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Edited by Daniel White Hodge, Don C. Sawyer III, Anthony J. Nocella II and Ahmad R. Washington

Hip-Hop and Dismantling the School-to-Prison Pipeline was created for K-12 students in hopes that they find tangible strategies for creating affirming communities where students, parents, advocates and other stakeholders collaborate to compose useful frameworks that effectively define the school-to-prison pipeline and identify the nefarious ways it adversely affects their lives. This book is for educators who we hope will join us in challenging the predominant preconceived notion held by many educators that Hip-Hop has no redeemable value. Lastly, the authors/editors argue against the understanding of Hip-Hop studies as primarily an academic endeavor situated solely in the academy. We understand the fact that people on streets, blocks, avenues, have been living and theorizing about Hip-Hop since its inception. This book is an honest, thorough, and robust examination of the ingenious and inventive ways people who have an allegiance to Hip-Hop work tirelessly, in various capacities, to dismantle the school-to-prison pipeline.

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Edited by Anthony J. Nocella II, Daniel White Hodge, Don Sawyer, Ahmad Washington, Arash Daneshzadeh and Lauren Leigh Kelly

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Edited by Anthony J. Nocella II, Daniel White Hodge, Don Sawyer, Ahmad Washington, Arash Daneshzadeh and Lauren Leigh Kelly

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Maasai Women and the Old Testament

Towards an Emancipatory Reading

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Hoyce Lyimo-Mbowe

The research presented in this book is a critical study of some effects of popular biblical interpretations in the context of an East African ethnic group, the Maasai. The book focuses on parallels between concepts of female inferiority in biblical texts and in Maasai traditional culture. It investigates some parallels and analyses their problems as they are conceptualized in popular Maasai biblical interpretation and how these affect the social transformation of the contemporary Maasai women.

Therefore, this book aims at sensitizing readers of the Bible about popular interpretation of biblical texts that consciously, and more often unconsciously, function as a legitimizing force, which authorizes or reinforces socio-cultural structures that oppress women. However, it demonstrates the potential of reading biblical texts from emancipatory perspectives, both in popular and academic critical contexts. Also, this book demonstrates how some popular Maasai biblical interpretations contributes in the academic works for the emancipation of women. Moreover, this work develops its own contextual hermeneutics approach of woman liberation known as enkitok. The new approach borrows some aspects from social fields and it has been employed in this work on some selected biblical texts.

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Mairi McDermott

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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Edited by Patricia Williams Lessane

An anthology of essays devoted to the examination of filmmaker Julie Dash’s ground-breaking film, Daughters of the Dust, this book celebrates the importance and influence of this film and positions it within the discourses of Black Feminism, Womanism, the LA Rebellion, New Black Cinema, Great Migration, The Black Arts tradition, Oral History, African American/Black/African diasporan Studies, and Black film/cinema studies. Employing a transdisciplinary approach to examining the film, the anthology includes chapters which examine unique aspects/themes of the film. At the core of each chapter, however, is a recognition of the influence of Black feminist/Womanist theory and politics and African American history—from enslavement to freedom/Reconstruction, Black political identity and liberation movement(s)—and African/African diasporan cosmology on Dash’s work and how all work in concert in her masterful narrative of Black family, 20th Black women’s identities, and the tension between modernity/tradition experienced by Gullah-Geechee people at the turn of the 20th century.

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Edited by Aaron D. Knochel, Christine Liao and Ryan M. Patton

This book integrates the three fields critical theory, digital art making, and pedagogy, drawing from scholarship and practices of new media, social practice and community-based arts interventions, and arts education pedagogy. With a collection of essays from an international group of authors, we guide readers through steps artists and art educators’ use to explore digital media, using new media art making to enable voices and interrupt power structures. The three sections of formation, co-construction, and intervention through critical digital practice, provide a survey of current research in new media art pedagogy and social practice. The first section explores interaction techniques, sound technology, 3D printing, pedagogy as sociomaterial, and data visualization as forms of critical digital media. The second section demonstrates examples of social media as means to engage communities and digital art making as ways to critically investigate citizenship, local and international issues, and bring together intergenerational conversation. The last section offers examples of new media art practices addressing the sociopolitical status quo and intervening to empower socially disadvantaged and relegated groups of people.

Our collection offers an important survey to university new media art and social practice courses to show the range of ways media arts technology can be used in art practice.

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Educing Ivan Illich

Reform, Contingency and Disestablishment

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John Baldacchino

More than a book about Illich, this is a conversation with Illich’s work as we enter the third decade of the 21st century, just under twenty years after his passing, and almost fifty years since his Deschooling Society was first published. As Illich is beatified and demonised in equal measure, Educing Ivan Illich chooses to focus on the relationship between reform, contingency and disestablishment. As reform stands for a plurality of reiterations that seek effective forms of accordance, in our recognition of contingency we freely claim that even as we might recognize the presence of universality in how everything appears on a shared horizon, we are not denied the existence and dynamic reality of plural possibilities in their inherent contradictions. In this bargain of synchronicity, we find that disestablishing the reified universe by which we have, for so long, traded, staked and even lost our freedom and intelligence, is not just a desire but it becomes a must. Unlike other commentators of Illich’s work, Baldacchino argues that what is radical about Illich is not a freestanding concept of deschooling but in how, in disestablishing social life, he exits the walls of the polis by upholding tradition as a disruptive force. In such light Illich’s work is read in what remains overdue. Odd though it may sound, this is an urgent need for anyone interested Illich’s unique and irreplaceable contribution. To that end, Educing Ivan Illich has far more to offer than is usually expected from a commentary on someone else’s work.

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Yaneli Leal del Ojo de la Cruz

El patrimonio urbano del sur de La Habana sistematiza por primera vez la historia urbana del sur del antiguo municipio La Habana, amplia zona donde vive el mayor porcentaje de población de la capital, y existen altos valores patrimoniales. Constituye un documento básico para el estudio histórico, urbano y arquitectónico de conocidos barrios como Jesús del Monte, Luyanó, La Víbora, Arroyo Apolo, entre otros.

Como herramienta de utilidad para gestores y conservadores del patrimonio, utiliza la historiografía como base para la identificación y preservación de la zona de valor patrimonial. Para ello, caracteriza la relación del territorio con el resto de la ciudad, antes y durante el proceso de conformación urbana; identifica los aspectos sociales, económicos y legales que condicionaron su evolución; reconstruye históricamente y caracteriza el proceso de ocupación física del espacio; y valora los elementos que deberían definir su zona urbana de valor histórico cultural.

Este libro se apoya en el análisis de fuentes primarias de información y publicaciones del siglo XVI al XX, para completar los vacios historiográficos referentes a la conformación del sur de la capital cubana, espacio de gran heterogeneidad, complejidad social y riqueza cultural.

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Jiaoyue Chen

This is a descriptive study, based on PhD research, that aims to find out what sorts of formulaic language are used by Chinese learners of English, and what the learners think about the concept, learning, use and teaching formulaic language in the EFL context. The author does this by analyzing texts written by two groups of Chinese EFL learners (83 first-year college students and 73 third-year college students) and interviews with 12 focal participants (6 from each group). The main findings are that formulaic language did occur in the learners’ output, and that there was a measure of correspondence between the ‘strings’ that the students identified for themselves as holistic units, and ‘clusters’ that the researcher identified computationally as frequent. The terms core formulaic language pairs and shared formulaic language were proposed, suggesting a broader view of what is formulaic on the part of the EFL learners. This book ends with a discussion of the implications for teaching practice and the direction for future research on formulaic language in the EFL context.