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Affective Landscapes

Representations of Terrorism and Violence by Basque Female Authors

Cristina Ortiz Ceberio and María Pilar Rodríguez

Affective Landscapes: Representation of Terrorism and Violence by Basque Female Authors draws from contemporary social and cultural theory of affect to analyze the Basque Country’s political violence since the birth of the terrorist organization E.T.A. The study focuses on how this violence has been represented in contemporary works of literature and cinema authored by women and examines the alternative means these authors use to examine political violence from a gendered perspective. The artistic works analyzed in this volume highlight the connection between violence and the production of specific affective states; these authors’ stories illustrate the pernicious effects that violence has for human relationality and social bonds. As such, the study provides new readings of seminal works authored by Basque women during this period of violence and, in doing so, it renders a much-needed contribution to the place that their artistic productions have in providing a novel understanding of the Basque political reality. The study presents a groundbreaking analysis to understand the centrality of affect as a unique prism to approach violent contexts, to present different affirmations of the "political," and to bring to light social dynamics otherwise unnoticed.

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Literacy Heroines

Women and the Written Word

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Alice S. Horning

Literacy Heroines is about twelve amazing women who lived and worked in the period 1880-1930 who used their literacy abilities to address major issues in the country in those years, including some we still face today: racism, sexism, voting rights, educational and economic inequality, health disparities and others. They used their exemplary literacy skills to teach, to bring issues to light, to right wrongs, to publish books, articles, pamphlets and other materials to reach their goals. They benefited from focused help in the form of sponsorship from others and provided sponsorship in many forms to others to foster literacy in people young and old. They stand as Literacy Heroines, working in a variety of roles, using their literacy abilities in heroic efforts to serve as respected exemplars and sponsors of literacy for others. They used their grit and willingness to stand up for their principles, took small steps, worked collaboratively, hospitably inviting people to literacy. Ultimately, it should be clear that in one way or another, the Heroines were addressing the many forms of inequality in American society; their lives and work show that literacy is thus a key tool in the struggle for social justice, then and now. Suitable for courses in the history of literacy or writing studies, history of feminism, history of education and related areas.

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Mentoring and Communication

Theories and Practices

Edited by Diana Trebing and Ahmet Atay

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Edited by David J. Connor and Beth A. Ferri

This book purposefully connects practice to research, and vice versa, through the use of deeply personal stories in the form of autoethnographic memoirs. In this collection, twenty contributors share selected tales of teaching students with dis/abilities in K-12 settings across the USA, including tentative triumphs, frustrating failures, and a deep desire to understand the dynamics of teaching and learning. The authors also share an early awareness of significant dissonance between academic knowledge taught to them in teacher education programs and their own experiential knowledge in schools. Coming to question established practices within the field of special education in relation to the children they taught, each author grew increasingly critical of deficit-models of disability that emphasized commonplace practices of physical and social exclusion, dysfunction and disorders, repetitive remediation and punitive punishments. The authors describe how their interactions with children and youth, parents, and administrators, in the context of their classrooms and schools, influenced a shift away from the limiting discourse of special education and toward become critical special educators and/or engage with disability studies as a way to reclaim, reframe, and reimagine disability as a natural part of human diversity. Furthermore, the authors document how these early experiences in the everydayness of schooling helped ground them as teachers and later, teacher educators, who galvanized their research trajectories around studying issues of access and equality throughout educational structures and systems, while developing new theoretical models within Disability Studies in Education, aimed to impact practices and policies.
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Edited by Maria B. Hopkins and Rachel Bailey Jones

Centers for teaching and learning all face the same dilemma: In a context where faculty are not required to partake in our services, how do we provide transformative learning experiences to which faculty willingly give their limited time? The answer, Maria B. Hopkins and Rachel Bailey Jones propose, is to move away from a workshop model of faculty development and toward a model that supports the kinds of connections among faculty that lead to self-sustaining growth and development. This edited book provides a breadth of innovative alternatives to fixed-schedule faculty development workshops that faculty are rarely attending due to the increasing complexity of their professional lives. The audience for this book is higher education administrators, faculty, and staff responsible for faculty development related to teaching and learning. Each chapter provides a detailed description of a faculty development initiative in practice at our respective institutions that provide opportunities for creativity, adaptability, and collaboration among faculty. Public, private, and community colleges, small and large, research-focused and teaching-focused institutions are represented. The editors have taken on this project because this is the resource they wish they had when they began their work as directors of the teaching lab at their institution.
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Helena Dettmer

In his 1995 Teubner edition, J. B. Hall separates Tristia 1.5, 1.9, 3.4, 4.4, 5.2, and 5.7 into two poems. One reviewer of Hall’s edition is highly critical of the editor for not justifying the separation of these poems despite the fact the divisions have manuscript support. Because of the sorry state of the textual transmission of Ovid's five books of Tristia, it is sometimes difficult to determine the beginning and end of an individual poem if that poem resumes thematically and verbally where the previous poem concludes. The aim of this study is to show that definitive evidence can be offered to justify division of these six elegies into two poems. Structure combined with theme serves as an analytical tool that defines the beginning and end of the twelve literary pieces under consideration and highlights their artistry. Resolution of the issue of unity enhances our interpretation of the independent poems and our understanding of the complex interplay among poems within each poetry-book. The careful and often brilliant craftsmanship of the poems and of the books in which they appear reaffirms that Ovid’s repeated deprecation of the quality of his literary work composed during his period of exile in the Black Sea region is simply a pose to attract sympathy and support from his Roman audience.
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The Language of Feminine Duty

Articulating Gender, Culture, and Covert Policy in Modern Japan

Rika Saito

This book examines "women’s speech" as a policy of constructs expressed in official and unofficial discourse from the 1880s to the 1920s in Japan. It analyzes specific language policies that were incorporated through governmental gender policy to perpetuate "women’s speech," asymmetrical gendered speech styles and concepts in the Japanese language. It also seeks to develop cross-cultural approaches to language and gender theories initiated in the United States and Europe by proposing new concepts of language policy. This work contributes to ongoing interdisciplinary scholarship on gender, language, and policy by reconsidering the relationship between the Japanese "national language" and "women’s speech."

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Le retour de la puissance céréalière russe

Sociologie des marchés du blé 2000-2018

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Caroline Dufy

Fondement de la civilisation occidentale, le blé est l’une des céréales les plus échangées au monde. Sa part prépondérante dans l’alimentation humaine lui confère le statut de denrée stratégique. La Russie en a fait un instrument de sa reconquête des marchés céréaliers, en se hissant, sur des marchés mondiaux instables, au rang de concurrent agricole majeur pour l’Europe. La renaissance de la puissance agricole russe s’appuie également sur d’autres produits, tels que le lait, la viande, ou les oléagineux. Comment s’est opérée cette mondialisation agricole, quels en sont les acteurs et les conditions ? Telles sont les questions centrales abordées par cet ouvrage.

Depuis les années 2000, des évolutions notables ont marqué le monde agricole russe, au premier rang desquelles l’adhésion du pays à l’Organisation Mondiale du Commerce et l’adoption de l’embargo sur les produits alimentaires occidentaux décidé dans le sillage de la crise ukrainienne. Cet ouvrage invite le lecteur au cœur de cette mutation du monde céréalier en suivant ceux qui de près ou de plus loin font les marchés céréaliers : agriculteurs, négociants, syndicalistes agricoles, experts agricoles, mais aussi élus locaux et éleveurs et industriels. Il écoute leurs voix, montre leur travail, donne à voir leurs intérêts et leurs rationalités.

La démarche adoptée se situe au croisement de plusieurs mondes : le monde rural, la politique et le commerce international. Elle fait dialoguer différentes échelles : celle des politiques de l’Etat, avec celle des territoires et celles des rationalités productives individuelles. Ce décryptage permet de restituer des cohérences au-delà des paradoxes apparents entre stratégie volontariste de sécurité alimentaire, politique des contre sanctions et plaidoyer pour le retour de la puissance céréalière.

Le suivi patient de la marchandise blé, donne ainsi à comprendre les évolutions de valeurs et les priorités sociales, les tensions que font naître la définition d’un bien commun et des aléas qui l’accompagnent.

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Religion, Economics, and Politics in FATA-KP

The Enduring Challenges of Merged Tribal Districts in Northwestern Pakistan

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Edited by Tahir I. Shad and Syed Hussain Shaheed Soherwordi

This book provides a unique Pakistani perspective and understanding of a region that has not been studied extensively to date. Pakistan’s Frontier Region has been at the forefront of the War on Terror since 2001. The Federally Administered Tribal Agencies (now known as merged Tribal Districts) are a critical geostrategic area for Pakistan. This work highlights key economic, political, and religious issues in the FATA-KP region in order to identify means to eradicate ongoing conflicts and integrate the region within mainstream Pakistani society. This project proposes a series of phased economic development reforms that can guide FATA’s transition as an integrated territory within the rest of Pakistan. These reforms can and should encourage dimensions of indigenous economic practices, women’s empowerment, the education system, food security, subsistence agriculture, and transportation and communication infrastructure where possible. These improvements can be implemented in 10+ year plans designed to organize a committed effort to develop and integrate FATA with the rest of Pakistan.

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Gaming SEL

Games as Transformational to Social and Emotional Learning

Matthew Farber

Games enable children to practice emotions in spaces that are free from actualized consequences. With thoughtful guidance, games can help children manage emotions, perspective-take, demonstrate empathic concern, and exhibit prosocial behaviors.

Emerging research suggests that these competencies—also known as social and emotional learning (SEL) skills—are, in fact, teachable. In Gaming SEL: Games as Transformational to Social and Emotional Learning, Matthew Farber investigates the rich opportunities games have in supporting SEL skill development. Experts from the fields of education, game development, and SEL—including folks from CASEL, the Fred Rogers Center, Greater Good in Education, iThrive Games, Minecraft Education, and UNESCO MGIEP—share advice.

Games themselves cannot be responsible for children’s learning. Having a supportive educator or caregiver guiding experiences can be crucial. This book also includes recommendations for embedding games in classrooms in ways that support meaningful SEL skill development. Regardless of your experience, content area, or grade level, this book is for you!