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Forthcoming

Troubling Method: Narrative Research as Being seeks to extract narrative inquiry from method. The shift to a post-humanist, post-qualitative moment is not just another stage in modernism that seeks to "improve" knowledge production, but is a shift to understanding research as an ontology, a way of being in the world, rather than a mode of production. Fundamental assumptions of research: method, data, analysis, and findings are deconstructed and reconfigured as a mode of relational intra-action.

Troubling Method is constructed as a dialogue between the three authors, focusing on their work as qualitative, narrative researchers. The authors revisit six previously published works in which they grapple with the contradictions and ironies of engaging in pragmatist, critical, feminist qualitative research. After a lengthy introduction which problematizes "method", the book is divided into three sections, each with two chapters that are bracketed by an introduction to the issues discussed in the chapters and then a "dialogue interlude" in which the authors deliberate what makes possible the questions they are raising about method and narrative research. The three sections attend to the central premises of "narrative research as being": 1) relationships 2) listening and 3) unknowing.

Troubling Method is ideal for introductory or advanced courses in qualitative research, narrative inquiry, educational research, and those aimed at employing critical theories in qualitative and narrative inquiry.

Keywords in the Social Studies: Concepts and Conversations takes words commonly used in social studies education and unsettles them in ways that will redefine the field for years to come. Throughout the book, leading and emerging scholars in social studies education experiment with keywords central to the field seen as either taken for granted, such as family and technology, or perennially contested, such as terrorism and freedom, offering readers new positions, approaches, and orientations to what is possible to teach in the social studies. Focusing on democratic ways of living and being in the world as citizens, this innovative collection offers chapters organized around twenty-six keywords and ten invited responses to survey the unsettled terrain we call "the social studies." Each chapter attends to a specific keyword selected for both its contemporary applicability to different aspects of K-12 social studies education and to its dominant presence in the curriculum thought that structures social studies education in classrooms, museums, and beyond. Drawing inspiration from Raymond Williams’ work on keywords in culture, over fifty authors discuss complex and contested components of each keyword by way of offering diverse accounts that range from autobiographical narratives to historical genealogies, from critical implications of specific curriculum texts to offering vignettes of classroom teaching that deploy a keyword concept in practice. Keywords in the Social Studies is timely and essential reading for graduate students and faculty in social studies education and curriculum studies; students and teacher candidates in undergraduate and graduate education courses; and practitioners teaching in schools, museums, and other spaces of learning.

In times of extreme cascading global crises facing humanity, all responsible humans need to re-evaluate the dominant worldview that has brought us to this point of facing extinction. As a species we need to relearn the ‘good’ ways from our greatest allies in Nature and from Indigenous cultures that lived in relative harmony with Nature. Equally, we need to learn the best ways to think critically and act on the holistic understanding that may guide us beyond our individual and collective trance and illusions cast forth like chains upon modern societies through elites who manipulate fear.

Fearless Engagement of Four Arrows offers a unique strong "medicine" for the reconstruction of a healthy, sane, and sustainable future for all. Utilizing the form of an intellectual biography of Four Arrows (aka Dr. Don Trent Jacobs) and his daring activist life and true teaching stories, the author creates a powerful adventure into the firey philosophy, activism, and emancipatory inspirations of one of the world’s great visionary prophetic educators and social transformers. Through a number of unique experiences, including firefighting, white-water kayaking, wild horse training, world-class athletic competitions, and counter-cultural activism, Four Arrows has become a connoisseur of fear and courage. This book shows how he walks a universal ethical path of Fearlessness at a time when too many remain trapped by their fears.

Among other readers, high school teachers and post-secondary teachers across diverse disciplines will find great ideas, eliciting dialogues and study questions for students, who now face a globalizing world where they can take charge of the future via fearless engagement.

The Ultimate Nurse Practitioner Guidebook: A Comprehensive Guide to Getting Into and Surviving Nurse Practitioner School, Finding a Job, and Understanding the Policy That Drives the Profession will help you pursue your career as a nurse practitioner and succeed.

The nurse practitioner (NP) profession is one of the most rapidly growing medical professions in the United States. With the passing of the Affordable Care Act, millions of Americans have become insured, with NPs filling the gap and providing affordable access to care. NPs work in all 50 states plus the District of Columbia, and have complete autonomy in many of them. Nurse practitioners write prescriptions, order labs and tests, see patients of all ages and in a wide variety of settings, all while providing excellent patient care.

The Ultimate Nurse Practitioner Guidebook aims to help anyone who is thinking about becoming a nurse practitioner figure out whether it is the right path for them. In this book, readers will learn about the profession, how to choose a school and program, how to get into and survive school, as well as life after graduation. This book is a must-read for those who are interested in attending nurse practitioner school, current nurse practitioner students and practicing nurse practitioners.

Love is the most important resource of every human being’s life. The authors examine what kind of roles love might have in different phases of life. They discuss how love makes life more meaningful and enjoyable. However, there are still love-related themes that are not so easy to discuss or accept. This book provides research-based analyses about the different roles of love including forms that have aroused contradictory feelings and prejudices, such as falling in love in the old age and love in people with intellectual disability are discussed. The book serves as a textbook for studies in psychology, education, and other fields in human sciences.

In this era of externally imposed mandates, regulations dominate education. Fortunately, there are schools where education thrives despite the pressures of test-driven agendas. Featured in Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress are superintendents who manage imposed change without abandoning local visions of good schooling, and who are unafraid to uphold their own views of what is important to students. By embracing what this book calls boundary-spanning leadership and resisting the  bureaucratization of the mind, these superintendents prevent their systems from becoming schooling machines with a non-democratic or counter-educative agenda.

Dualism can reign even among leaders known for their progressive qualities, masquerading as supposedly well-intentioned school reform that, in reality, makes schools more vulnerable to the workings of bureaucratic specialization, the technical-rational approach, administrative conformism, and an instrumental perspective on education. It can transform leaders into marionettes and immobilize local school reform.

Within Paradoxes of Reform is the humbling, tantalizing reality of dualism as more endemic to schools than reformers realize and are prepared to deal with. The text asks those pursuing educational change to seek a deeper understanding of schools themselves, and probe further into the reasons underlying mixed progress.

(Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace presents a critical investigation into Latin@ underrepresentation in STEM throughout the education pipeline and workforce. (Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace highlights nationally relevant research related to the creation of opportunities for Latin@ students in STEM, and the ways in which these opportunities increase Latin@ participation in STEM. Of particular interest across the chapters, is the notion of building and sustaining a strong STEM identity within Latin@ students. As such, the authors present ideas through various lenses including teacher preparation and transformative teaching strategies, family and community involvement, and innovative programs for minority students. A broad range of STEM fields (including mathematics, robotics, and computer science), grade levels, and learning environments (including informal and formal, rural and urban) are represented throughout the chapters. Thus, (Under)Represented Latin@s in STEM presents research-based practices that increase Latin@ participation in STEM as a single collection for educators, administrators, and policymakers. In addition to learning about the great efforts that scholars are doing in broadening diversity in STEM, readers will be able to take away ideas for designing and implementing similar educational programs and teaching strategies for their own students.

Depuis le colloque de Marseille « Enseignement & Poésie » en 1993, l’écoute des poèmes, les façons de les considérer, de les lire et de les étudier, ont donné lieu à de nombreuses expérimentations et à l’émergence de réflexions critiques quant à leur didactisation. L’édition poétique contemporaine, l’action culturelle, les pratiques pédagogiques ainsi que la réflexion des enseignants et des chercheurs dans toute la francophonie ont suffisamment cheminé pour qu’une mutualisation des travaux en cours s’impose.

Or l’enjeu de la recherche universitaire tient moins à la récapitulation de « bonnes pratiques enseignantes » qu’à l’analyse des phénomènes de réception des poèmes, des protocoles créatifs et des conditions qui en permettent l’accès aujourd’hui. L’oralisation poétique revisitée, tout particulièrement, engage des expériences de lecture à la fois sensibles, émancipatrices et réflexives.

Le présent volume rassemble des contributions d’origines géographiques et méthodologiques diverses, consacrées à la réception et à l’enseignement de la poésie de la maternelle à l’université. L’objectif des auteurs, en tant que poètes, chercheurs, enseignants, est de contribuer à la formation de lecteurs créatifs et disponibles à l’évènement de lecture des poèmes.

Teaching Double Negatives: Disadvantage and Dissent at Community College asks whether exploring narratives that subvert dominant Western paradigms of progress in classrooms enables students to re-narrate and represent their lives. In seven years of teaching literature and philosophy at Brooklyn’s only community college, Robert Cowan worked with many kinds of disadvantaged students—those on welfare or homeless, single moms and the formerly incarcerated, traumatized war veterans, and immigrants from over 140 countries. These students had many reasons for wanting to dissent from the social norms that sought to define and marginalize them. One might imagine that disadvantaged students would identify with texts that are subversive, challenge dominant race/class/gender paradigms, and try to interrogate the globalized systems in which we live. But do they? Do the philosophies of Debord and Heidegger, the novels of Christa Wolf and Jean Genet, contemporary slave narratives and Dead Kennedys lyrics, poetry by Aimé Césiare and Taliban fighters, actually speak to them? Can you teach dissent to the disadvantaged and produce a positive result?

Teaching Double Negatives explores the responses of students to texts from a variety of traditions and time-periods within the context of overarching theoretical debates about counter-enlightenment, globalization, multiculturalism, identification, recognition, and critical pedagogy. Teaching Double Negatives is an insightful collection that problematizes the assumptions of instructors and powerfully engages the intersectionality of students, appealing to readers across the educational spectrum.