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Blood's Will

Speculative Fiction, Existence, and Inquiry of Currere


Morna McDermott McNulty

In Blood’s Will: Speculative Fiction, Existence, and Inquiry of Currere, main character Campbell Cote Phillips—a successful university professor, mother, and wife—faces the question "what would she give up to have everything else?" Her comfortable life takes an unexpected turn when she discovers that not everything is always as it appears to be. The story unfolds between the 1970s and contemporary Baltimore, weaving together the experiences of Finn (an unusual vampire with a strange history) and Campbell—along with a cast of characters across different generations—whose stories are portrayed in base-relief against the promise, or peril, of immortality. Blood’s Will is about love and desire, but it is also about family, friends, and the choices we all make. To be human is to sacrifice. To be vampire is to have endless opportunities.

As Noel Gough writes, "Understanding curriculum work as a storytelling practice has been a key theme in the reconceptualisation of curriculum studies during the last three decades, encapsulated by Madeleine Grumet’s formulation of curriculum as ‘the collective story we tell our children about our past, our present, and our future.’" Situated as a story embedded in the four stages of currere, the journey of the book’s main characters exemplifies the journey of recursion: the regressive, the progressive, the analytical, and the synthetic. Blood’s Will is an example of speculative fiction that "can contribute to an aspect of effective deliberation that Schwab called ‘the anticipatory generation of alternatives’" (Gough). This book is a useful reading for courses examining roles of narrative, fiction, and currere as fields of inquiry.

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Gunda Schneider

The Polish Doctor and Pedagogue Janusz Korczak comes from a Jewish family. Though he did not join a religious community he was familiar with the biblical tradition, as is the author, a Christian theologian. The biblical tradition understands life as a gift, which provokes joy. Education means to live together with children as people with respect to their rights. Korczak lists the Child’s Right to Die, the Right to Today, and the Right to be what it is. These rights contain the children’s self-determination as a person, so that "they can fly". The Author reflects the education of her three children with these thoughts. There are no educational recipes or ideals. The understanding of life and time, responsibility, forgiving, belief in God and prayer, death and finitude are discussed.

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Edited by Barbara Fouquet-Chauprade and Anne Soussi

Depuis plusieurs décennies, un grand nombre de systèmes éducatifs s’est doté de Politique d’Education Prioritaires (PEP) dans le but de réduire les inégalités scolaires. Mais qu’y font vraiment les enseignants ? Leurs pratiques permettent-elles réellement de réduire ces inégalités ? Quels sont les dispositifs mis en place dans ces REP ? Les maitres ont-ils vraiment des pratiques si différentes ? Comment peuvent-ils innover ?

L’ouvrage présente différents regards sur les pratiques pédagogiques en éducation prioritaire. Les différentes contributions sont regroupées en trois axes. Le premier s’intéresse aux prescriptions et cherche à comprendre quelles sont les marges de manœuvre laissées aux acteurs scolaires. Le deuxième se centre sur des dispositifs et innovations développés dans ces écoles et à leur efficacité. Le troisième traite des pratiques effectives au sein des classes et à leurs effets. Ces différentes contributions apportent un regard nouveau sur l’Education Prioritaire et produit des résultats contrastés sur un objet toujours d’actualité.

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Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation


Edited by Joy Barnes-Johnson and Janelle M. Johnson

STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.

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Trish McMenamin

Special Schools, Inclusion, and Justice discusses special school provision in an education policy climate in which inclusion is the dominant motif. In this context, the special school sector is an anomaly and special schools inevitably occupy an uncertain and somewhat invidious position. This situation raises a number of questions concerning matters of justice and fairness with respect to special schools and their communities. It also raises questions about the validity of the view that only inclusion can represent justice in education for disabled children and young people. Special Schools, Inclusion, and Justice explores these matters from a philosophical perspective that centres on the broader question of what, in regard to where they go to school, might constitute a just state of affairs in education provision for disabled children. The New Zealand education context provides the case in point in the book, but the matters it examines and the broader argument and philosophical analysis that it pursues have a much wider international significance and application given the pervasive and dominant influence of inclusion in education policy across the world. Special Schools, Inclusion, and Justice offers a new perspective to international debates and conversations about matters to do with inclusion, justice, and the education of disabled children. It will be of particular interest to scholars working in the field of education in areas such as inclusive and special education, philosophy of education, sociology, and policy studies.

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Education for Total Liberation

Critical Animal Pedagogy and Teaching Against Speciesism


Edited by Anthony J. Nocella II, Carolyn Drew, Amber E. George, Sinem Ketenci, John Lupinacci, Ian Purdy and Joe Leeson-Schatz

Education for Total Liberation: Critical Animal Pedagogy and Teaching Against Specisim is an edited collection of essays from the leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical Animal Studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) human-animal studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, racism. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and Critical Pedagogy. Contributing to this collection are Anne Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pederson, Ian Purdy, Constance Russell, JL Schatz, William E. Shanahan III, Meneka Thirukkumaran, and Richard J, White.

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Autism from the Inside Out

A Handbook for Parents, Early Childhood, Primary, Post-Primary and Special School Settings

Emer Ring, Patricia Daly and Eugene Wall

Autism from the Inside Out is the first book to focus on providing Irish parents, early childhood, primary, post-primary and special school teachers with effective strategies for supporting children with autism spectrum difference at home and in educational settings. Presenting contributions from a range of national and international experts in education and psychology, the volume emerged from an evaluation of education provision commissioned by Ireland’s National Council for Special Education, which clearly identified a need for additional guidance, advice and support for parents and teachers.

The book rejects «disorder» in favour of «difference», emphasizing the importance of a child-centred approach and the dangers of over-generalization. It includes chapters on effective teaching strategies to promote learning; responding to children’s strengths and needs through individualized planning; assessment practices; the role of the Special Needs Assistant; managing transitions; the environment as the third teacher; promoting children’s wellbeing; and effective leadership for inclusion.

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Genevieve A. Schmitt

The Complexities of Learning Arabic in the 21st Century examines how of the four levels of difficulty and hundreds of languages spoken worldwide, Arabic is considered a category 4, which means it is among the most difficult languages to learn. While Modern Standard Arabic (Fusha) is most frequently taught, it is the native language of no country or people; however, the many regional dialects (Amiyya), often dismissed by educators, make up the living language of Arabic. Due to its linguistic complexities, educators are divided on how to teach Arabic in domestic language programs in the United States and in study abroad programs in the Arab world. An investigation into programs catering to Americans learning Arabic as a foreign language revealed a heavy emphasis on reading and writing in MSA, but scant attention given to speaking and listening in the real language of the people—dialects. In Complexities of Learning Arabic in the 21st Century, recommendations are made for improving pedagogy and materials so that students can gain genuine communicative competence in Arabic, which means not only understanding MSA, but also speaking and listening in at least one dialect, the language of the people.

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Asian/American Scholars of Education

21st Century Pedagogies, Perspectives, and Experiences


Edited by Nicholas D. Hartlep, Amardeep K. Kahlon and Daisy Ball

Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences shares the knowledge and travails of Asian/American luminaries in the field of education. This unique collection of essays acknowledges the struggle that Asian/American Education scholars have faced when it comes to being regarded as legitimate scholars deserving of endowed or distinguished status. The chapter contributors in this volume include former doctoral students, children, protégés, and colleagues of the Asian/American endowed and distinguished professors featured in the book: A. Lin Goodwin, Suzanne SooHoo, Kioh Kim, Krishna Bista, George Sugai, Yali Zou, Yong Zhao, Robert Teranishi, Asha K. Jitendra, Shouping Hu, and Ming Ming Chiu. Asian/American Scholars of Education makes an important impact by asking: Why are there so few Asian/American endowed and distinguished faculty members in education?

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L'apprentissage de l'histoire par problématisation

Enquêter sur des cas exemplaires pour développer des savoirs et des compétences critiques

Sylvain Doussot

À quelles conditions les pratiques d’études de documents menées en classe d’histoire peuvent-elles faire sens avec les récits du passé?

L’enquête didactique proposée pour répondre à cette question part du constat qu’il est possible de faire construire par les élèves des savoirs critiques sur le passé sans qu’ils développent pour autant leur capacité à le faire par eux-mêmes. À certaines conditions, que l’ouvrage décrit à travers de nombreux exemples, un véritable travail d’enquête critique, entendu comme problématisation historique, peut en effet être organisé en classe. Sa dynamique repose sur la production et la gestion des tensions entre les idées explicatives et les faits. Pourtant, les discours méthodologiques et les entraînements, du primaire au secondaire, ne permettent pas la maîtrise de cette compétence à enquêter de manière critique. Or cet écart entre les potentialités critiques des élèves et leur faible usage face à des situations scolaires et quotidiennes constitue un enjeu éducatif essentiel en ces temps de diffusion massive de l’information.

Pour étudier ce problème, l’auteur construit progressivement une hypothèse didactique : puisque l’entrainement et l’enseignement de règles méthodologiques ne suffisent pas à rendre compétents les élèves, on peut envisager de faire de certaines séquences de classe des exemples exemplaires (des paradigmes au sens de Kuhn) d’enquêtes. Leur exemplarité en fera des modèles explicites d’enquêtes historiques qui serviront de point de comparaison lors des séquences suivantes.

L’exploration didactique de cette hypothèse repose sur un retour à des études clefs de ce champ de recherche et sur des travaux d’épistémologie, de sociologie et d’histoire de l’histoire.