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What Is This Thing Called Soul

Conversations on Black Culture and Jazz Education

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Damani Phillips

How does academic jazz education impact the Black cultural value of soulfulness and esthetic standards in contemporary jazz music? Through candid conversations with nine of the country’s most highly respected jazz practitioners and teachers, What Is This Thing Called Soul explores the potential consequences of forcing the Black musical style of jazz into an academic pedagogical system that is specifically designed to facilitate the practice and pedagogy of European classical music. This work tests the belief that the cultural, emotional and esthetic elements at the very core of jazz’s unique identity, along with the music’s overt connection to Black culture, are effectively being "lost in translation" in traversing the divide between academic and non-academic jazz spheres.

Each interviewee commands significant respect worldwide in the fields of jazz performance and jazz pedagogy. Noteworthy subjects include: Rufus Reid, Lewis Nash, Nicholas Payton and Wycliffe Gordon—along with the late jazz masters Marcus Belgrave and Phil Woods. Interviews are supplemented by original analysis of the nature and validity of these issues contributed by the author.

What Is This Thing Called Soul offers a candid and objective look into pressing issues of race, culture and ethnic value in relation to both jazz music and jazz education. Sensitivity, marginalization and even a fear of offending others has limited open discussion of how the soul of jazz music can be lost in technical boundaries. What Is This Thing Called Soul is the first attempt to directly address such culturally urgent issues in jazz music.

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Minding Their Own Business

Five Female Leaders from Trinidad and Tobago

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Joanne Kilgour Dowdy

Minding Their Own Business: Five Female Leaders from Trinidad and Tobago is a narrative project that illuminates the historical legacy of entrepreneurship, self-employment, and collective economics within the African diaspora, particularly in the lives of five women leaders of African descent from Trinidad and Tobago, in the Caribbean. By using the financial literacy lens as an analytical tool to interpret these biographies, this book documents the journeys of these independent business women, uncovers the literacy skills they employed, and describes the networking skills that they relied upon personally and professionally. The qualitative data collection methods utilized in this project help to identify lessons that will inform professionals, educators, and business and lay persons about the innovative ways in which teaching and learning take place outside of “formal” business schooling. Information gleaned from this study also serves to broaden traditional understandings of entrepreneurship and economic strategies inherited from majority African descended communities. Additionally, this book illuminates the creative and intellectual modes of learning within the Afrocentric communities that foster successful business practices. Finally, these five successful women pass on to interested learners their methods of modeling, encouraging, and celebrating the means by which independent business people make a positive impact on society.
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Julie Warner

This book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.

This book will also be of interest to those in courses in the fields of education, new literacies, cultural studies/youth culture, literacy studies, communication arts, and anthropology of education/social sciences. This book could be used in a course on online/Internet ethnography. It could also be used in a more general research methods course to illustrate the combination of online and offline data collection. Outside of research methods courses, it could be used in courses on literacies, digital literacies, youth culture, popular culture and media, or mobile learning.

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Évaluation partenariale des politiques publiques d’éducation

L’expérience d’un dispositif d’évaluation du fonctionnement de l’enseignement primaire

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Jean-Marc Huguenin and Georges Solaux

Dans cet ouvrage, la méthode de l’évaluation partenariale est développée et appliquée à des cas concrets de politiques publiques d’éducation. Selon cette méthode, les parties prenantes aux politiques d’éducation sont associées aux principales étapes de l’évaluation. Cela permet aux partenaires sociaux d’influer sur le processus, de s’en approprier les résultats et d’en faciliter leur mise œuvre.

L’ouvrage expose tout d’abord trois cas concrets d’évaluations partenariales dont les étapes d’analyse sont détaillées. Les perceptions et les réactions des parties prenantes y sont notamment relatées. Les évaluations sont ainsi décrites et vécues de l’intérieur. L’ouvrage effectue ensuite un retour critique en présentant les obstacles à l’évaluation partenariale (et les manières de les lever) ainsi que les conditions préalables à une évaluation efficace.

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James Ottavio Castagnera

The Handbook for Student Law for Higher Education Administrators, Third Edition is a practical tool, intended for administrators dealing with students in higher education, focusing principally on four-year institutions. Addressing the ever-evolving relationship between higher education and the law, the book will provide the academic administrator with the means to knowledgably and confidently navigate the many legal threats and challenges facing colleges today. Focused on the "hot" issues in higher education today, and using examples from real cases and scenarios from many institutions, the handbook provides sample policies, checklists, and advice that administrators can apply to a wide variety of situations, both preventatively and proactively. The Handbook for Student Law for Higher Education Administrators, Third Edition is a compendium of practical knowledge and guidance, useful to all administrators dealing with the legal minefield that is higher education.

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Re-Reading Education Policy and Practice in Small States

Issues of Size and Scale in the Emerging «Intelligent Society and Economy»

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Tavis D. Jules and Patrick Ressler

The volume is concerned with educational developments in small and microstates, a topic that has only relatively recently started to attract the attention it deserves. It is guided by the questions (i) if and how small and microstates deal with policy challenges to their education systems that are particularly important for their future development and (ii) whether there is something like typical «small / microstate behavior.» The volume seeks to contribute to a genuinely comparative approach to education in small and microstates. Moreover, widening conventional definitions of smallness, it aims to advance research in the field not only in a thematic but also in a theoretical perspective. Overall, the volume seeks to expand our understanding of small and microstates – and by implication of big states as well –, especially regarding what is general and what is particular about their behavior.

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Jean-Claude Bationo

Le présent ouvrage fait le bilan de l’usage de la littérature dans l’enseignement-apprentissage de l’allemand au Burkina Faso. Il répond à la question fondamentale de recherche : A-t-on besoin de la littérature pour apprendre une langue étrangère ? Des investigations empiriques auprès des acteurs de l’enseignement de l’allemand au Burkina Faso sont suivies d'une réflexion théorique focalisée sur une revue critique de la littérature y relative. A partir de ces résultats empiriques et théoriques, l’auteur développe six thèses principales pour justifier la didactique de la littérature en cours d’allemand langue étrangère au Burkina Faso. Par ailleurs, l’auteur propose des démarches didactiques pour l’enseignement-apprentissage de deux morceaux de textes littéraires en classe de terminale A4 au Burkina Faso.

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William Nesbitt

Teaching Students with Learning Disabilities at Beacon College is a collection of essays written by professors and learning specialists (educational support personnel) at Beacon College, an accredited four-year institution for students with learning disabilities, ADHD, and other learning differences. The purpose of this book is to help fill the massive gap in the literature on teaching students with learning disabilities at the college level. The attrition rate of students with learning disabilities at traditional colleges and universities is very high. With a 70% four-year graduation rate, Beacon College is well-positioned to be an instructional model for other institutions. The essays discuss institutional practices, alternative teaching strategies, and personal instructor experiences.

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Christianity and the Secular Border Patrol

The Loss of Judeo-Christian Knowledge

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Barry Kanpol and Mary Poplin

Christianity and the Secular Border Patrol: The Loss of Judeo-Christian Knowledge centrally looks at how secular universities have dominated academic knowledge on the one hand and have also been a part of bias against Christian academics on the other. Authors generally ask for borders of understanding and collegial dialogue to bridge gaps of knowledge that exist because of this bias. Theoretical analysis and narratives from the field describe how overcoming extreme theoretical positions may allow for productive knowledge construction and a more harmonious relationship within the culture wars of our times, especially in higher education.

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Ignatius von Loyola und die Pädagogik der Jesuiten

Ein Modell für Schule und Persönlichkeitsbildung

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Rüdiger Funiok and Harald Schöndorf SJ

Ignatius (ursprünglich Íñigo) de Loyola wurde 1491 im Baskenland geboren. Nach einem Bekehrungserlebnis 1521 studierte er in Paris Theologie und gründete 1540 mit sechs Gefährten die «Gesellschaft Jesu». Ignatius von Loyola entfaltet in seinen «Geistlichen Übungen» (Exerzitien) eine Vorgehensweise, die das Menschenbild und die Lehrmethoden der (Hoch-)Schulen des Jesuitenordens prägt. Bis zu seinem Tod 1556 wurden über 30 Jesuitenschulen gegründet, bis 1750 gab es bereits 670 Jesuiten-Kollegien. Die Artikel dieses Bandes schildern diese Entwicklung und informieren über Literatur, Medien und Adressen von Jesuitenschulen und -hochschulen.