Browse by title

You are looking at 1 - 10 of 57 items for

  • Upcoming Publications x
Clear All Modify Search
Restricted access

Maasai Women and the Old Testament

Towards an Emancipatory Reading

Series:

Hoyce Lyimo-Mbowe

The research presented in this book is a critical study of some effects of popular biblical interpretations in the context of an East African ethnic group, the Maasai. The book focuses on parallels between concepts of female inferiority in biblical texts and in Maasai traditional culture. It investigates some parallels and analyses their problems as they are conceptualized in popular Maasai biblical interpretation and how these affect the social transformation of the contemporary Maasai women.

Therefore, this book aims at sensitizing readers of the Bible about popular interpretation of biblical texts that consciously, and more often unconsciously, function as a legitimizing force, which authorizes or reinforces socio-cultural structures that oppress women. However, it demonstrates the potential of reading biblical texts from emancipatory perspectives, both in popular and academic critical contexts. Also, this book demonstrates how some popular Maasai biblical interpretations contributes in the academic works for the emancipation of women. Moreover, this work develops its own contextual hermeneutics approach of woman liberation known as enkitok. The new approach borrows some aspects from social fields and it has been employed in this work on some selected biblical texts.

Restricted access

Series:

Mairi McDermott

Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott’s experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher ß à student relationships? And, how are student voice practices shaped, organized, and inscribed through social difference? Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott’s presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects’ dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of ‘how’ one might do critical reflection through autoethnography.

Restricted access

Edited by Aaron D. Knochel, Christine Liao and Ryan M. Patton

This book integrates the three fields critical theory, digital art making, and pedagogy, drawing from scholarship and practices of new media, social practice and community-based arts interventions, and arts education pedagogy. With a collection of essays from an international group of authors, we guide readers through steps artists and art educators’ use to explore digital media, using new media art making to enable voices and interrupt power structures. The three sections of formation, co-construction, and intervention through critical digital practice, provide a survey of current research in new media art pedagogy and social practice. The first section explores interaction techniques, sound technology, 3D printing, pedagogy as sociomaterial, and data visualization as forms of critical digital media. The second section demonstrates examples of social media as means to engage communities and digital art making as ways to critically investigate citizenship, local and international issues, and bring together intergenerational conversation. The last section offers examples of new media art practices addressing the sociopolitical status quo and intervening to empower socially disadvantaged and relegated groups of people.

Our collection offers an important survey to university new media art and social practice courses to show the range of ways media arts technology can be used in art practice.

Restricted access

Educing Ivan Illich

Reform, Contingency and Disestablishment

Series:

John Baldacchino

More than a book about Illich, this is a conversation with Illich’s work as we enter the third decade of the 21st century, just under twenty years after his passing, and almost fifty years since his Deschooling Society was first published. As Illich is beatified and demonised in equal measure, Educing Ivan Illich chooses to focus on the relationship between reform, contingency and disestablishment. As reform stands for a plurality of reiterations that seek effective forms of accordance, in our recognition of contingency we freely claim that even as we might recognize the presence of universality in how everything appears on a shared horizon, we are not denied the existence and dynamic reality of plural possibilities in their inherent contradictions. In this bargain of synchronicity, we find that disestablishing the reified universe by which we have, for so long, traded, staked and even lost our freedom and intelligence, is not just a desire but it becomes a must. Unlike other commentators of Illich’s work, Baldacchino argues that what is radical about Illich is not a freestanding concept of deschooling but in how, in disestablishing social life, he exits the walls of the polis by upholding tradition as a disruptive force. In such light Illich’s work is read in what remains overdue. Odd though it may sound, this is an urgent need for anyone interested Illich’s unique and irreplaceable contribution. To that end, Educing Ivan Illich has far more to offer than is usually expected from a commentary on someone else’s work.

Restricted access

Yaneli Leal del Ojo de la Cruz

El patrimonio urbano del sur de La Habana sistematiza por primera vez la historia urbana del sur del antiguo municipio La Habana, amplia zona donde vive el mayor porcentaje de población de la capital, y existen altos valores patrimoniales. Constituye un documento básico para el estudio histórico, urbano y arquitectónico de conocidos barrios como Jesús del Monte, Luyanó, La Víbora, Arroyo Apolo, entre otros.

Como herramienta de utilidad para gestores y conservadores del patrimonio, utiliza la historiografía como base para la identificación y preservación de la zona de valor patrimonial. Para ello, caracteriza la relación del territorio con el resto de la ciudad, antes y durante el proceso de conformación urbana; identifica los aspectos sociales, económicos y legales que condicionaron su evolución; reconstruye históricamente y caracteriza el proceso de ocupación física del espacio; y valora los elementos que deberían definir su zona urbana de valor histórico cultural.

Este libro se apoya en el análisis de fuentes primarias de información y publicaciones del siglo XVI al XX, para completar los vacios historiográficos referentes a la conformación del sur de la capital cubana, espacio de gran heterogeneidad, complejidad social y riqueza cultural.

Restricted access

Failure Pedagogies

Learning and Unlearning What It Means to Fail

Edited by Allison D. Carr and Laura R. Micciche

Can we all learn from failure equally? Failure Pedagogies examines the ways failure is often appropriated to advantage those most likely to be insulated from the risks associated with pursuing it as a creative strategy. Contributors ask questions that examine what happens when failures do not necessarily lead to progress or innovation: How is risk distributed? For whom is failure "safe" and why? For whom is failure a real end rather than an opening to generative possibilities? To address these questions, we focus largely on pedagogical settings—classrooms, universities, and the conventions that reign there—but also configure pedagogy as a broad cultural practice that teaches acceptable and unacceptable forms of resistance, subversion, and risk. Contributors focus on a range of topics, including teaching and failure, language failures, fake news, disaster response failures, academic racism, sexual harassment and gender bias, queer failure, intersectionality and infertility activism, and institutional failures to imagine disabled bodies. Failure Pedagogies will be of interest to scholars, students, and teachers of writing, rhetoric, and popular culture.

Restricted access

Internationalization in Action

Leveraging Diversity and Inclusion in Globalized Classrooms

Edited by Ching-Ching Lin and M. Cristina Zaccarini

Over the past few decades, there have been growing concerns about ways in which diversity and internationalization converge and diverge with one another across different types of educational institutions. This edited volume is one of the first books to investigate meaningful ways of integrating competing goals between internationalization and diversification within the social fabric of the campus life and beyond. Each chapter is a call to action that aims to leverage diversity for broader collaboration in higher education institutions in the U.S. and other sociocultural contexts, while providing insights into best practices in navigating diversity through strategic action plans. Each author challenges issues relating to the diversity efforts of internationalization across disciplinary, cultural and national boundaries as well as strategies to strengthen the campus communities’ commitment to diversity and inclusion.

In addition to its theoretical depth, as well as its cultural and disciplinary breadth, this book addresses issues relevant to many different stakeholders, and hence, potential readers in diverse and international settings. This book is of particular importance to those associated with globally mobile populations, which include but are not limited to, academic faculty, higher education professionals as well as those in administrative positions and policy makers who wish to develop a critical perspective on the current practices on internationalization to further their international efforts.

Restricted access

Ser mujer en Iberoamérica

un continuum de discriminación

Edited by Aida Figueroa Bello and Gerhard Niedrist

Ser mujer en Iberoamérica: un continuum de discriminación trata sobre la discriminación de género. Desde una perspectiva multidisciplinaria, el libro contribuye al debate de #MeToo con especial enfoque a Iberoamérica.

La obra contiene una serie de trabajos de académicos y reconocidos investigadores de México, España y Perú, quienes abordan temáticas de gran trascendencia. Tales como las múltiples manifestaciones bajo las cuales la violencia de género se hace presente en Iberoamérica, ya sea en el entorno laboral, o bien, escolar. Del mismo modo, analizan, en perspectiva internacional y comunitaria europea, los planes de igualdad como instrumentos óptimos para el logro de la igualdad sustancial entre mujeres y hombres, tanto en el ámbito empresarial, como en el contexto político mexicano.

De igual modo, el libro pretende ahondar un poco más en las temáticas de género, y de esta manera contribuir a una necesaria (re)configuración de la idea de género, traspasando el prejuicio discursivo que en gran parte de América Latina aún hoy en día prevalece.

Restricted access

Black Immigrants in the United States

Essays on the Politics of Race, Language, and Voice

Edited by Ayanna Cooper and Ibrahim Awad

In the United States, ‘immigrant’ is a complicated category. It is used interchangeably with ‘refugee’ and it is, most of the time, linked to South America, especially Latina/os. Black Immigrants in the United States is arguing that immigrants are not refugees and, whether coming from the Caribbean, Latin America or Africa, Black immigrants are oft-silenced in immigration studies and unsystematically researched. Being one of the first books on the topic in the United States, Black Immigrants in the United States is a crack, a verse in the syntax which links Blackness and immigration; a required reading for anyone who is interested in immigration generally and Black immigration in particular. For example, did you know that 12-13% of the statistically defined as African Americans are ‘Black immigrants’ (both immigrants and refugees) (Ogunipe, 2011)? Out of this 12-13%, did you know the first and second-generation constitute 41% of Black first-year students in Ivy League? Black Immigrants in the United States is an attempt to answer these questions and paint a picture for this population, where they come from, what languages and histories they bring with them to the United States, and discusses their challenges as well as their triumphs. With this book, as children of migration ourselves, we are turning researching and writing about Black immigrants into acts of love and reading about them into an expression of jouissance.

Restricted access

Bolaño Constelaciones

Literatura, sujetos, territorios

Macarena Areco

Este libro estudia la narrativa de Roberto Bolaño a partir de la premisa de que esta es una textualidad híbrida, que –en la tradición de la literatura chilena– se manifiesta como una novela de lo abierto: proliferante, marginal, no burguesa ni familiar, de la ciudad, nomádica, contestataria, cuyo amuleto es la Literatura, escrita con mayúsculas, es decir, una posibilidad vital de aprendizaje y también de sobrevivencia, que otorga su influjo, como un don, a los sujetos, modelizándolos, transformándolos, sacándolos de sus casillas, desterritorizándolos, volviéndolos múltiples y otros.