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Rethinking Intercultural Competence

Theoretical Challenges and Practical Issues

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Edited by Theo Harden and Arnd Witte

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Curriculum as Community Building

The Poetics of Difference, Emergence, and Relationality

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Liesa Griffin Smith

Our contemporary historical moment is often characterized by social, political, economic, technological, and educational complexities, as well as lived experiences of estrangement, isolation, insecurity, loss, threat, and trauma. Within this difficult context, conventional understandings of community which often rely upon assimilation or exclusion are devoid of hope, and new imaginations of community and community building are needed to cultivate generative, nurturing, sustaining experiences of life together. Through a multi-threaded exploration of the curriculum as embodied and emerging in a living ecosystem, new conceptualizations of community building may emerge. Drawing upon poststructural feminism, poetics, autobiography, and metaphors of the maternal body, this book explores the complicated intersections of difference, embodiment, emergence, and relationality within the curriculum, to reimagine the possibilities of building the other community, one inclusive of difference. Facing the challenges of our time with hope, grace, and creativity, this book is uniquely positioned in a middle space between the theoretical concerns of the academic community and the needs for accessibility by the practitioner within an instructional context.
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Joseph N. Cooper

In recent years, there has been increased attention garnered toward activism in sport within the United States. In 2016, Colin Kaepernick’s activist act of taking a knee during the national anthem before National Football League games sparked a nationwide debate on the intersection of sports, race, and politics. Kaepernick’s actions were a part of a long lineage of activism in and through sport. Prior accounts of African American activism in and through sport have been limited in the following eight areas: (1) primarily focused on one type of activism (e.g., symbolic protests/boycotts); (2) a lack of differentiation between activism and borderline activist actions (e.g., agency, pioneering, and advocacy); (3) a lack of emphasis on hybrid resistance; (4) a focus on athletes and teams versus sportspersons (i.e., media, scholars, business leaders, and community members) and institutions (i.e., historically Black colleges and universities, athletic programs, and conferences) more broadly; (5) largely focused on one era of prominent athlete activism in the 1960s; (6) principally excluded and marginalized the importance of women’s role in resistance efforts (e.g., activism for social change); (7) primarily focused on activism at the intercollegiate and professional levels with less attention toward youth and interscholastic levels; and (8) a lack of theoretically driven analyses of the resistance efforts exhibited by African American sportspersons, teams, groups, organizations, and institutions. Instead of exclusively using the term activism, the author uses the broader encompassing term of resistance as the focal framework for this text. Resistance is defined as intentional and/or unintentional actions by individuals, groups, organizations, and/or institutions that challenge oppressive systems and ideological hegemony. Using adaptive race- and ethnicity-centric typologies and interdisciplinary theories, this book offers a critical analysis of African Americans’ intra- and inter-generational resistance actions where, when, why, and how sport has been utilized to express their humanity, preserve their cultural heritages, empower themselves and their communities, project political views, and pursue freedom, equality, and justice.

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Leading Inclusion from the Inside Out

A Handbook for Parents and Early Childhood Teachers in Early Learning and Care, Primary and Special School Settings

Edited by Emer Ring, Lisha O’Sullivan, Marie Ryan and Patricia Daly

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Edited by Leslie J. Francis, Stephen Parker and David W. Lankshear

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Onur Şaraplı

In today’s Turkey under the Justice and Development administration, it seems that religion becomes or is imposed as an important element of the Turkish national identity. The education system works as the channel for promoting this change. Thus, the case of Turkey is that of a nation-state that has been under construction since it emerged from a successful war of independence, and any analysis of policies needs to pay careful attention to the dominant state ideology. Set against the general historical background, this analysis examines and interprets the educational policies and decision-making in this area in relation to political ideologies. In fact, it is the series of Justice and Development Party (Adalet ve Kalkınma Partisi – AKP) governments which, since the party’s first election victory in 2002, have implemented several reforms so as to change educational thinking in Turkey. Within this framework and especially after 2002, Islam, and most specifically the Turkish political Islam, plays an important and defining role in Turkish society. It is an agenda, consisting of market-oriented education, that includes transforming and privatising the public education system, developing policies on religious education in line with emerging notions of political Islam, promoting the growth of Islamic educational curricula, whether in Imam-Hatip schools or in higher education, and generally putting more emphasis upon Islam as an important constituent of the Turkish national identity.

This book provides both historical context and state policy information in order to meet researchers’ and lecturers’ needs and expectation to learn about the characteristics of different policies used by Turkish governments in education. It enables civil society groups, researchers, university students and academics to identify problems and opportunities that the Turkish Government has been dealing with. Hence, it can be used both by researchers and policy makers as well as educators. This book will be useful as the main or a recommended reading in courses like "Political Institutions in Turkey", "The History of Education in the Ottoman Empire and Republican Turkey", "Themes in the History and Politics of Turkey", "The Tanzimat" and "The Emergence and Development of Turkish Nationalism".

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Fujia Yang

This book traces the historical background of liberal arts education from west to east, expounds its implication and fundamental goal of universities, and introduces its application in Western and Chinese universities, particularly its experimentation at University of Nottingham Ningbo China. It takes the University of Nottingham Ningbo China as an example to introduce readers to the achievements and shortcomings of British education in the process of implementing liberal arts education. The author summarises the five elements of liberal arts education: "Bo": integration of arts and sciences, cross-discipline, seeking in-depth knowledge on the basis of extensive learning, understanding the new and gaining a wide knowledge of the old; "Ya":  Human beings first, professionals second; being committed to student-centred idea, prioritizing education among all work; encouraging questioning; and a very abundant organized extra-curriculum classes. This book will appeal to anyone who is interested in liberal arts education and the comparison between Western and Chinese education. It advocates that in order to meet the needs of all aspects of society, the structure of China’s education must be diversified for the realization of the China dream. This book will appeal to teachers and students, educators, and readers interested in education.

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Edited by Axel Grimm

Die Didaktik der beruflichen Fachrichtung Informationstechnik/Informatik steht historisch, berufswissenschaftlich und ordnungspolitisch in einem Spannungsverhältnis. Eine auch nur in Ansätzen geschlossene Theoriebildung zu einer Didaktik der Informationstechnik liegt nicht vor. Ausgehend von diesem Desiderat soll mit dieser Veröffentlichung eine erste Lücke geschlossen werden. Ziel dieses Buches ist es, Gegenstandsbereiche vorzustellen, die für eine Theoriebildung einer Didaktik der beruflichen Fachrichtung Informationstechnik/Informatik von Bedeutung sind. Dazu sind Beiträge eingeholt worden, die eine theoretische Einordnung auf verschiedenen Analyseebenen ermöglichen. Band 1 „Theoriebildung" schafft somit ein erstes Fundament, das im Weiteren ausgebaut werden wird. Ziel ist es, der beruflichen Fachrichtung Informationstechnik/Informatik und deren Didaktik ein eigenständiges Profil zu geben, damit sie sich gegenüber dem Status quo emanzipieren kann.

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Elena Gómez Parra

La educación infantil de calidad se erige en la base de la sociedad del siglo XXI, cuyo signo de identidad más evidente es el cambio incesante. El lugar que ocupan las lenguas y la cultura en cualquier paradigma educativo es, sin duda, prevalente, y la ciencia concluye que el constructo lingüístico constituye el núcleo de la esencia humana. La lengua nos ofrece la identidad que nos diferencia del resto de las especies del planeta y la cultura va inextricablemente unida a ella, dotándola de complejos significados y posibilitando la transmisión de valores, creencias, actitudes y conductas de una comunidad.

El lector encontrará en este volumen un nuevo enfoque en educación bilingüe para la infancia, que aúna un sólido bagaje teórico (alojado en el Bloque I de esta obra). El enfoque PETaL (Play, Education, Toys and Languages) se caracteriza por su flexibilidad para adaptarse a distintos entornos culturales, porque solo así cobra sentido. Su objetivo es educar al niño de este siglo para que sea capaz de desarrollarse en (y promover) una sociedad diversa, plural y cambiante.

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Education and the Body in Europe (1900-1950)

Movements, public health, pedagogical rules and cultural ideas

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Edited by Simonetta Polenghi, András Németh and Tomas Kasper

The public dimension of the body became paramount in the first half of the 20th century, when the image of the modern man, with his virile stereotypes, became a cliché, in strict connection with nation building first and totalitarian ideologies later. Yet, different cultural and educational trends advocated for life reform and liberation of the body. Both the metaphorical and the material body were invested by cultural, religious, political and educational theories and practices with strong links and similarities but also national differences.

Thanks to an international scholarly work about body education in ten European countries, this volume allows a wide comparative analysis about life reform; physical education and sport; children’s bodies, emotions, hygiene and (ab)normality.