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The Foreign Language Appropriation Conundrum

Micro Realities and Macro Dynamics

Thomas Szende

This monograph’s title reflects the need to articulate the classroom actions and strategies of an increasingly efficient technological environment with symbolic, cultural, and political issues, namely the multi-dimensionality of affiliations, which today condition the practices of learners, teachers, tool designers, and the dissemination (or not) of languages throughout the world.

Reflective testimony of a teacher who is passionate about his work, this book is also the result of research conducted by a linguist wishing to raise the field of foreign language education to the level of a coherent and rigorous discipline capable of presenting teaching/learning options to all languages/cultures.

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Norma S. Guerra

Written for educators and professionals, this book examines the cultural challenges Latinos/as encounter as they move from one social setting to the next. Problem solving is presented as a skill, strategy, and protective factor in the development of resiliency and self-efficacy. This solution-oriented approach facilitates Latino/a personal and professional development in processing the unexpected. The book introduces the LIBRE Model problem solving activity as the tool to negotiate positive change by (1) affirming cultural competency, (2) supporting self-regulated decision making, (3) monitoring self-engagement styles, and (4) developing resiliency toward smoother transitions. The goal is to provide the reader with partnering tools that will  empower Latino/a engagement, personal management, and  active self-agency in managing decisions, challenges, and choices.
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The Ecological Heart of Teaching

Radical Tales of Refuge and Renewal for Classrooms and Communities

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Jackie Seidel and David W. Jardine

The Ecological Heart of Teaching is a collection of writings by teachers about their life in classrooms. Reflecting over three years of collective work, it illustrates how teachers, parents, and students can avoid some of the distractions and panic endemic to many schools, allowing them to focus thoughtfully on rigorous, beautiful work. It draws on ecological thinking, Buddhism, and hermeneutics to provide deeper, richer, and more abundant sources for teaching, thinking, and practice, and shows how these three lineages provide keys to decode the current malaise that surrounds schooling. The book will be valuable to beginning and experienced teachers and administrators, as well as to parents and anyone involved in stepping away from the exhausting industrial images and ideas that have turned schooling into an ecological and intellectual disaster. For those interested in interpretive research and life-writing, the book provides a wide array of examples; it is a valuable resource for undergraduate classes in curriculum and teaching, as well as graduate research methods courses interested in new forms of thinking and writing.
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Preschool and Im/migrants in Five Countries

England, France, Germany, Italy and United States of America

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Joseph Tobin

A significant and growing percentage of the children enrolled in early childhood education and care (ECEC) programs in Europe and the United States are children of recent im/migrants. For most young (3–5 years old) children of parents who have come from other countries, ECEC settings are the first context in which they come face to face with differences between the culture of home and the public culture of their new country. For parents who have recently im/migrated to a new country, enrolling their child in an early childhood program is a key moment where cultural values of their home and adopted culture come into contact and, often, conflict. For countries with high rates of im/migration, ECEC programs are key sites for enacting national goals for social inclusion and the creation of new citizens. And yet the field of early childhood education has conducted too little research on the experience of im/migrant children, their families, and their teachers.

This book tells the story of our study of beliefs about early childhood education of im/migrant parents and of the practitioners who teach and care for their young children. It is simultaneously a study of im/migration seen from the perspective of early childhood education and of early childhood education seen from the perspective of im/migration. The book answers the questions: What do im/migrant parents want for their children in ECEC programs? How are the perspectives of im/migrant parents like and unalike the perspectives of their children’s preschool teachers and of non-immigrant parents? How are England, France, Germany, Italy, and the United States using ECEC settings to incorporate im/migrant children and their families into their new society? What can all five countries do better?

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Going Inward

The Role of Cultural Introspection in College Teaching

Susan Diana Longerbeam and Alicia Fedelina Chávez

Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one’s own. The integrated design of the book’s three parts – cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice – makes this book helpful to teaching faculty and academic administrators.
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Explikationen bildungspolitischer Konzepte in politischen Programmen

Analysen zum Verhältnis von Bildungspolitik und Bildungsforschung

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Adiba Salloum

Die Autorin untersucht mittels einer qualitativen Inhaltsanalyse Begründungsstrukturen bildungspolitischer Entscheidungen in den Wahlprogrammen zur Bundestagswahl 2013. In diesem speziellen Persuasionsprozess sind Bürger die Empfänger, politische Akteure die Sender und Wahlprogramme das Medium. Die Texte der Wahlprogramme würden eine erhöhte Rationalität erlangen, wenn sie auf Befunde empirischer Bildungsforschung referenzierten. Die Autorin erläutert die Frage nach der Rationalität bildungspolitischer Entscheidungen und nimmt eine Überprüfung der Transparenz von Argumentationslinien vor. Dabei ermöglicht die Analyse struktureller und inhaltlicher Kriterien die Untersuchung der kommunikativen Texte auf ihre Textfunktionen sowie eine Analyse der Dimensionen von Legitimationsideen.
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Pedagogical Matters

New Materialisms and Curriculum Studies

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Nathan Snaza, Debbie Sonu, Sarah E. Truman and Zofia Zaliwska

This edited collection takes up the wild and sudden surge of new materialisms in the field of curriculum studies. New materialisms shift away from the strong focus on discourse associated with the linguistic or cultural turn in theory and toward recent work in the physical and biological sciences; in doing so, they posit ontologies of becoming that re-configure our sense of what a human person is and how that person relates to the more-than-human ecologies in which it is nested. Ignited by an urgency to disrupt the dangers of anthropocentrism and systems of domination in the work of curriculum and pedagogy, this book builds upon the axiom that agency is not a uniquely human capacity but something inherent in all matter. This collection blurs the boundaries of human and non-human, animate and inanimate, to focus on webs of interrelations. Each chapter explores these questions while attending to the ethical, aesthetic, and political tasks of education—both in and out of school contexts. It is essential reading for anyone interested in feminist, queer, anti-racist, ecological, and posthumanist theories and practices of education.

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Kay Whitehead

Beginning with Lillian de Lissa’s career as foundation principal of the Adelaide Kindergarten Training College in Australia (1907–1917) and Gipsy Hill Training College in London (1917–1947), and incorporating the lives and work of her Australian and British graduates, this book illuminates the transnational circulation of knowledge about teacher education and early childhood education in the twentieth century. Acutely aware of anxieties regarding the role of modern women and the social positioning of teachers, students who attended college under de Lissa’s leadership experienced a progressive institutional culture and comprehensive preparation for work as kindergarten, nursery and infant teachers.

Drawing on a broad range of archival material, this study explores graduates’ professional and domestic lives, leisure activities and civic participation, from their initial work as novice teachers through diverse life paths to their senior years. Due to the interwar marriage bar, many women teachers married, resigned from paid work and became mothers. The book explores their experiences, along with those of lifelong teachers whose work spread across a range of educational fields and different parts of the world. Although most graduates spent their lives in Australia or England, de Lissa’s personal and professional networks traversed the British dominions and colonies, Europe and the USA, fostering fascinating global connections between people, places and educational ideas.

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Susan Bernheimer

Voices of Early Childhood Educators presents powerful, living stories of early childhood students and practitioners. Susan Bernheimer clearly shows the importance of their stories for understanding the challenges now facing our field, including valuable insights into new forms of resilience and development. Bernheimer invites college students and their instructors into an eye-opening journey with early childhood professionals today.
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Playing for Change

Music Festivals as Community Learning and Development

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Michael B. MacDonald

Playing for Change – performing for money and for social justice – introduces a critical pedagogy of arts-based community learning and development (A-CLD), a new discipline wherein artists learn to become educators, social workers, and community economic development agents. Challenging the assumption that acculturation into a ruling ideology of state development is necessary, this book presents a version of CLD that locates development in the production of subjectivities. The author argues that A-CLD is as concerned with the autonomous collective and the individual as it is with establishing community infrastructure. As a result, a radical new theory is proposed to explain aesthetics within arts movements, beginning not by normalizing music cultures within global capitalism, but by identifying the creation of experimental assemblages as locations of cultural resistance. This book offers a new vocabulary of cultural production to provide a critical language for a theory of anti-capitalist subjectivity and for a new type of cultural worker involved with A-CLD. Drawing from a four-year study of thirteen music festivals, Playing for Change forwards A-CLD as a locally situated, joyful, and creative resistance to the globalizing forces of neoliberalism.