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Edited by M. Billye Sankofa Waters, Venus E. Evans-Winters and Bettina L. Love

The album The Miseducation of Lauryn Hill sold over 420,000 copies in its first week, received ten Grammy nominations (winning five). Celebrating Twenty Years of Black Girlhood: The Lauryn Hill Reader critically engages the work of Ms. Hill, highlighting the interdisciplinary nature of the album. Beyond the album’s commercial success, Ms. Hill’s radical self-consciousness and exuberance for life led listeners through her Black girl journey of love, motherhood, admonition, redemption, spirituality, sexuality, politics, and nostalgia that affirmed the power of creativity, resistance, and the tradition of African storytelling. Ms. Hill’s album provides inspirational energies that serve as a foundational text for Black girlhood. In many ways it is the definitive work of Black girlhood for the Hip Hop generation and beyond because it opened our eyes to a holistic narrative of woman and mother. Twenty years after the release of the album, we pay tribute to this work by adding to the quilt of Black girls’ stories with the threads of feminist consciousness, which are particularly imperative in this space where we declare: Black girls matter.

Celebrating Twenty Years of Black Girlhood is the first book to academically engage the work of the incomparable Ms. Hill. It intellectually wrestles with the interdisciplinary nature of Ms. Hill’s album, centering the connection between the music of Ms. Hill and the lives of Black girls. The essays in this collection utilize personal narratives and professional pedagogies and invite students, scholars, and readers to reflect on how Ms. Hill’s album influenced their past, present, and future.

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Edited by Magali Brunel, François Quet and Jean-François Massol

Premier ouvrage consacré aux usages du numérique dans l’enseignement de la littérature, ce livre ouvre un nouveau champ de recherche, à la croisée des travaux qui portent sur la littérature numérique, sur la littératie médiatique et sur le numérique éducatif.

La première partie se propose d’identifier les différentes approches de l’enseignement de la littérature recourant d’une manière ou d’une autre au numérique, en particulier les différents outils et dispositifs utilisés par les professeurs et formateurs ; la deuxième et la troisième parties interrogent la spécificité de la lecture, de l’écriture et de la littérature lorsque le numérique entre dans la classe. Enfin, pour élargir la réflexion, c’est la littérature numérique, comme objet d’enseignement dans les classes de littérature du secondaire, qui est envisagée.

Le parcours développé dans l’ouvrage présente ainsi les usages du numérique sous différents aspects : le matériel informatique et le recours à internet dans le cours de littérature ne sont pas seulement des outils, supposés faciliter le travail de l’enseignant et des élèves, ils modifient la relation pédagogique, le corpus littéraire, et les enjeux didactiques.

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Positionierungen im Fluchtkontext

Zur Handlungsfähigkeit geflüchteter Jugendlicher vor dem Hintergrund gesellschaftlicher Flüchtlingskonstruktionen

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Mariam Arouna

Mit der Verbindung eines subjekt- und diskurstheoretischen Vorgehens erörtert das Buch die Lebenssituation geflüchteter Jugendlicher im Spannungsfeld von Selbst- und Fremdpositionierungen. Dafür rekonstruiert die Autorin zunächst die gesellschaftlichen Vorstellungen über Geflüchtete in ihrer historischen Entwicklung: Das Ineinandergreifen von Flüchtlings- und Fremdheitskonstruktionen bedingt eine Stigmatisierung von Geflüchteten als die gesellschaftlich ‚Anderen‘. Konträr dazu positionieren sich die Jugendlichen selbst als handlungsfähig und vermögen so essentialistische Narrative des ‚passiven Flüchtlings als Opfer‘ infrage zu stellen. Erst ein Narrativ, so das Fazit der Studie, das die Handlungsfähigkeit der Akteur_innen anerkennt, bietet die Grundlage einer gesellschaftlichen Zugehörigkeit.

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Seen and Heard

Exploring Participation, Engagement and Voice for Children with Disabilities

Edited by Miriam Twomey and Clare Carroll

This volume brings together a range of international contributors to explore new ways of carrying out research with children with disabilities. It also investigates how scholars across a wide variety of disciplines are engaging with one another in innovative research and practice related to children’s engagement, participation, agency and voice. It includes perspectives from fields as diverse as psychology, early childhood studies, speech and language therapy (SLT), occupational science and therapy (OST), law, education and disability studies. A wide range of creative and practical methodologies for eliciting children’s voices are interrogated and articulated in the book, which will be of interest to both professionals and researchers.

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L'Art d'enseigner

Précis de didactique

Marc Romainville

Coménius jette, en 1657, les fondements de la didactique. Ambitieux, il promet à ses lecteurs un « art universel de tout enseigner à tous ». Une foule bigarrée de successeurs, acquis à cette noble cause, apportent ensuite leur pierre à l’édifice, qu’il s’agisse de philosophes, de pédagogues ou, à partir du développement des sciences humaines, de chercheurs en éducation, en psychologie et en didactiques spécialisées.

La moisson a été abondante ; elle peut donner le tournis à l’enseignant du XXIe siècle qui chercherait, en peu de temps, à en tirer les principales leçons. Cet ouvrage a l’objectif de l’y aider : il se propose de ramasser – dans un langage clair, direct et dénué de jargon inutile – l’essentiel de ce que la florissante littérature didactique peut apporter à l’enseignant d’aujourd’hui pour la conduite efficace de ses enseignements. Pour alléger le propos et s’assurer de leur réalisme, de nombreux exemples et illustrations jalonnent la réflexion, l’humour n’étant pas exclu à titre d’assouplissant didactique.

L’ouvrage est articulé autour des principales composantes de l’Art d’enseigner : comment alimenter la soif d’apprendre des élèves ? Définir et annoncer des visées claires d’acquisition ? Bâtir les enseignements sur le déjà-là ? Apprêter les savoirs pour les rendre enseignables, sans les déformer ? Choisir la méthode adéquate ? S’assurer que la cible est atteinte et corriger le tir au besoin ? Gérer la discipline et installer son autorité de maître, au sens de celui qui a la responsabilité de faire apprendre ?

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Edited by Khalid Arar, Kussai Haj-Yehia, David B Ross and Yasar Kondakci

Higher Education Challenges for Migrant and Refugee Students in a Global World informs readers of theory, policy and practice of refugee and migrant equitable access to higher education, especially indicating how policy makers, educational leaders and practitioners can support refugees, asylum seekers, and other migrants’ inclusion in higher education institutions in the global world. The chapters composing each section of this book constitute a compilation of research addressing experience relating to the overwhelming flow of refugee and asylum seekers in various higher education systems. There are 41 contributors located in 12 countries (Austria, Canada, Czechia, Germany, Holland, Iceland, Israel, Italy, Kenya, Palestine, Turkey and the United States) who deal with the topics of refugees and immigrants in higher education in different world regions, including Africa, the Middle East, Europe and North America.

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Edited by Jeff Astley, Leslie J. Francis and David W. Lankshear

This volume brings together three key and contested areas facing educationalists within schools, colleges and universities: values education, religious education and human rights education. Challenges and opportunities within each of these three areas may be illuminated and explored by bringing them into creative dialogue.

These core constructs were explored in a recent seminar convened by the International Seminar on Religious Education and Values, the leading international association for religious educators and values educators across the world. This volume presents twenty-one key contributions made to the seminar, spanning both conceptual and empirical perspectives and rooted in both religious and secular traditions. It draws together a unique collection of international perspectives on the interlocking themes of values, human rights and religious education.

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Transformatives Lernen im Erwachsenenalter

Kritische Überlegungen zur Theorie Jack Mezirows

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Saskia Eschenbacher

Die Beschäftigung mit der Theorie Transformativen Lernens ist nicht nur deshalb lohnenswert, weil sie existenzielle Veränderungsprozesse Erwachsener adressiert. Sie fundiert diese auch theoretisch im Kontext der Erwachsenenbildung und macht sie einer empirischen Erforschung zugänglich. Ihre aktuelle Diskussionslage ist jedoch in Teilen defizitär. Dieses Buch konstruiert systematisch kritisch Begrifflichkeiten, theoretische Konstrukte und Grundannahmen der Theorie nach Mezirow für den deutschsprachigen Leserkreis. Der Fokus liegt hierbei auf Mezirows Rezeption der Arbeiten von Habermas. Die Autorin legt Inkonsistenzen und Widersprüche frei, identifiziert dem Ansatz inhärente Leerstellen und arbeitet Möglichkeiten einer Weiterentwicklung Transformativen Lernens heraus.

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Best Practices in STEM Education

Innovative Approaches from Einstein Fellow Alumni, Second Edition

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Edited by Tim Spuck, Leigh Jenkins, Terrie Rust and Remy Dou

Science, technology, engineering, and mathematics (STEM) education are seen by leaders from across the globe as key to economic success and prosperity. The goal of Best Practices in STEM Education: Innovative Approaches from Einstein Fellow Alumni, Second Edition is to improve the state of STEM education, not only in the United States, but internationally as well—good education anywhere is good for education everywhere. As the body of STEM-learning research grows, this second volume provides the unique perspective of nationally recognized educators who have spent, collectively, more than 600,000 hours at the interface between teaching and learning. The 24 chapters included in this volume are the product of years of practice, mistakes, reflection, and refinement. They provide the experiential pragmatism backed by research so desired by practitioners. Each chapter communicates how its author has implemented a specific STEM practice in the classroom and how the practice might be modified for use in other classrooms, schools, and learning environments. These are stories of success, as well as stories of struggle. Readers of this second edition will gain powerful insight about what really works when it comes to teaching and learning STEM.

Best Practices in STEM Education: Innovative Approaches from Einstein Fellow Alumni, Second Edition will serve as an excellent resource for use in any science, technology, engineering, and mathematics teaching methods course, and no professional education library, K through college, should be without a copy

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Career Confusion

21st Century Career Management in a Disrupted World

Tracey Wilen-Daugenti

Career Confusion explores why there is career confusion in today’s professional world. By examining the sequence of events and transitions that formed the current professional and career landscape, Dr. Tracey Wilen aims to encourage and guide readers to navigate this new job market with tact and gumption. In reviewing prior revolutions in the United States economy and job landscape, insights unfold on how the past has led us all to today, and how we can prepare for the continuing changes that will shape tomorrow. Career Confusion looks at how transitions have created skills gaps, new training requirements for jobs, different requirements for individuals and firm leaders, and myriad effects on education and educators. The book also discusses career planning, talent management, and job pursuit in the modern world with suggestions on what can be done at each stage. Career Confusion is a must-read for students preparing to enter the professional realm, and professionals will find helpful tips and insights that will aid their career trajectory, no matter the industry or experience in their career.