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This book challenges white and Western feminist approaches to embodied politics, or the use of the body in everyday enactments of resistance, while mapping transgressive performances of femininities by the funkeiras, marginalized women and transfeminine people of color artists in Brazilian favela funk. Often studied from a white feminist perspective, embodied politics reflects debates about agency and structural change that are generally applicable to white women in the West. Concurrently, studies of femininity tend to universalize experiences of gender oppression encountered by white women to women across the globe. In this work, the author offers a transnational perspective on the performative force of embodied politics as a possible means to disrupt white, classist heteropatriarchal structures that oppress particularly poor women and transfeminine people of color in Brazil. This project has a threefold goal: first, it challenges the theoretical shortcomings of white feminist approaches to embodied politics, providing instead a transfeminista take on the concept. Secondly, this project aims to shed light on how traditional methodological approaches have hindered nuanced understandings of women and people of color and their performances. Third and finally, by challenging and re-envisioning the potential of embodied politics from a transnational perspective, the text intends to contribute to the field of critical intercultural communication’s growing but still limited research around bodies and performance, especially of those who are marginalized in global contexts.

This study undertakes a comprehensive inquiry into the concept of experience in the thought of George Tyrrell from his earliest writings to 1900. No aspect of experience is passed over in its human, religious, Christian, and Catholic inflections. Tyrrell pursued a vast array of subjects and addressed them in often novel ways, even in his formative years, and at every stage of his thought he encountered the question of experience wherever he roamed. A study of experience in Tyrrell’s early works thus effectively offers a sweeping survey of the full gamut of his early thought. In the beginning we see that he came to recognize only gradually the significance of this category for all his inquiries. While scholars have traced experience in Tyrrell’s mature thought and researched its role in such targeted fields as ecclesiology and fundamental theology, the early writings by contrast have been largely passed over. This suggests a need for an unrestricted search at the origin of Tyrrell’s thought that tracks his discovery, formation, and evolution of this concept. We discover that its flexible and enigmatic character shapes and unifies the various questions that Tyrrell addressed over the years, thus marking his mature theology with a distinct character that was passed on to others in the universe of experience.

Online learning, blended learning, socially distanced classrooms, educational technology, safety protocols, instructional models, organizational logistics, and educator burnout are all realities presented by the toggled term. Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders sets the stage not only for the present but also well into the future to help K-12 classroom and school leaders navigate online learning, blended learning, integrating educational technology tools with effective research-based instructional strategies, and moving between various educational settings at the instructional and organizational level. This book provides experienced and novice classroom teachers and school leaders with best practice instructional and organizational frameworks integrated with mainstream educational technology tools to navigate the challenges of teaching students of all ages in an ever-changing world. Beyond the major instructional and organizational frameworks, this book touches on differentiating instruction for all learners, communicating to students and families within digital environments, and provides strategies for educator self-care. Last, this book includes teacher and school leader voice in the form of twelve narrative case studies of practicing educators that align with each chapter’s theme to show the strategies and frameworks in motion for readers.

Universities and colleges like to self-idealize as relatively neutral and value-free sites of higher learning. In reality, the idea of the Westernized academy is deeply embedded in a Eurocentric logic that not only excludes alternative forms of knowledge and knowing, but also remains racialized, gendered, and sited in coloniality with respect to governance, scholarship, and entitlements. Efforts to address this gap between the ideal and reality have tended toward diversifying the academy through multicultural initiatives in diversity, inclusion, and equity. However helpful as a first step, these interventions are insufficient in generating the kind of substantive changes that would abort the academy’s crisis of legitimacy. Moves to decolonize, ungender, and deracialize the academy will require a commitment to the transformative principles of inclusivity, including a focus on those root causes associated with structural barriers and systemic biases. It remains to be seen if the academia can rise to the challenge of deEurocentrizing the idea of the academy along postEurocentric lines, while engaging the emergent demands and evolving realities of a postmulticultural world.

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.

Este libro ofrece una introducción a la diversidad lingüística del mundo hispano. Viajamos de manera virtual desde España a América para conocer los principales rasgos lingüísticos de cada región y país. En cada capítulo, el lector puede aprender sobre la pronunciación, la gramática, algunas palabras típicas y todo lo que hace, lingüísticamente hablando, diferente a cada país hispano. Generalmente, el español se ve como una sola entidad, destacándose mayormente el español de España, y olvidándose de la enorme riqueza lingüística que ofrece cada país y región hispana. Asimismo, en este libro introducimos algunos términos básicos del estudio de la variación lingüística, la dialectología y la sociolingüística.

Además de la parte teórica, este libro incluye una variedad de ejercicios prácticos e información sobre recursos adicionales disponibles en la red. Está escrito en un español apropiado para hablantes de español intermedio alto, avanzado o superior (idealmente de tercer año de carrera en EE. UU) y para aquellos con o sin conocimientos previos de lingüística.Este libro es el perfecto compañero de viaje a España o cualquier país de Hispanoamérica.

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.

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.

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.