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Edited by Alison Wilde

Globally today, television, film and the internet comprise the principal sources of cultural consumption and engagement. Despite this, these areas have not featured strongly in the cultural study of disability. This book series will provide the first specific outlet for international scholars of disability to present their work on these topics.

The series will build a body of work that brings together critical analysis of disability and impairments in media and culture. The series expands the work currently undertaken in literary studies on disability by using media and cultural theory to understand the place of disability and impairment in a range of media and cultural forms.

The series encourages the development of work on disabled people in the media, within the media industries and in the wider cultural sphere. Whilst film and television analysis will be central to this series, we also encourage work on disability in other media, including journalism, radio, the internet and gaming.

We welcome proposals from media studies: narrative constructions of disability; technical aspects of media production; disability, the economy and society; the impact of social media and gaming on disabled identities; and the role of architecture and image. Cultural studies are also encouraged: the uses of disabled and chronically ill bodies, ‘cripping culture’, corporeal projections in culture, intersectional identities, advertising, and the uses of cultural theory in furthering understandings of ableism and disablism.

All proposals and manuscripts will be rigorously peer reviewed. The language of publication is English, although we welcome submissions from around the world and on topics that may take as their focus non-English media. We welcome new proposals for monographs and edited collections.

Editorial Board: Eleoma Bodammer (Edinburgh), Catalin Brylla (Bournemouth), Colin Cameron (Northumbria), Sally Chivers (Trent, Canada), Eduard Cuelenaere (Ghent), Beth Haller (Towson, USA), Catherine Long, Nicole Marcotić (Windsor), Maria Tsakiri (Cyprus), Dolly Sen, Sonali Shah (Birmingham), Alison Sheldon (Leeds), Murray Simpson (Dundee), Angela M. Smith (Utah), Heike Steinhoff (Ruhr-University Bochum), Laura Waite (Liverpool Hope).

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Alison Wilde

Forthcoming
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Mihai Dragnea

This book addresses the conversion of the Wends, and how Christian writers of the tenth and eleventh centuries perceived the submission of the Wends to the Christian faith. The main concern of the ecclesiastical authorities was to bring the apostate Wends back into the imperium Christianum.: everyone who had accepted Christian baptism had to be prevented by all possible means from religious and political apostasy. More widely, the formation of a Christian identity is an excellent example of how conversion was a fluid set of propositions, discussed and rehearsed, influenced by many factors (not just canonical), and deployed in many contexts. This book’s task is to unravel how this dynamism played out against a marginal group.

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Edited by Mihai Dragnea

This is a single-blind peer reviewed series which provides an opportunity for scholars to publish high-quality studies on the culture, society and economy of Scandinavia and the Baltic region under the influence of Christianity. It welcomes submissions in various formats, including monographs, edited volumes, conference proceedings, and short form publications between 30,000 to 50,000 words (Peter Lang Prompts) on subjects related to: Christian kingship, Christian and pagan identity, cultural encounters, otherness, barbarians, missionary strategy, canonical aspects of missionary work, forced conversion, clerical involvement in warfare, military orders, Holy War, martyrdom, sacralisation of a landscape, pilgrimage, shrines of gods, relics of saints, icons, and war banners, pagan war rituals, diet and fashion, rural area and the concept of town life, intragroup and intergroup relations, linguistic interactions, narratives gesta episcoporum, saga studies, colonization, ethnography, mental geographies, political relations, dynastic marital alliances, media and communication, trade, exploration, mappae mundi, art history, architecture, numismatics, and all archaeological sub-disciplines.

Editorial Board: Bjorn Bandlien (University of South-Eastern Norway), Carsten Selch Jensen (University of Copenhagen), Anti Selart (University of Tartu), Mia Munster-Swendsen (Roskilde University), Jakub Morawiec (University of Silesia), Carole Cusack (University of Sydney), Stanislaw Rosik (University of Wroclaw), Felix Biermann (University of Greifswald), Darius von Guttner-Sporzynski (University of Melbourne), Kristin Ilves (University of Helsinki), Jukka Korpela (University of Eastern Finland), Fjodor Uspenskij (Institute of Russian Language, Russian Academy of Sciences), Zbigniew Dalewski (Institute of History, Polish Academy of Sciences), Yitzhak Hen (Hebrew University of Jerusalem), Bertil Nilsson (University of Gothenburg), Rob Meens (Utrecht University), Jon Vidar Sigurdsson (University of Oslo), Cecilia Ljung (Stockholm University), Aleksandr Musin (Institute for the History of Material Culture, Russian Academy of Sciences).

Proposals and author/volume editor CV should be sent to mihaidragnea2018@gmail.com.

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Edited by Graeme Davis and Kieran McCartney

The global COVID-19 lockdown has led to a complete transformation of education. Never again could pedagogy be separated from its digital dimension. Traditional learning practices were replaced overnight by digital practices, frequently untested. Many educational settings were forced to address the fragmented national and regulatory frameworks that direct teaching and learning practice as well as testing. The Digital Learning and the Future book series was born of the pandemic, offering an outlet for teachers and scholars to share their research and practices in this new reality.

This interdisciplinary book series examines the use of digital technology in education. It is part of an unfolding educational agenda around technology-enhanced learning, where technology is both blended as a tool within existing pedagogies and drives new pedagogies. The series looks to the future, to emerging technologies and methodologies. Areas of interest include educational futures and future pedagogies, pedagogy and globalization (including MOOC), mobile learning, edtech, technology in assessment, and technology and face-to-face blended learning.

The series encourages proposals for short-format books (between 25,000 and 50,000 words) with the aim of responding quickly to this rapidly changing field. Short monographs, co-authored or edited collections, case studies, practical guides and more are all welcome.

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Mobile Education

Personalised Learning and Assessment in Remote Education: A Guide for Educators and Learners

Series:

Kieran McCartney

Forthcoming
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Edited by Sandra Levey and Sharon Moonsamy

This book describes problems faced by underserved and unserved populations. These are the growing number of migrants, refugees, and asylum seekers, as well as those among native born populations who lack equal access to basic health and education services, nutrition, clean water, and adequate living conditions. These inequalities result from the power deficit that derives from structural or systemic racism. Critical reflection or critical thinking allows us to better understand the systemic exercise of power by dominant groups that support a racial or ethnic hierarchy that has a negative impact on the living standards of the underserved and unserved. This hierarchy establishes a ranking of groups under the control of a dominant group, leading to inequalities in education, healthcare, income, and wealth. Critical reflection allows us to recognize how systems of privilege and oppression have influenced our thinking and actions. Studies conducted in the United States and South Africa show that marginalized groups reported receiving poor quality of health care, facing discrimination because of their race or ethnicity and communication/language barriers. The chapters in this book examine the inequalities faced by underserved and unserved populations in several countries across the globe, with strategies to address these problems.

This book would be of interest to the general population, along with courses in health care, sociology, political science, and courses and schools of public health.

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Listening for Learning

Performing a Pedagogy of Sound and Listening

Chris McRae

Whoosh, crunch, buzz, inhale, exhale . . .

Listening for Learning: Performing a Pedagogy of Sound and Listening presents sound, listening, and pedagogical interactions as performances that create relationships, ways of being and knowing, and that provide an opportunity for transformations of existing and taken-for-granted practices in the classroom. By using performative listening and performative writing this book presents fragments of sound and listening as sites of learning and knowledge production. The written fragments throughout this book are offered as performances that listen for and hear sound as a central feature to educational practices in terms of bodies, classrooms, and pedagogy. The goal in sharing this performance of listening is to create opportunities for recognition, to invite further listening in educational contexts, and to employ listening as an opportunity for transforming and re-imagining educational spaces and interactions.

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Edited by Michal Kolmaš and Yoichiro Sato

The book interprets the changing nature of Japanese foreign policy through the concepts of identity, culture and memory. It goes beyond rational interpretation of material interests and focus on values and ideas that are inseparable and pervasive in Japanese domestic and foreign policy. A set of chapters written by established Japanese and foreign experts show the nuances of Japanese self-images and their role in defining their understanding of the world. Stemming from historical memories of the world war two, reconciliation between Japan and other Asian countries, the formation of Japanese self in media discourse to the role of self-perception in defining Japanese contemporary foreign and economic policies, the book offers a holistic insight into Japanese psyche and its role in the political world. It will be of utmost interest not only to the scholars of Japanese foreign policy, but also to a wide public interested in understanding the uniqueness of Japanese state and its people.

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Igor Okunev

This textbook on political geography is devoted to a discipline concerned with the spatial dimensions of politics. This course is an introduction to the study of political science, international relations and area studies, providing a systemic approach to the spatial dimension of political processes at all levels. It covers their basic elements, including states, supranational unions, geopolitical systems, regions, borders, capitals, dependent, and internationally administered territories. Political geography develops fundamental theoretical approaches that give insight into the peculiarities of foreign and domestic policies. The ability to use spatial analysis techniques allows determining patterns and regularities of political phenomena both at the global and the regional and local levels.