Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott’s experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher ß à student relationships? And, how are student voice practices shaped, organized, and inscribed through social difference? Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott’s presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects’ dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of ‘how’ one might do critical reflection through autoethnography.
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Essays on the Politics of Race, Language, and Voice
Edited by Ayanna Cooper and Ibrahim Awad
In the United States, ‘immigrant’ is a complicated category. It is used interchangeably with ‘refugee’ and it is, most of the time, linked to South America, especially Latina/os. Black Immigrants in the United States is arguing that immigrants are not refugees and, whether coming from the Caribbean, Latin America or Africa, Black immigrants are oft-silenced in immigration studies and unsystematically researched. Being one of the first books on the topic in the United States, Black Immigrants in the United States is a crack, a verse in the syntax which links Blackness and immigration; a required reading for anyone who is interested in immigration generally and Black immigration in particular. For example, did you know that 12-13% of the statistically defined as African Americans are ‘Black immigrants’ (both immigrants and refugees) (Ogunipe, 2011)? Out of this 12-13%, did you know the first and second-generation constitute 41% of Black first-year students in Ivy League? Black Immigrants in the United States is an attempt to answer these questions and paint a picture for this population, where they come from, what languages and histories they bring with them to the United States, and discusses their challenges as well as their triumphs. With this book, as children of migration ourselves, we are turning researching and writing about Black immigrants into acts of love and reading about them into an expression of jouissance.
Edited by Lucio Levi
Albert Einstein was one of the initiators of the peace movement in Europe in the early twentieth century. He tirelessly denounced the imperfections of society due to the primitive institution of war and devoted his energies to outlawing war. After Hitler’s rise to power, he abandoned pacifism and instead embraced a federalist vision according to which the root cause of war lies in the division of the world into sovereign states and the vehicle of peace is world government.
This book explores Einstein’s outlook on war and peace and traces the evolution of his thinking on these topics. In particular, Einstein developed a dialogue on war and peace with physicists like Bohr, Planck and Szilard as well intellectuals like Dewey, Freud, Gandhi, Mann, Mumford, Rolland Russell, Schweitzer and Tagore. The key concepts that were the focus of these discussions were the cause of war (included the Einstein–Freud debate on psychological and political causes of war) and the means to prevent it; the distinction between antimilitarism, pacifism, internationalism and federalism; and the dividing line between intergovernmental and supranational organizations.
The impact of the New Silk Roads
Edited by Amandine Cayol, Pierre Chabal and Zhuldyz Sairambaeva
After reflecting On the European and Asian origins of legal and political systems: views from Korea, Kazakhstan and France (2018), the authors address in this book three intertwined issues. First, how systems that were established long ago are challenged by the necessity to adapt to change both in time, rapidly after the end of the cold war, and in space, across the continent of Eurasia and no longer ‘simply’ in their sub-region. Second, how these systems evolve both in a sui generis manner and adopt, each for itself, reforms at the national and sub-regional levels; and also in a reciprocal manner, learn and borrow from each other towards a ‘regional legal order’ in the making. Third, how extra-judicial evolutions, such as the logistical and commercial dynamics of the Belt and Road Initiative(s) appear more and more as the source or the cause of that very change affecting all Eurasian actors and interests. Examined elsewhere from a broad social sciences perspective, in the publication Cross-border exchanges: Eurasian perspectives on logistics and diplomacy (2019), these issues are here systematically analysed by a mix of conceptual and doctrinal perspectives and of textual, jurisprudential and positivist perspectives. Naturally, the challenge within the challenge is whether a pan-regional or global legal ‘model’ would be capable of impacting change in general and legal change in particular as part of the ‘post-cold-war 2:’, where the political-military legacy is overcome by and yields to business concerns beyond cautious legal constructions.
Steven A. Beebe
C. S. Lewis, author of The Narnia Chronicles, The Screwtape Letters and Mere Christianity, is arguably one of the best communicators of the twentieth century. During his lifetime, he was hailed for his talents as author, speaker, educator and broadcaster. He continues to be a best-selling author more than a half-century after his death. This book unlocks the secrets of C. S. Lewis’s communication skill so that you can communication like Lewis. C. S. Lewis made many explicit observations about how to communicate effectively embedded in his writing and speaking. For the first time, this book comprehensively unveils Lewis’s strategies about the craft of communication.
A review of Lewis’s work reveals five communication principles that explain his success as a communicator. Based on Lewis’s advice about communication sprinkled throughout his work, the essence of being a skilled communicator is to be holistic, intentional, transpositional, evocative and audience-centered. These five principles are summarized by the acronym HI TEA. Dr. Steven A. Beebe, a nationally-recognized communication author and educator, uses Lewis’s own words to present these five principles in an engaging and memorable way. The concluding chapter, "How to Communicate Like C. S. Lewis," offers specific techniques and strategies that Lewis uses that will help readers enhance the craft of communication. By applying Lewis’s communication principles (what he said about communication—HI TEA) and emulating his techniques (how he communicated), you too can be a master communicator.
Edited by Jeremiah J. Sims
Hip-Hop as Education & Knowledge of Self
Edited by Edmund Adjapong and Ian Levy
This second volume in the Hip-Hop Education series highlights knowledge of self as the fifth and often forgotten element of hip-hop. In many cases, a connection to hip-hop culture is one that has been well embedded in the identity of hip hop educators. Historically, academic spaces have had misperceptions and misunderstand the authentic culture of hip-hop, often forcing hip-hop educators to abandon their authentic hip-hop selves to align themselves to the traditions of academia. This edited collection highlights the realities of hip-hop educators who grapple with cultivating and displaying themselves authentically in practice. It provides narratives of graduate students, practitioners, junior and senior scholars who all identify as part of hip-hop. The chapters in this text explore the intersections of the authors’ lived experiences, hip-hop, theory, and practice.
Phishing in America
Edited by Shirley R. Steinberg, Robert Lake and Michael B. MacDonald
The late Dennis Carlson uses the alternative nature of the Burlington, Vermont, bred band, Phish, and the larger impact of rock n’ roll to look at youth and revolutionary music culture. A History of Progressive Music and Youth Culture is designed for those who work with or teach young people to understand the nature and origin of musical commitment and devotion. For academics, the book traces a cultural study of rock which is unlike any other discussion of music or musicology published.
Theory and Practice in Achieving Educational Equity
Jeremiah J. Sims, Jennifer Taylor Mendoza, Lasana O. Hotep and Jeramy Wallace
It is difficult to find justice-centered books geared specifically for community college practitioners interested in achieving campus wide educational equity. It is even more difficult to find book in this vein written, exclusively, by community college practitioners. Minding the Obligation Gap in Community Colleges is just that: a concerted effort by a cross-representational group of community college practitioners working to catalyze conversations and eventually practices that attend to the most pressing equity gaps in and on our campuses. By illuminating the constitutive parts of the ever-increasing obligation gap, this book offers both theory and practice in reforming community colleges so that they function as disruptive technologies. It is our position that equity-centered community colleges hold the potential to call out, impede, and even disrupt institutionalized polices, pedagogies, and practices that negatively impact poor, ethno-racially minoritized students of color. If you and your college is interested in striving for educational equity, campus-wide, please join us in this ongoing conversation on how to work for equity for all of the students that we serve.