE curriculum in response to social changes. Importantly, drawing upon a qualitative study setting in two high schools in a relatively liberal province in China, it vividly documents how Chinese teachers and students negotiate with official CE discourse in their classroom teaching and learning through a new comprehensive theoretical framework of social structure and agency. Ultimately, it advocates for a reconstruction of the CE curriculum, educational system, and civic environment to cultivate agentic citizens.

This book will be a beneficial read for scholars, academics, and students in the fields of international and comparative education, sociology of education, CE, China studies, and citizenship studies.

Debunking misconceptions about online education and contesting the myth of a one-size-fits-all solution, Online Learning and the Politics of Access in Public Education explores the complex realities of e-learning.
Focusing on the ethical dilemmas of online education in a data-driven, profit-oriented world, the book examines how the notion of choice in K-12 education can commodify public schools, often deepening existing inequalities both locally and globally. Beyhan Farhadi, a former teacher turned professor studying education technology, highlights the complexities of access to online learning and questions whether technology can genuinely address issues of quality and equity in a landscape shaped by corporate influence over students and surveillance and privacy concerns.
Drawing connections between the pandemic's impact on education and the ongoing marketization of schools across North America, Farhadi illustrates how e-learning can perpetuate the same social and cultural disparities found in traditional classrooms. The book raises vital questions about the role of publicly funded education, the persistence of systemic oppression in schooling, and whether online learning can meaningfully bridge the gaps created by deep rooted inequities. Online Learning and the Politics of Access in Public Education is an essential read for anyone concerned about the future of education and its complex political dynamics.

AI-Enhanced Pedagogies argues that artificial intelligence has exposed deep flaws in modern education, which now demands a fundamental rethinking of teaching and learning. AI did not break education. It revealed what was already fragile: the dependence on rigid curricular sequences, narrow meritocratic ideals, and outdated theories of learning. This book's purpose is to develop a theory of education suited to a world where humans and AI learn together. It proposes that learning should be understood as a collaborative process between people and intelligent tools rather than as an individual pursuit.

Organized in four parts, the text begins by exploring how AI has upended the basic assumptions underlying modern education. It then critiques various myths about effort, merit, and authorship, before presenting the creation of new models of shared cognition. Finally, the text concludes with practical strategies for curriculum, assessment, and institutional renewal.

Sidorkin shows that AI does not diminish human intelligence but expands it. Education must evolve from linear curricular progressions to flexible systems that foster creativity, discernment, and intellectual courage.

This cutting-edge Research Agenda offers a way forward for critical literacies that takes into account current conditions of possibility. Expert contributing authors showcase innovative research that emphasises the importance of language, multimodality, place and suppressed knowledges.

A Research Agenda for Critical Literacy outlines contemporary challenges faced by the field including a changing world order, the rise of right-wing extremism, climate change, and the changing role of social media and AI. Chapters highlight critical literacy's dynamic and malleable nature, re-imagining influential frameworks and exploring new possibilities for practice. Considering also shifts in applied linguistics and the imperatives of the decolonial project, authors assess the implications of posthumanism, new materialism and the ontological turn for re-thinking language, discourse and critical literacies and advocate for re-imagining practice in order to meet modern society's needs.

Interspersed with analytical commentary, A Research Agenda for Critical Literacy is a vital resource for students and scholars in education, particularly those interested in language, literacies, content literacies and discourse in relation to issues of identity, power and social and ecological justice. It is also an enlightening read for educators and researchers seeking to understand the ontological turn, posthumanism, new materialisms and decolonial theory in relation to pedagogy.

This textbook familiarises the reader with the knowledge of the concepts of educational research, research process, and its outcome. The book presents its content, related to educational research, in eight chapters in simple and lucid language. It consists of detailed discussions about the basics of educational research, research problem, review of literature, hypothesis, sampling, research designs, tools of research, analysis, and report writing. The inclusion of quantitative and qualitative designs, brief discussion about the application of statistics, and the reporting style add to the book.

The volume initiates with the basic concepts of educational research, focuses on the research problem, and clarifies the need for review of the related literature to progress to the next critical phase: the formulation of a hypothesis. Discussing the sampling process that plays a pivotal role in ensuring the reliability, relevance, and applicability of the study's outcomes, it explores the research design that facilitates an efficient research process which is followed by the analysis of data collected through the application of research tools to a selected sample. Despite the rigour and insight of a study, it remains incomplete and ineffective unless its findings are communicated to the intended audience. This necessitates the inclusion of the research reporting and the development of professionalism in the research area.

This comprehensive textbook will be an invaluable reference guide for undergraduate and postgraduate students and doctoral scholars across various disciplines like social sciences, management, education, and allied fields. It will also appeal to readers interested in the intersections of education, research, and societal development. Pedagogically rich, this book ensures relevance and practicality for students to equip them with research

This book presents a game-changing approach to critical intercultural pedagogy by reclaiming myth as a stimulating tool for deliberate and productive disorientation.

Moving beyond archaic relics or simple deconstruction, the author argues that myths, from the Finnish Kalevala to student-created (digital) narratives, are dynamic forces for both epistemic resistance and renaissance today. Readers will discover how myths can disrupt reductive binaries, challenge neoliberal agendas and give space to marginalised epistemologies. Venturing from canonical texts to classroom experiments in co-creation, this book offers an original framework that aims to replace the search for 'cultural truths' or sterile and Western-centric debates between 'essentialists' and 'non-essentialists' with a practice of curious humility.

Urgently relevant, Myth as Disorientation for Critical Intercultural Pedagogy is indispensable reading for students, educators and scholars seeking to transform intercultural perspectives through creative, reflexive and ethically grounded praxis.

Universitaeten, die im Reich des spaeten Mittelalters und der Fruehen Neuzeit durch einen formalen Gruendungsakt entstanden sind, werden haeufig als ?Landesuniversitaeten‘ bezeichnet. Dieser Terminus deutet auf die vielfaeltigen Wechselbeziehungen zwischen Territorium und Universitaet hin. Gleichwohl entzieht sich der Begriff einer einheitlichen Definition, kommt doch die Forschung zu unterschiedlichen Einschaetzungen ueber den Charakter einer Hochschule als ?Landesuniversitaet‘. Diachron und komparativ ausgerichtete Studien versprechen daher weiteren Erkenntnisgewinn.
An diesem Punkt setzen die Beitraege des vorliegenden Bandes sowohl in thematischer als auch methodischer Sicht an. Die Aufsaetze widmen sich den Motiven fuerstlicher Universitaetsgruender und ihrem Agieren an der paepstlichen Kurie, dem Zusammenhang von ?Landesuniversitaet‘ und landstaendischer Vertretung, Landessteuerwesen und Landesteilung, der Funktion von Hochschulen als Ausbildungsstaette fuer landesherrliche Amtleute sowie der Frage der Finanzierung. Dabei werden der zeitliche und der raeumliche Rahmen weit gefasst, sodass die Universitaetsgeschichte des Reiches auch in ihren europaeischen Verflechtungen fassbar wird.

Celebrates the tens of thousands of women who attended Hunter College from 1870-1964 and contributed massively to the city that educated them.

Hunter College was established in 1870 as the Female Normal College and High School. Its purpose was to educate teachers for the children of New York, then the most populous city of the United States. Hunter was distinct from all other women's colleges because it was open to all the girls of the city who were able to pass an achievement test, and it provided free tuition for all. By 1920, it was the largest women's college in the world. Hunter students expected to work following graduation and counted on their studies to provide them with skills to attain jobs. While many became teachers, others were interested in a variety of occupations. The college provided them with vocational guidance. It also offered a variety of student clubs, theater and music groups, athletics, and social service opportunities. Student newspapers, literary publications, and the yearbook gave students writing and publishing experience. Among Hunter's notable graduates profiled here are Julia Richman, Pauli Murray, Gertrude Elion, Rosalyn Yalow, Pearl Primus, Bella Abzug, Ruby Dee, and Mildred Dresselhaus.

This is the first work that examines the actions and conduct of both immortal and mortal female figures in the Odyssey, and how they are valued within the Odyssean world.

Engaging with feminist literary criticism and feminist virtue ethics, the book provides readers with an insight into the actions, conduct, motivations and voices of all female figures in the Odyssey, including the unnamed, the silent, the maid servants, semi-divine females, mortal females, and the divine. It demonstrates that the Homeric Odyssean world has a values system underpinned by principles that are acted upon by both male and female figures; in some cases, solely female figures exhibit certain principles. This highlights their agency within the Odyssey and their importance within the values system of the Odyssean world.

This study is of interest to students and scholars interested in gender studies, feminist literary studies and feminist virtue philosophy, as well as those working on classical and Homeric literature more broadly.