Students of Trauma: A Handbook for Classroom Teaching in an Environment of Suffering provides school educators and those who work with them with practical strategies for working with students who have experienced trauma and express that through depression, aggression, anxiety, hyperactivity, and suspicion. This handbook, based on current educational research and on the accumulated experiences of actual teachers, provides clear and implementable guidance to individuals working in a school or classroom setting with young people who have experienced tremendous trauma in life. The issue of trauma-informed instruction has received significant consideration in recent years and rightly so, however, what sets this book apart is its emphasis on specific and direct actions and attitudes that teachers can take today to make a meaningful and powerful difference in the lives of their most troubled students. Students of Trauma will be a helpful addition to the libraries of classroom teachers, their administrators, and those who train them.
A Handbook for Classroom Teaching in an Environment of Suffering
Cities as Communicative Change Agents
Edited by erin daina mcclellan, Yongjun Shin and Curry Chandler
Literary Representations of Female Homosociality in Belle Epoque France, 1880–1914
Second fiddle to love, fleeting and inauthentic, a disguise for sexual rivalry, a practice to be policed or, at most, a social mechanism aptly reinforcing traditional gender norms, female friendship did not always have a good reputation in canonical and didactic literature from nineteenth-century France. But how did French women imagine and represent their relationships in fiction, and to what ends?
Situated at the intersection of feminist cultural history and Belle Epoque literary studies, this book explores fictional representations of female homosociality in novels by Daniel Lesueur, Gabrielle Réval, Marcelle Tynaire, and Yver Prost, among others, including women’s writing of the Belle Epoque within the narratives of the literary and cultural history of friendship in the long nineteenth century.
Playing with the tension between traditional and modern womanhood and intersecting with topics as diverse as the female body, work, education, marriage, heterosexual love, and the moral regeneration of the French nation, the representation of female homosociality constitutes, in these texts, one of the literary devices through which the figure of the femme moderne comes into being on paper and reflects the authors’ engagement with a form of female modernism that problematizes the dichotomy between «high» and «popular» literature, helping to give shape to women’s experience of modernity.
This book was the joint winner of the 2019 Peter Lang Young Scholars Competition in Nineteenth-Century French Studies.
Edited by David Schwarzer, Mary Petrón and Clarena Larrotta
The Poetics of Difference, Emergence, and Relationality
Liesa Griffin Smith
Edited by Graeme Davis and Kieran McCartney
The global COVID-19 lockdown has led to a complete transformation of education. Never again could pedagogy be separated from its digital dimension. Traditional learning practices were replaced overnight by digital practices, frequently untested. Many educational settings were forced to address the fragmented national and regulatory frameworks that direct teaching and learning practice as well as testing. The Digital Learning and the Future book series was born of the pandemic, offering an outlet for teachers and scholars to share their research and practices in this new reality.
This interdisciplinary book series examines the use of digital technology in education. It is part of an unfolding educational agenda around technology-enhanced learning, where technology is both blended as a tool within existing pedagogies and drives new pedagogies. The series looks to the future, to emerging technologies and methodologies. Areas of interest include educational futures and future pedagogies, pedagogy and globalization (including MOOC), mobile learning, edtech, technology in assessment, and technology and face-to-face blended learning.
The series encourages proposals for short-format books (between 25,000 and 50,000 words) with the aim of responding quickly to this rapidly changing field. Short monographs, co-authored or edited collections, case studies, practical guides and more are all welcome.
William Hogarth’s British and European Afterlives
Edited by Caroline M. Patey, Cynthia Ellen Roman and Georges Letissier
Contesting Places, Spaces, and Stories
Edited by Ahmet Atay, Yea-Wen Chen and Alberto González
Joseph N. Cooper
In recent years, there has been increased attention garnered toward activism in sport within the United States. In 2016, Colin Kaepernick’s activist act of taking a knee during the national anthem before National Football League games sparked a nationwide debate on the intersection of sports, race, and politics. Kaepernick’s actions were a part of a long lineage of activism in and through sport. Prior accounts of African American activism in and through sport have been limited in the following eight areas: (1) primarily focused on one type of activism (e.g., symbolic protests/boycotts); (2) a lack of differentiation between activism and borderline activist actions (e.g., agency, pioneering, and advocacy); (3) a lack of emphasis on hybrid resistance; (4) a focus on athletes and teams versus sportspersons (i.e., media, scholars, business leaders, and community members) and institutions (i.e., historically Black colleges and universities, athletic programs, and conferences) more broadly; (5) largely focused on one era of prominent athlete activism in the 1960s; (6) principally excluded and marginalized the importance of women’s role in resistance efforts (e.g., activism for social change); (7) primarily focused on activism at the intercollegiate and professional levels with less attention toward youth and interscholastic levels; and (8) a lack of theoretically driven analyses of the resistance efforts exhibited by African American sportspersons, teams, groups, organizations, and institutions. Instead of exclusively using the term activism, the author uses the broader encompassing term of resistance as the focal framework for this text. Resistance is defined as intentional and/or unintentional actions by individuals, groups, organizations, and/or institutions that challenge oppressive systems and ideological hegemony. Using adaptive race- and ethnicity-centric typologies and interdisciplinary theories, this book offers a critical analysis of African Americans’ intra- and inter-generational resistance actions where, when, why, and how sport has been utilized to express their humanity, preserve their cultural heritages, empower themselves and their communities, project political views, and pursue freedom, equality, and justice.