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Edited by Dafydd Sills-Jones and Pietari Kääpä

This series provides a space for exploring the development of documentary film cultures in the contemporary context. The series takes an ecological approach to the study of documentary funding, production, distribution and consumption by emphasizing the interconnections between these practices and those of other media systems. It thus encourages new ways of understanding documentary films or practices as part of other, wider systems of cultural production.

Volumes may focus on specific sociopolitical environments, such as that of a nation or region. Alternatively, they may explore specific themes or production practices, such as new wave documentaries, environmentalism or indigenous film communities. Studies of shared technological platforms, including films that make use of embodied technologies or using emergent distribution platforms, are also welcome.

The series reflects not only the maturing of literature on documentary film and media production studies over the last two decades but also the growing interest amongst nonacademic and professional audiences in documentary texts as they occupy an increasingly hybrid cultural space: part journalism, part art cinema, part activism, part entertainment, part digital culture.


Editorial Board: Jouko Aaltonen (Aalto University), John Corner (Liverpool University, UK), Yingchi Chu (Murdoch University, Australia), Jonathan Dovey (University of the West of England, Bristol), Susanna Helke (Aalto University, Finland), Anette Hill (Lund University, Sweden), Bert Hogenkamp (Netherlands Institute for Sound and Vision), Ilona Hongisto (Macquarie University, Australia), K. P. Jayasankar (Tata Institute of Social Sciences, India), Susan Kerrigan (Newcastle University, Australia), Richard Kilborn (University of Stirling), Erik Knudsen (University of Central Lancashire, UK), David MacDougall (Australian National University), Anjali Monteiro (Tata Institute of Social Sciences, Mumbai), Pablo Piedras (Universidad de Buenos Aires, Argentina), Agnieszka Piotrowska (University of Bedfordshire, UK), Laura Rascaroli (University College Cork, Ireland), Belinda Smaill (Monash University, Australia), Inge Sorensen (University of Glasgow, UK), Bjørn Sørenssen (Norwegian University of Science and Technology, Norway), Malin Walhberg (Stockholm University, Sweden), Deane Williams (Monash University, Australia), Yingjin Zhang (UC San Diego, USA)

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Edited by Jeremiah J. Sims

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

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Europa in Kontakt: Sprachen, Literaturen und Kulturen in Bewegung

Europa in contatto: Lingue, letterature e culture in movimento Europe in contact: Languages, literatures and cultures in movement L'Europe en contact: Langues, littératures et cultures en mouvement

Edited by Rossella Pugliese, Fiorella De Rosa and Annafrancesca Naccarato

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Générations futures, Paix et Environnement / Future generations, Peace and the Environment

Collection de la Chaire Normandie pour la Paix / Normandy Chair for Peace Series

Edited by David M. Forman and Emilie Gaillard

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Edited by Anthony J. Nocella II, Daniel White Hodge, Don Sawyer, Ahmad Washington, Arash Daneshzadeh and Lauren Leigh Kelly

Hip Hop Studies and Activism book series is the first ever book series dedicated to hip hop studies. This series is an intersectional, interdisciplinary liberatory project that promotes justice, equity, and inclusion. Hip Hop Studies and Activism book series will connect with a broad range of disciplines such as feminism, globalization, economics, science, history, environmental studies, media studies, political science, sociology, religion, anthropology, philosophy, education, and cultural studies. Against apolitical scholarship, Hip Hop studies argues for an engaged critical praxis that promotes the listening and defending space and place for marginalized and silenced communities especially Communities of Color and Youth of Color. Hip hop activism is committed to social action, advocacy, and activism, while other book series are more rooted in theory and apolitical analysis. We will therefore, make a strong effort to publish People and Youth of Color.

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Edited by Anthony J. Nocella II, Daniel White Hodge, Don Sawyer, Ahmad Washington, Arash Daneshzadeh and Lauren Leigh Kelly

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Edited by Bernhard F. Seyr

Die Reihe Innovatives Wissensmanagement führt Theorie und Praxis zusammen, indem sie dem interessierten Publikum aus Wissenschaft und Wirtschaft nicht nur fachtheoretische Arbeiten, sondern auch innovative Konzepte, neuartige Lösungsansätze für aktuelle Herausforderungen sowie anwendungsbezogene Fallstudien aus den verschiedensten Branchen zur Verfügung stellt.

Der multidisziplinäre Ansatz der Schriftenreihe erlaubt es überdies, die Themenbereiche Innovationsmanagement und Wissensmanagement zu verknüpfen und aus unterschiedlichen Perspektiven zu beleuchten.

Herausgeber Bernhard F. Seyr, Jahrgang 1976, ist Professor an der Alexandre Lamfalussy Fakultät für Wirtschaftswissenschaften der Universität Sopron. Er promovierte in Bildungswissenschaften an der Paris Lodron Universität Salzburg sowie in Sozial- und Wirtschaftswissenschaften an der Johannes Kepler Universität Linz. Danach habilitierte er sich in den Wirtschafts- und Organisationswissenschaften an der Universität Sopron. Außerdem ist Seyr allgemein beeideter und gerichtlich zertifizierter Sachverständiger beim Landesgericht Salzburg in den Fachgebieten Pädagogik und Wirtschaft. Darüber hinaus hat er die Funktion des Geschäftsführers des Instituts für Personalwirtschaft und Berufspädagogik in Salzburg inne. Weitere Informationen zum Herausgeber unter

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Edited by Shahrzad Mojab

Kurdish People, History and Politics is envisioned as a series to create new knowledge about the Kurds. The social basis of Kurdish Studies began to widen in the latter part of the twentieth century, growing in the context of major political and cultural changes on the global and regional levels including the coming to power of the Kurdistan Regional Government in the wake of the 1991 U.S. war against Iraq, the process of peace negotiation between the Turkish State and the Kurdistan Workers’ Party (PKK) since the 1990s, and in more recent years, the struggle of the Syrian Kurds in Rojava (Northern Syria) for self-determination. In the last three decades, an expanded network of Kurdish Studies scholars have borrowed theoretical and methodological approaches from feminist studies, cultural studies, anti-colonial and anti-racist epistemology.

This series pushes the boundaries of existing scholarship through a robust engagement with critiques of nationalism, patriarchy, class, colonialism, and orientalism, with the aim of contributing to the renewal of Kurdish Studies in two distinctive ways: First, it aims to prevail over the limitations imposed on knowledge production and dissemination on the Kurds and their homeland of Kurdistan, in Turkey, Iran, Syria, and Iraq. Second, it strives to broaden the social base of Kurdish Studies, which until the mid-twentieth century was primarily conducted by Western academics specializing in the anthropological study of the Kurdish people, languages and culture.

The series encourages authors to engage with theoretical frameworks that allow a radical break with the colonial, orientalist, and nationalist traditions of knowledge production, exploring social media, democratization, border studies, and geographies of resistance in the context of Kurdish diaspora through this critical lens.

We welcome proposals for monographs, oral history projects, anthologies, edited collections, and projects interdisciplinary and collaborative in nature.

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Restoration Drama

Texts and Contexts

Edited by Manuel J. Gómez-Lara and María José Mora

This series attempts to illustrate the richness and diversity of Restoration drama, a thriving theatrical production which has been long overshadowed by the brilliance of the Age of Shakespeare. The aim of the collection is to bring to light dramatic texts that have not attracted much critical attention but display the most popular generic formulas of the time and introduce a wide array of suggestive topics. The series consists of modern spelling, fully annotated editions, complete with textual commentary, glosses, as well as historical, cultural and literary references. Each of the volumes includes a critical introduction which places the text in context, discussing aspects such as authorship, the play’s response to the historical circumstances of the time, its use of theatrical conventions and stage history.

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Sport in East and Southeast Asian Societies

Geopolitical, Political, Cultural and Social Perspectives

Edited by J. A. Mangan