Browse by title

You are looking at 1 - 7 of 7 items for :

  • Upcoming Publications x
Clear All
Restricted access

Rethinking Intercultural Competence

Theoretical Challenges and Practical Issues

Series:

Edited by Theo Harden and Arnd Witte

Restricted access

Curriculum as Community Building

The Poetics of Difference, Emergence, and Relationality

Series:

Liesa Griffin Smith

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.
Restricted access

Series:

Joseph N. Cooper

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.

Restricted access

Leading Inclusion from the Inside Out

A Handbook for Parents and Early Childhood Teachers in Early Learning and Care, Primary and Special School Settings

Edited by Emer Ring, Lisha O’Sullivan, Marie Ryan and Patricia Daly

Restricted access

Series:

Edited by Leslie J. Francis, Stephen Parker and David W. Lankshear

Restricted access

Onur Şaraplı

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 will be useful as the main or a recommended reading in courses like "Political Institutions in Turkey", "The History of Education in the Ottoman Empire and Republican Turkey", "Themes in the History and Politics of Turkey", "The Tanzimat" and "The Emergence and Development of Turkish Nationalism".

Restricted access

Fujia Yang

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.