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Out of K.O.S. (Knowledge of Self)

Black Masculinity, Psychopathology, and Treatment


Steven Kniffley Jr., Ernest Brown Jr. and Bryan Davis

Out of K.O.S. (Knowledge of Self): Black Masculinity, Psychopathology, and Treatment provides a comprehensive analysis of the development of racialized masculinity in Black males. This text explores the current theories related to gender development and racial identity development and their impact on the formation and expression of Black masculinity. Specifically, this text investigates the intersection between Black masculinity development, racial identity, and race-related traumas/stressors. Out of K.O.S. (Knowledge of Self): Black Masculinity, Psychopathology, and Treatment highlights the dual experience of social oppression and cultural identity suppression as the catalyst for the formation of unintegrated Black masculinity, and its subsequent influence on Black male mental health. Lastly, this book provides a comprehensive discussion concerning therapist variables and clinical interventions that can be helpful when working with Black males in a clinical setting.

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Catherine Schnedecker and Angelina Aleksandrova

Initiative inédite, motivée par l’expression des attentes et besoins concrets des doctorants, cet ouvrage s’est fixé comme objectif de donner aux doctorants en sciences humaines et sociales de fin de 1ère année (et au-delà), un ensemble construit d’outils transversaux, théoriques, méthodologiques et techniques, destinés à faciliter leur parcours doctoral. Il aborde les points-clés du doctorat, des plus connus (écriture scientifique, connaissance institutionnelle) aux moins abordés (la gestion du temps, du stress, de l’image de soi, de l’isolement) en passant par les plus indispensables (exploitation de logiciels de traitement de documents, modalités de travail collaboratif, insertion professionnelle).

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Der Schwelmer Kreis (1952–1975)

Eine deutsch-deutsche Friedens- und Bildungsreforminitiative in den Spannungen des Kalten Krieges – Teil 1 / Teil 2


Jost Biermann

Die Untersuchung rekonstruiert Entstehung und Entwicklung des nach seinem Gründungsort benannten «Schwelmer Kreises» (1952–1975), einer linken, vornehmlich in den 1950er Jahren gesamtdeutsch agierenden Gruppierung von «politischen Pädagogen» aus der Bundesrepublik und der DDR. Auf breiter Basis zuvor ungenutzter Quellen bietet der Autor neue Perspektiven auf die deutsche Teilungs- und Bildungsgeschichte und fragt nach Verbindendem in dieser Zeit der Systemkonfrontation. Er analysiert die West-Ost-Vernetzungen des «Kreises», dessen Schriftzeugnisse sowie seine Veranstaltungen zu friedenspädagogischen und bildungsreformerischen Themen. Die Möglichkeiten und Grenzen des deutsch-deutschen Dialoges im Kalten Krieg stehen hierbei im Mittelpunkt, ohne darüber staatliche Repression bzw. Vereinnahmungsbestrebungen zu ignorieren.

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A Promising Reality

Reflections on Race, Gender, and Culture in Cuba


Venessa Ann Brown and Menah Pratt-Clarke

A Promising Reality: Reflections on Race, Gender, and Culture in Cuba is a compilation of the reflections of a group of chief diversity officers, faculty, and educators from the United States about Cuba. As part of the National Association of Diversity Officers in Higher Education delegation to Cuba in July, 2015, A Promising Reality represents a collection of voices, experiences, and perspectives about issues of race, gender, cultural identity, and the African experience in Cuba. Key themes explored include Cuban culture, the Cuban Revolution, politics, economics, education, equity, and social change. Utilizing narrative inquiry, some of the reflections are comparative with the United States, and some reflections focus exclusively on Cuba. The book takes readers on a journey of thought-provoking stories that reflect the excitement, uncertainty, complexity, and promising possibilities on the cusp of changing diplomatic, political, economic, and social relationships between the United States and Cuba. A Promising Reality seeks to broaden the perspectives of its readers regarding US-Cuban relations. This book is ideal for courses on international relations, international studies, international affairs, comparative cultures, political science, education, politics, sociology, history, race, gender, and social justice. It is a must-read for anyone traveling to Cuba as part of study-abroad, professional development, or personal adventure.

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Game-Based Learning in Action

How an Expert Affinity Group Teaches With Games


Matthew Farber

How are expert educators using games in their classrooms to give students agency, while also teaching twenty-first century skills, like empathy, systems thinking, and design thinking? This question has motivated Matthew Farber’s Game-Based Learning in Action: How an Expert Affinity Group Teaches With Games showcasing how one affinity group of K12 educators—known as "The Tribe"—teaches with games. They are transformational leaders outside the classroom, in communities of practice. They mentor and lead newcomers to game-based learning, as well as advise game developers, academics, and policymakers.

Teachers in "The Tribe" do not teach in isolation—they share, support, and mentor each other in a community of practice. Farber shares his findings about the social practices of these educators. Game-Based Learning in Action details how the classrooms of expert game-based learning teachers function, from how they rollout games to how they assess learning outcomes.

There are plenty of lessons to be learned from the best practices of expert educators. These teachers use games to provide a shared meaningful experience for students. Games are often the focal point of instruction. Featuring a foreword from James Paul Gee (Mary Lou Fulton Presidential Professor of Literacy Studies, and Regents’ Professor), this book comments on promises and challenges of game-based learning in twenty-first century classrooms. If you are looking to innovate your classroom with playful and gameful learning practices, then Game-Based Learning in Action is for you!

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Educating for Sexual Virtue

A Moral Vision for Relationships and Sex Education


Olwyn E. Mark

Relationships and Sex Education (RSE) is an issue surrounded by controversy and debate, with important implications for the interconnected roles of the state, the school and the home and for the way we understand ourselves, our sexual identity and our personal relationships.

This book charts the development of the moral and spiritual narrative in RSE policy in England. In particular, it expounds and critiques the popular moral narrative of «informed choice»: an approach which advocates providing young people with the maximum amount of information around their sexual choices and defends a view of sexual morality which holds that anything goes, as long as it is in private, between consenting adults and harms no-one else.

Alongside a comprehensive critique of this narrative, the book offers a unique contribution to the ongoing development of the moral and spiritual framework of RSE by presenting a Christian vision of a sexually and relationally educated young person. In particular, this enriched vision explores the cultivation of the virtues of Christian love and chastity.

The findings presented here are highly significant for anyone concerned with developing and delivering RSE within a robust moral framework.

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Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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Activist Art in Social Justice Pedagogy

Engaging Students in Glocal Issues Through the Arts, Revised Edition


Barbara Beyerbach, R. Deborah Davis and Tania Ramalho

Artists have always had a role in imagining a more socially just, inclusive world—many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, examining the role of arts in multicultural teaching for social justice is a timely focus. In Activist Art in Social Justice Pedagogy approaches to using activist art to teach a multicultural curriculum are examined and critiqued. Examples of activist artists and their strategies illustrate how study of and engagement in activist art processes glocally—connecting local and global issues—can deepen critical literacy and commitment to social justice. This book is relevant to those (1) interested in teaching more about artist/activist social movements around the globe, (2) preparing pre-service teachers to teach for social justice, (3) concerned about learning how to engage diverse learners through the arts, (4) teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. As we think more broadly we address the question "why does a ‘social justice through the arts in education’ approach make sense"; describe examples of preservice teacher assignments examining artists’ roles in activist movements, promoting multicultural understanding and social justice; and share approaches to and examples of using the arts in the United States and abroad to deepen multicultural comprehension and teaching for social justice.

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Despertando el Ser

Transforming Latino Teachers’ Identities, Consciousness, and Beliefs


Belinda Bustos Flores and Ellen Riojas Clark

This collection of essays presents a theoretically grounded and research-based process in which the multiple facets of self are explored. While these facets have been studied in the literature using universal theories, Despertando el Ser posits that it is important to generate our own epistemological understandings grounded in the lived experience of Latina/o educators. Moving away from majoritarian perspectives of teacher personal development, using a sociocultural and critical theory kaleidoscopic lens, this book critically examines the notion of Latino teacher identities and other facets of self. Despertando el Ser theorizes that a Latino teacher’s identity is an intersection between the personal and professional selves consisting of ethnic/cultural identities, consciousness, beliefs, and motives for teaching. Presented in Despertando el Ser is an awakening of self as an ethnic/cultural being, exploring positionality and consciousness, and unearthing our beliefs about learning and teaching. Using varied methodologies, this book provides chapters in which the facets of self are uncovered and explored within diverse educational contexts. Each chapter provides questions to assist the reader to engage in critical reflection. This book can be used for teacher candidates, teachers in practice, teacher educators, and researchers.

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Pons Latinus – Latein als Brücke zum Deutschen als Zweitsprache

Modellierung und empirische Erprobung eines sprachsensiblen Lateinunterrichts

Maria Große

Pons Latinus ist ein interdisziplinäres Forschungsprojekt zur Modellierung und Evaluation eines sprachsensiblen Lateinunterrichts zur Unterstützung von Lernenden nichtdeutscher Herkunftssprache. Das Lateinische fungiert dabei – so die These – als Brücke zwischen Erst- und Zweitsprache und unterstützt durch die Initiierung verschiedener Sprachhandlungen den Zweitsprachenerwerb. Die Autorin hat im Rahmen einer zweijährigen Studie an einem Berliner Gymnasium neben Interventionen in Form sprachbildender Arbeitsmaterialien umfangreiche Evaluationen durchgeführt. Sie vergleicht in ihrer Studie die Leistungsentwicklung von Lernenden im Deutschen und Lateinischen und stellt signifikante Unterschiede fest, die die Verwendung des Lateinischen als «Sprachbrücke» befürworten.