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Recent inquiries into teacher practices for inclusion have shown that teachers are increasingly challenged by dilemmas of practice that complicate their commitments to equity for students from historically marginalized communities, including students with disabilities. This book seeks to understand the ways that teachers’ engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. The authors' purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators. Rather, the goal is to disclose the varied, continually developing and shifting trajectories of practice that encompass the struggles and contradictions that are necessarily subsumed in this work. Simultaneously, these teachers were invited to participate five years later in order for the authors to document and understand their shifting perspectives.

This book seeks to (1) familiarise Translation and Interpreting (T/I) students/researchers/scholars with different qualitative and quantitative (various statistical and mathematical formulae and equations) techniques when analysing and interpreting results/findings; (2) make T/I students, researchers, and scholars more critical and prudent readers of both qualitative and quantitative research methods; (3) improve the quality of T/I scholars’ research papers employing various qualitative and quantitative research methods; and (4) facilitate the teaching/instruction of qualitative and quantitative research methods in T/I classrooms.

Unlike most translation and interpreting research books, this book discusses both qualitative and quantitative aspects of T/I studies. It also proposes some new and updated information regarding translation assessment and evaluation products. This text also covers the applicability of abstracting and indexing as most translation and interpreting students are not familiar with journal metrics regarding where and how to publish their research papers. Last but not least, the book includes different translation and interpreting examples, Learn More! and Read More! sections which add to the book.

Students of Trauma: A Handbook for Classroom Teaching in an Environment of Suffering provides school educators and those who work with them with practical strategies for working with students who have experienced trauma and express that through depression, aggression, anxiety, hyperactivity, and suspicion. This handbook, based on current educational research and on the accumulated experiences of actual teachers, provides clear and implementable guidance to individuals working in a school or classroom setting with young people who have experienced tremendous trauma in life. The issue of trauma-informed instruction has received significant consideration in recent years and rightly so, however, what sets this book apart is its emphasis on specific and direct actions and attitudes that teachers can take today to make a meaningful and powerful difference in the lives of their most troubled students. Students of Trauma will be a helpful addition to the libraries of classroom teachers, their administrators, and those who train them.

Bilingualism and Bilingual Education: Conceptos Fundamentales explores relevant concepts of bilingualism for pre-service Spanish/English bilingual teachers in the United States. This volume is reader friendly while presenting complex theoretical content. It is the first of its kind to seamlessly switch between English and Spanish languages for academic purposes. This book fills a gap in the academic literature related to translanguaging as modern and global phenomenon. The authors invite bilingual educators to develop translingual classrooms with bilingual students in which academic English and Spanish are intentionally mixed. Volume contributors center their discussions on theory, practice, and action as they reflect on their own bilingual journeys. Features such as glossary terms, discussion question, and intentional reflection on each author’s bilingual journey make it innovative and a must read in all bilingual teacher preparation programs in the nation.

Our contemporary historical moment is often characterized by social, political, economic, technological, and educational complexities, as well as lived experiences of estrangement, isolation, insecurity, loss, threat, and trauma. Within this difficult context, conventional understandings of community which often rely upon assimilation or exclusion are devoid of hope, and new imaginations of community and community building are needed to cultivate generative, nurturing, sustaining experiences of life together. Through a multi-threaded exploration of the curriculum as embodied and emerging in a living ecosystem, new conceptualizations of community building may emerge. Drawing upon poststructural feminism, poetics, autobiography, and metaphors of the maternal body, this book explores the complicated intersections of difference, embodiment, emergence, and relationality within the curriculum, to reimagine the possibilities of building the other community, one inclusive of difference. Facing the challenges of our time with hope, grace, and creativity, this book is uniquely positioned in a middle space between the theoretical concerns of the academic community and the needs for accessibility by the practitioner within an instructional context.

In recent years, there has been increased attention garnered toward activism in sport within the United States. In 2016, Colin Kaepernick’s activist act of taking a knee during the national anthem before National Football League games sparked a nationwide debate on the intersection of sports, race, and politics. Kaepernick’s actions were a part of a long lineage of activism in and through sport. Prior accounts of African American activism in and through sport have been limited in the following eight areas: (1) primarily focused on one type of activism (e.g., symbolic protests/boycotts); (2) a lack of differentiation between activism and borderline activist actions (e.g., agency, pioneering, and advocacy); (3) a lack of emphasis on hybrid resistance; (4) a focus on athletes and teams versus sportspersons (i.e., media, scholars, business leaders, and community members) and institutions (i.e., historically Black colleges and universities, athletic programs, and conferences) more broadly; (5) largely focused on one era of prominent athlete activism in the 1960s; (6) principally excluded and marginalized the importance of women’s role in resistance efforts (e.g., activism for social change); (7) primarily focused on activism at the intercollegiate and professional levels with less attention toward youth and interscholastic levels; and (8) a lack of theoretically driven analyses of the resistance efforts exhibited by African American sportspersons, teams, groups, organizations, and institutions. Instead of exclusively using the term activism, the author uses the broader encompassing term of resistance as the focal framework for this text. Resistance is defined as intentional and/or unintentional actions by individuals, groups, organizations, and/or institutions that challenge oppressive systems and ideological hegemony. Using adaptive race- and ethnicity-centric typologies and interdisciplinary theories, this book offers a critical analysis of African Americans’ intra- and inter-generational resistance actions where, when, why, and how sport has been utilized to express their humanity, preserve their cultural heritages, empower themselves and their communities, project political views, and pursue freedom, equality, and justice.

In today’s Turkey under the Justice and Development administration, it seems that religion becomes or is imposed as an important element of the Turkish national identity. The education system works as the channel for promoting this change. Thus, the case of Turkey is that of a nation-state that has been under construction since it emerged from a successful war of independence, and any analysis of policies needs to pay careful attention to the dominant state ideology. Set against the general historical background, this analysis examines and interprets the educational policies and decision-making in this area in relation to political ideologies. In fact, it is the series of Justice and Development Party (Adalet ve Kalkınma Partisi – AKP) governments which, since the party’s first election victory in 2002, have implemented several reforms so as to change educational thinking in Turkey. Within this framework and especially after 2002, Islam, and most specifically the Turkish political Islam, plays an important and defining role in Turkish society. It is an agenda, consisting of market-oriented education, that includes transforming and privatising the public education system, developing policies on religious education in line with emerging notions of political Islam, promoting the growth of Islamic educational curricula, whether in Imam-Hatip schools or in higher education, and generally putting more emphasis upon Islam as an important constituent of the Turkish national identity.

This book provides both historical context and state policy information in order to meet researchers’ and lecturers’ needs and expectation to learn about the characteristics of different policies used by Turkish governments in education. It enables civil society groups, researchers, university students and academics to identify problems and opportunities that the Turkish Government has been dealing with. Hence, it can be used both by researchers and policy makers as well as educators.

This book traces the historical background of liberal arts education from west to east, expounds its implication and fundamental goal of universities, and introduces its application in Western and Chinese universities, particularly its experimentation at University of Nottingham Ningbo China. It takes the University of Nottingham Ningbo China as an example to introduce readers to the achievements and shortcomings of British education in the process of implementing liberal arts education. The author summarises the five elements of liberal arts education: "Bo": integration of arts and sciences, cross-discipline, seeking in-depth knowledge on the basis of extensive learning, understanding the new and gaining a wide knowledge of the old; "Ya":  Human beings first, professionals second; being committed to student-centred idea, prioritizing education among all work; encouraging questioning; and a very abundant organized extra-curriculum classes. This book will appeal to anyone who is interested in liberal arts education and the comparison between Western and Chinese education. It advocates that in order to meet the needs of all aspects of society, the structure of China’s education must be diversified for the realization of the China dream. This book will appeal to teachers and students, educators, and readers interested in education.