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Navigating the Toggled Term

A Guide for K-12 Classroom and School Leaders

Matthew Rhoads

Online learning, blended learning, socially distanced classrooms, educational technology, safety protocols, instructional models, organizational logistics, and educator burnout are all realities presented by the toggled term. Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders sets the stage not only for the present but also well into the future to help K-12 classroom and school leaders navigate online learning, blended learning, integrating educational technology tools with effective research-based instructional strategies, and moving between various educational settings at the instructional and organizational level. This book provides experienced and novice classroom teachers and school leaders with best practice instructional and organizational frameworks integrated with mainstream educational technology tools to navigate the challenges of teaching students of all ages in an ever-changing world. Beyond the major instructional and organizational frameworks, this book touches on differentiating instruction for all learners, communicating to students and families within digital environments, and provides strategies for educator self-care. Last, this book includes teacher and school leader voice in the form of twelve narrative case studies of practicing educators that align with each chapter’s theme to show the strategies and frameworks in motion for readers.
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New Perspectives on Heretical Discourse and Identities

The Waldensians in Historical Context

Edited by Sarah Alyn Stacey and Joanna Poetz

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Reclaiming the Secret of Love

Feminism, Imagination and Sexual Difference

Katherine Zappone and Anne Louise Gilligan

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Rethinking the Academy

Beyond Eurocentrism in Higher Education

Augie Fleras

Universities and colleges like to self-idealize as relatively neutral and value-free sites of higher learning. In reality, the idea of the Westernized academy is deeply embedded in a Eurocentric logic that not only excludes alternative forms of knowledge and knowing, but also remains racialized, gendered, and sited in coloniality with respect to governance, scholarship, and entitlements. Efforts to address this gap between the ideal and reality have tended toward diversifying the academy through multicultural initiatives in diversity, inclusion, and equity. However helpful as a first step, these interventions are insufficient in generating the kind of substantive changes that would abort the academy’s crisis of legitimacy. Moves to decolonize, ungender, and deracialize the academy will require a commitment to the transformative principles of inclusivity, including a focus on those root causes associated with structural barriers and systemic biases. It remains to be seen if the academia can rise to the challenge of deEurocentrizing the idea of the academy along postEurocentric lines, while engaging the emergent demands and evolving realities of a postmulticultural world.
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Shashank Shende and Mehal Pandya

Edited by Assis Flaviano Sequeira

Gujarat is the nursery for Special Economic Zones (SEZs) in India; the very first Asian EPZ was housed in Gujarat in 1965. This study examines the contribution of Gujarat SEZs in socioeconomic development with specific research questions: (1) Are SEZs in Gujarat effective on the development front in the context of social and economic aspects? (2) What is the impact assessment of Gujarat SEZs by reckoning metrics based on direct economic impact, indirect/wider economic impact and social impact? (3) How can vacant land in SEZ be optimally utilized in Gujarat to fulfill the SEZ objectives? In the first of the three phases a model (research concept) was constructed from the literature to explore and validate the variables within the SEZs‘ influence on the social and economic development. The second part is a combination of single cross-sectional descriptive research design and empirical research with the use of quantitative techniques such as questionnaires and interviews with various stakeholders. This part was concerned with the establishment and testing of the hypothesis. Through a multilayer perceptron neuron network built with use of various statistical tools and techniques, the factors for socioeconomic development were ranked to get the final model with predictor importance. In the third part the important parameters were validated and a cross-comparison case study was done to obtain a confirmation of the findings. The extremely important factors are increase in exports, indirect jobs, logistics and minimum wages. The final model with predictor importance with target of SEZ impact on socioeconomic development features economic factors, social factors, indirect economic and other local factors in descending order of importance. Some optimal uses of vacant land as derived from the research findings include conversion of sector specific SEZs to multiproduct SEZs with a few service sector units in the mix and broad banding of SEZs.

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Xiaokun Wang and Wenjing Zhang

As the most important ancient cultural relics in prehistory, rock painting has become a direct basis for the reproduction of human history and ideological process. Since the late 1970s, Yinshan rock paintings have been found in large quantities. In this study of Yinshan Rock Paintings, 2842 rock paintings, which can be used as research materials in the Yinshan area, are collected, sorted and classified systematically and the distribution characteristics of rock paintings in each area and the distribution and change rules of main rock painting types are summarized, and the staged study and age exploration are attempted. At the same time, this book places Yinshan Rock Paintings into the overall framework of Chinese rock paintings for analysis, so that we can have a more comprehensive understanding of the overall characteristics and status of Yinshan Rock Paintings, and on this basis, preliminarily establish the basic framework of Yinshan Rock Painting type distribution and chronological sequence.

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“We Are Not Scared to Die”

Julius Malema and the New Movement for African Liberation

Tiffany Thames Copeland

Twenty-five years have elapsed since apartheid’s end and South Africa is in a state of emergency. The Black majority are landless and without basic amenities. According to a World Bank report, inequality has increased since apartheid’s end. The charismatic Economic Freedom Fighters (EFF) leader, Julius Malema says, “the time for reconciliation is over, now is the time for justice,” and he has captivated the minds of South African youth. The EFF was the only top political party to increase its voter base in the 2019 South African general elections, and its core voters were young people, restless for change. The EFF is a protest movement, representative of an international trend among the youth, who are using social media to protest. The EFF’s pillars have emerged from a clarion call among the youth for their liberation. Malema says the EFF is the “true inheritor of the ANC’s radical agenda,” as he vows to fight corruption in South Africa, striking fear in the hearts of the white monopoly capitalists and their conspirators. In addition, Malema’s agitational rhetoric is investigated in the first rhetorical study on his discourse, and the results are fascinating. At its core, this struggle among the generations, is for the future direction of South Africa. So, the South African youth are singing struggle songs and toyi-toying, wearing red berets, attentively listening to their command team, holding up their election manifesto called a gun, and are equipped now for the legislative battles for economic freedom in their lifetime.
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Le Bureau international d’éducation, matrice de l’internationalisme éducatif

Premier 20e siècle. Pour une charte des aspirations mondiales en matière éducative

Edited by Rita Hofstetter and Érhise*

Cet ouvrage retrace la sociogenèse de l’internationalisme éducatif durant le premier 20e siècle à partir de l’une de ses matrices, le Bureau international d’éducation (BIE). Créé à Genève par l’Institut Rousseau, en 1925, pour construire la paix par la science et l’éducation, ce Bureau se conçoit d’abord comme caisse de résonance des mouvements réformistes ; dès 1929, sous la direction de Jean Piaget, le BIE devient la première institution intergouvernementale en éducation puis lie ses destinées à celles de l’Unesco en 1952, dont il constitue un organe précurseur.

L’ouvrage s’attache à montrer comment le BIE tente de rallier tous les États de la planète, pour construire une charte des aspirations mondiales de l’instruction publique. Il témoigne des causes promues et négociées, non sans résistances : droit des populations juvéniles – même les plus vulnérables – à une pédagogie adaptée et à une large culture ; justice scolaire, corolaire de la justice sociale ; éducation à la paix et à l’esprit critique ; amélioration des conditions de travail et de formation des enseignants.

Tout en élargissant l’empan de ses partenaires et de son audience, le BIE bute sur de substantielles contradictions. Comment asseoir sa légitimité sans renforcer les rivalités avec les organisations investissant elles aussi l’enfance d’une puissance rédemptrice ? Comment appliquer à l’éducation les méthodes de la coopération internationale, alors que l’école demeure la chasse gardée des nations ? Comment courtiser simultanément des gouvernements qui incarnent la démocratie et des États-nations aux régimes autoritaires, sans déroger aux principes de neutralité et pacifisme ? Quel mode opératoire instituer pour préserver les Conférences du BIE des interférences politiques qui s’exacerbent en ces décennies de tous les excès ?

Grâce aux riches archives dépouillées, cet ouvrage permet, pour la première fois, d’accéder aux coulisses des négociations menées au sein du BIE et met en lumière les défis auxquels se confrontent, aujourd’hui encore, nombre d’organisations internationales.

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Edited by Oliver Lubrich and Thomas Nehrlich

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Jiang Yi-hua

This book aims to introduce all aspects of Chinese civilization in a way that is easiest for readers in the Western world to understand. The first chapter of this book introduces the emergence, historical evolution and characteristics of Chinese civilization. The second chapter introduces the knowledge pedigree of Chinese civilization, which is characterized by human-centered and historical and social practice. The third chapter introduces the value pedigree of Chinese civilization with ethics and responsibility as the core and the fourth chapter introduces the national governance system of Chinese civilization in selecting and appointing talents. The fifth chapter introduces China’s self-organization of mutual assistance and mutual benefit and the final chapter discusses the relationship between Chinese civilization and world civilization in the new era. Since entering the 21st century, China's economic aggregate and political influence have increased day by day. However, for a long time, the Western world's view of China has been full of various prejudices and misunderstandings which are produced by the ignorance of the history and current situation of Chinese civilization. It is hoped that readers can profoundly change their views on China after reading this book.