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Edited by Alison Wilde

Globally today, television, film and the internet comprise the principal sources of cultural consumption and engagement. Despite this, these areas have not featured strongly in the cultural study of disability. This book series will provide the first specific outlet for international scholars of disability to present their work on these topics.

The series will build a body of work that brings together critical analysis of disability and impairments in media and culture. The series expands the work currently undertaken in literary studies on disability by using media and cultural theory to understand the place of disability and impairment in a range of media and cultural forms.

The series encourages the development of work on disabled people in the media, within the media industries and in the wider cultural sphere. Whilst film and television analysis will be central to this series, we also encourage work on disability in other media, including journalism, radio, the internet and gaming.

We welcome proposals from media studies: narrative constructions of disability; technical aspects of media production; disability, the economy and society; the impact of social media and gaming on disabled identities; and the role of architecture and image. Cultural studies are also encouraged: the uses of disabled and chronically ill bodies, ‘cripping culture’, corporeal projections in culture, intersectional identities, advertising, and the uses of cultural theory in furthering understandings of ableism and disablism.

All proposals and manuscripts will be rigorously peer reviewed. The language of publication is English, although we welcome submissions from around the world and on topics that may take as their focus non-English media. We welcome new proposals for monographs and edited collections.

Editorial Board: Eleoma Bodammer (Edinburgh), Catalin Brylla (Bournemouth), Colin Cameron (Northumbria), Sally Chivers (Trent, Canada), Eduard Cuelenaere (Ghent), Beth Haller (Towson, USA), Catherine Long, Nicole Marcotić (Windsor), Maria Tsakiri (Cyprus), Dolly Sen, Sonali Shah (Birmingham), Alison Sheldon (Leeds), Murray Simpson (Dundee), Angela M. Smith (Utah), Heike Steinhoff (Ruhr-University Bochum), Laura Waite (Liverpool Hope).

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Alison Wilde

Forthcoming
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Edited by Graeme Davis and Kieran McCartney

The global COVID-19 lockdown has led to a complete transformation of education. Never again could pedagogy be separated from its digital dimension. Traditional learning practices were replaced overnight by digital practices, frequently untested. Many educational settings were forced to address the fragmented national and regulatory frameworks that direct teaching and learning practice as well as testing. The Digital Learning and the Future book series was born of the pandemic, offering an outlet for teachers and scholars to share their research and practices in this new reality.

This interdisciplinary book series examines the use of digital technology in education. It is part of an unfolding educational agenda around technology-enhanced learning, where technology is both blended as a tool within existing pedagogies and drives new pedagogies. The series looks to the future, to emerging technologies and methodologies. Areas of interest include educational futures and future pedagogies, pedagogy and globalization (including MOOC), mobile learning, edtech, technology in assessment, and technology and face-to-face blended learning.

The series encourages proposals for short-format books (between 25,000 and 50,000 words) with the aim of responding quickly to this rapidly changing field. Short monographs, co-authored or edited collections, case studies, practical guides and more are all welcome.

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Africa in Europe and Europe in Africa

Reassessing the Cultural Legacy

Edited by Yolanda Aixelà-Cabré

This book studies the Afro-European and Euro-African past and present from an interdisciplinary and comparative perspective. It addresses Africa as a whole, eschewing historical divisions between North and Sub-Saharan Africa. Its content exemplifies the extent to which the histories of Europe and Africa are intertwined, and the way European sources are usually privileged in the writing of historical accounts of cross-cultural encounters. Using post/decolonial studies, the authors' point of view is based on anthropology, history, ethnomusicology, and film and literary studies. The authors argue that mutual experiences and imaginations have affected how cultural heritage and legacy are conceived and thought of, as well as memories and sociopolitical experiences. The aim is to establish and encourage a broader knowledge of Africa–Europe and Europe–Africa encounters, incorporating case studies of Euro-African and Afro-European legacies. The final goal is to favour a more relational point of view by comparing Euro-African and Afro-European realities.

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African Isms

Africa and the Globalized World

Edited by Abdul Karim Bangura

The impetus for this book emerged from our belief that as Africans across the globe are confronted with a myriad of challenges that have been birthed by globalization (i.e. the process of going to a more interconnected world by diminishing the world’s social dimension and expansion of overall global consciousness), they must turn to their own ideas for solutions. While many books exist on individual African Isms, such as Afrocentrism, Nasserism, and Pan-Africanism, none exists that has looked at a series of these Isms together. This book is the first to do so and, thus, its justification. Consequently, through this edited volume, we address the applicability of different African Isms to various issues, particularly current issues, on the continent of Africa. Each chapter provides a theoretical framework and topics or issues concerning African people of the continent. It is therefore an innovative scholarly work as no other work has examined these Isms in this manner. Thus, the ideas are quite appealing. Reexamining and applying each of the African Ism in order to challenge Eurocentric myth and reality in current African political, economic, cultural and social matters is quite logical and clear.

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Communication Begins with Children

A Lifespan Communication Sourcebook

Series:

Edited by Thomas J. Socha and Narissra Maria Punyanunt-Carter

Communication Begins with Children: A Lifespan Communication Sourcebook seeks to transform the field of communication, arguing that the field must stop neglecting and segregating children and instead adopt an age-inclusive lifespan approach that fully includes and fully considers children in all communication theorizing, research and education from infancy and throughout the human lifespan. One-size-fits-all, adult-centric communication theorizing, researching, and educating is inadequate and harms the communication field’s potential as a social force for positive change for all communicators. The volume contains four sections (Foundations, Relational Communication Development, Digital Communication Development, and Navigating Developmental Communication Challenges) that showcase state-of-the-art chapters about the history of children’s relational and digital communication studies, methods used to study children’s communication, media literacy development, communication and children’s health, and much more. A must read for all communication researchers, educators, and students and an important addition to advanced and graduate level human and digital communication courses.

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Creating Understanding

How Communicating Aligns Minds

Series:

Jessica Gasiorek and R. Kelly Aune

What, exactly, is understanding? And how do people create, maintain, and manipulate states of understanding via communication? This book addresses these questions, drawing on interdisciplinary scholarship in cognitive science, communication, psychology, and pragmatics. Rejecting classic descriptions of communication as "sending and receiving messages," this book proposes a novel perspective that depicts communication as a process in which interactants construct, test, and refine mental modes of a joint experience on the basis of the meme states (mental representations) activated by stimuli in social interactions. It explains how this process, when successful, results in interactants' mental models aligning, or becoming entrained—in other words, in creating a state of understanding. This framework is grounded in a set of foundational observations about evolved human cognition that highlight people's intrinsic social orientation, predisposition toward efficiency, and use of predictive interference-making. These principles are also used to explain how codified systems ("codes") emerge in extended or repeated interactions in which people endeavor to create understanding. Integrating and synthesizing research across disciplines, this book offers communication scholars and students a theoretical framework that will transform the way they see understanding, communication, and social connection.

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Deuteronomy–Joshua

A Hypertextual Commentary

Series:

Bartosz Adamczewski

This monograph demonstrates that the book of Deuteronomy is a result of highly creative, hypertextual reworking of the book of Ezekiel. Likewise, it shows that the books of Joshua–Judges, taken together, are a result of one, highly creative, hypertextual reworking of the book of Deuteronomy. In both cases, the detailed reworking consists of almost 700 strictly sequentially organized thematic, and at times also linguistic correspondences. The strictly sequential, hypertextual dependence on the earlier works explains numerous surprising features of Deuteronomy and Joshua–Judges. This critical analysis of Deuteronomy and Joshua–Judges sheds entirely new light on the question of the origin of the Pentateuch and the whole Israelite Heptateuch Genesis–Judges.

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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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Edited by Alfredo Rodríguez López-Vázquez and Arturo Rodríguez López-Abadía

En este volumen se recopila una serie de artículos e investigaciones de distintos autores y de diversas áreas en torno al Lazarillo de Tormes y sus continuadores, analizando desde varias perspectivas la obra y sus ramificaciones, tanto en cuanto a su texto primigenio, como sus más famosas continuaciones y las traducciones que de la obra se han hecho a algunos idiomas en que está disponible.