Higher Education Research and Policy

ISSN: 2193-7613

The Higher Education Research and Policy (HERP) series is intended to present both research-oriented and policy-oriented studies of higher education systems in transition, especially from international comparative perspectives. Higher education systems worldwide are currently under multi-layered pressures to transform their funding and governance structures in rapidly changing environments. The series intends to explore the impact of such wider social and economic processes as globalization, internationalization and Europeanization on higher education institutions and it is focused on such issues as changing relationships between the university and the state, the changing academic profession, changes in public funding and university governance, the emergent public/private dynamics in higher education, the consequences of educational expansion, education and public/private goods, and the impact of changing demographics on national systems. Its audience includes higher education researchers and higher education policy analysts, university managers and administrators, as well as national policymakers and staff of international organizations involved in higher education policymaking. Board Members Daniel C. Levy, Department of Educational Administration and Policy Studies, State University of New York, Albany, USA Peter Maassen, Department of Edcational Research, University of Oslo, Norway Paul Temple, Centre for Higher Education Studies (CHES), Institute of Education, London, United Kingdom Pavel Zgaga, Centre for Educational Policy Studies (CEPS), Faculty of Education, University of Ljubljana, Slovenia

10 publications

Studies on Culture, Technology and Education

ISSN: 2196-5129

Studies on Culture, Technology and Education explores intersections and entanglements of the cultural studies, science and technology studies, contemporary philosophy and the studies on education. The series aims to promote new reflexive and critical approaches in contemporary humanities and social sciences. New concepts, new perspectives and accounts, and surprising theoretical events, they all are important aspects of the series. The series presents contemporary research in the interdisciplinary perspective in form of monographs and collected volumes. The publication language of the series is English and German. The series was formerly known as Comparative Studies on Education, Culture and Technology / Vergleichende Studien zur Bildung, Kultur und Technik and was edited by Tomasz Stępień. From vol. 8 onwards, it continues as Studies on Culture, Technology and Education and is edited by Krzysztof Abriszewski.

11 publications

Education and Struggle

ISSN: 2168-6432

"WE ARE THE STORIES WE TELL. The series "Education and Struggle" focuses on conflict as a discursive process where people struggle for legitimacy and the narrative process becomes a political struggle for meaning. But this series will also include the voices of authors and activists who are involved in conflicts over material necessities in their communities, schools, places of worship, and public squares as part of an ongoing search for dignity, self-determination and autonomy. This series focuses on conflict and struggle within the realm of educational politics based around a series of interrelated themes: indigenous struggles; western-Islamic conflicts; globalization and the clash of worldviews; neoliberalism as the war within;colonization and neocolonization; the coloniality of power and decolonial pedagogy; war and conflict and the struggle for liberation. It publishes narrative accounts of specific struggles as well as theorizing "conflict narratives" and the political production of meaning in educational studies. During this time of global conflict and the crisis of capitalism, Education and Struggle promises to be on the cutting edge of social, cultural, educational and political transformation. Central to the series is the idea that language is essentially a dialogical production that is formed through a process of social conflict and interaction. The aim is to focus on key semiotic, literary andpolitical concepts as a basis for a philosophy of language and culture where the underlying materialist philosophy of language and culture serves as the basis for the larger project that we might call dialogism (after Bakhtin’s usage). As the late V.N. Volosinov suggests “Without signs there is no ideology”, “Everything ideological possesses semiotic value” and “individual consciousness is a socio-ideological fact”. It is a small step to claim, therefore, “consciousness itself can arise and become a viable fact only in the material embodiment of signs”. This series is a vehicle for materialist semiotics in the narrative and dialogue of education and struggle."

39 publications

Global Studies in Education

"Global Studies in Education is a book series that address the implications of the powerful dynamics associated with globalization for re-conceptualizing educational theory, policy and practice. The general orientation of the series is inter-disciplinary. It welcomes conceptual, empirical and critical studies that explore the dynamics of the rapidly changing global processes, connectivities and imagination, and how these are reshaping issues of knowledge creation and management and economic and political institutions, leading to new social identities and cultural formations associated with education. Scholars have sought to use the term “globalization” to summarize dynamic processes now being expressed in the intensification and movement of cultural and economic capital across national borders, the acceleration of mass migration, and the amplification and proliferation of images generated in the Internet and in electronic mediation generally. These processes are now fully articulated to the organization of knowledge in educational institutions and the social and cultural environments in which both school youth and educators now operate. However, there is no settlement or general agreement, nor is there a developed literature, about how globalization processes function in the institutional terrain of education and how they impact the integration of social subjects into contemporary institutions such as the school. This new series therefore aims to provide a venue for rigorous interdisciplinary research that seeks to describe, document, theorize, and intervene in the brave new educational world defined by globalization processes. We are particularly interested in manuscripts that offer: a) new theoretical, and methodological, approaches to the study of globalization and its impact on education; b) ethnographic case studies or textual/discourse based analyses that examine the cultural identity experiences of youth and educators inside and outside of educational institutions; c) studies of education policy processes that address the impact and operation of global agencies and networks; d) analyses of the nature and scope of transnational flows of capital, people and ideas and how these are affecting educational processes; e) studies of shifts in knowledge and media formations, and how these point to new conceptions of educational processes; f) exploration of global economic, social and educational inequalities and social movements promoting ethical renewal. "

63 publications

Religion, Education and Values

ISSN: 2235-4638

Debates about religion, education and values are more central to contemporary society than ever before. The challenges posed by the interaction between these different spheres will continue to increase as the effects of globalization and cultural pluralization impact on educational settings. Our radically changed and rapidly changing environment poses critical questions about how we should educate individuals to live in increasingly diverse societies. Books in this series offer the most recent research, from a variety of disciplinary perspectives, on the interface between religion, education and values around the world. The series covers such themes as the history of religious education, the philosophies and psychologies of religious and values education, and the application of social science research methods to the study of young peoples values and world-views. Books within the series are subject to peer review and include single and co-authored monographs and edited collections. Debates about religion, education and values are more central to contemporary society than ever before. The challenges posed by the interaction between these different spheres will continue to increase as the effects of globalization and cultural pluralization impact on educational settings. Our radically changed and rapidly changing environment poses critical questions about how we should educate individuals to live in increasingly diverse societies. Books in this series offer the most recent research, from a variety of disciplinary perspectives, on the interface between religion, education and values around the world. The series covers such themes as the history of religious education, the philosophies and psychologies of religious and values education, and the application of social science research methods to the study of young peoples values and world-views. Books within the series are subject to peer review and include single and co-authored monographs and edited collections. Debates about religion, education and values are more central to contemporary society than ever before. The challenges posed by the interaction between these different spheres will continue to increase as the effects of globalization and cultural pluralization impact on educational settings. Our radically changed and rapidly changing environment poses critical questions about how we should educate individuals to live in increasingly diverse societies. Books in this series offer the most recent research, from a variety of disciplinary perspectives, on the interface between religion, education and values around the world. The series covers such themes as the history of religious education, the philosophies and psychologies of religious and values education, and the application of social science research methods to the study of young peoples values and world-views. Books within the series are subject to peer review and include single and co-authored monographs and edited collections.

18 publications

Studies in Education and Spirituality

ISSN: 1527-8247

Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens? Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens? Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens?

8 publications

European Studies in Lifelong Learning and Adult Learning Research

The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education. The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education. The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education.

7 publications

New Disciplinary Perspectives on Education

ISSN: 2297-718X

Educational theory has always been framed within a wider context including philosophy, psychology, sociology and history. In the last ten years, educational discourse has been characterized by the emergence of a more managerialist paradigm and increased emphasis on the delivery of particular educational ‘outcomes’. This has taken place in the context of the huge expansion of tertiary education from the national level, a process in which education has come to be understood as a lucrative global commodity. But alongside these developments, there has also been a resurgence of interest in the educational insights provided by the disciplines of education: for example, renewed emphasis on enquiry-based approaches to learning (Dewey), social constructivist pedagogy (Vygotsky), educational critique (Bourdieu, Freire), new inter-religious pedagogies (Grimmit, Jackson) and fresh perspectives on the ‘spiral’ curriculum (Bruner). Much of this work takes the form of a critique of the instrumentalism of outcome-driven approaches. As the debt-laden student emerges as a political subject, educational discourse has come to represent a particularly contested terrain. The book series New Disciplinary Perspectives on Education seeks to explore how these debates within the resurgence of the disciplines of education relate to wider political and economic conditions, creating new critical understandings and possibilities within educational theory and practice. It welcomes both theoretical and empirical studies, alongside mixed-methods approaches, and publishes disciplinary studies within philosophy, psychology, sociology and history as well as encouraging cross-disciplinary and inter-disciplinary work.

9 publications

Hip-Hop Education

ISSN: 2643-5551

Hip-Hop Education is a sociopolitical movement that utilizes both online and offline platforms to advance the utility of hip-hop as a theoretical framework and practical approach to teaching and learning. The movement is aimed at disrupting the oppressive structures of schools and schooling for marginalized youth through a reframing of hip-hop in the public sphere, and the advancement of the educative dimensions of the hip-hop culture. Hip-Hop Education’s academic roots include, but are not limited to the fields of education, sociology, anthropology and cultural studies and it draws its most distinct connections to the field of hip-hop studies; which is in many ways, is the stem from which this branch of study has grown and established itself. Authors and academics who brought hip-hop into fields like African American studies, philosophy, and the general public writ large, provided in depth studies of a wide range of topics that range from feminism to race and racism. Hip-Hop Education: Innovation, Inspiration, Elevation will be the first of its kind in educational praxis. The series will be composed of books by artists, scholars, teachers, and community participants. The series will publish global authors who are experts in the fields of Hip-Hop, Education, Black Studies, Black Popular Culture, Community Studies, Activism, Music, and Curriculum. Hip-Hop Education is explicit about its focus on the science and art of teaching and learning. This series argues that Hip-hop embodies the awareness, creativity and innovation that are at the core of any true education. Furthermore, its work brings visibility to the powerful yet silenced narratives of achievement and academic ability among the hip-hop generation; reflecting the brilliance, resilience, ingenuity and intellectual ability of those who are embedded in hip-hop culture but also not necessarily academics in the conventional sense.

9 publications

Estonian Studies in Education

The “Estonian Studies in Education series“ is a medium for distributing contributions to the study of Education, Psychology and Sociology. The series shall cover the range of approaches to Pedagogy starting from the analysis of youth subculture, to didactical reflections on teacher’s profession or primary education. In addition the series publishes studies to Estonian education. The editors have a research focus on Adult Education. This series will not be continued.

5 publications

Disability Studies in Education

ISSN: 1548-7210

The book series Disability Studies in Education is dedicated to the publication of monographs and edited volumes that integrate the perspectives, methods, and theories of disability studies with the study of issues and problems of education. The series features books that further define, elaborate upon, and extend knowledge in the field of disability studies in education. Special emphasis is given to work that poses solutions to important problems facing contemporary educational theory, policy, and practice.

36 publications

Studies in Vocational and Continuing Education

ISSN: 2235-7327

" The aim of this series is to present critical, historical and comparative research in the field of vocational and continuing education and human research development, seen from a pedagogical, organisational, economic and societal perspective. It discusses the implications of latest research to contemporary reform policies and practices. One central issue reflected in all publications is gender. A basic feature of all volumes is their cross-cultural approach. The series has a firm basis in the international research network “VET and Culture” (Vocational Education and Training and Culture; www.peda.net/veraja/uta/vetculture) and the editors invite distinguished researchers from Europe and other continents to contribute to the series. Studies in Vocational and Continuing Education includes monographs, collected papers editions, and proceedings. "

21 publications

New Approaches in Educational and Social Sciences / Neue Denkansätze in den Bildungs- und Sozialwissenschaften

The series presents a broad spectrum of research results from the field of education, encompassing contributions from Eastern European countries. In addition to educational science, the monographs and anthologies, written in German or English, explore topics from various disciplines such as sociology, philosophy, and political science. Up to volume 38, the series was published under the title "Baltische Studien zur Erziehungs- und Sozialwissenschaft / Baltic Studies in Educational and Social Sciences". Die Schriftenreihe bietet ein breites Themenspektrum von Forschungsergebnissen aus der Pädagogik - unter anderem auch aus osteuropäischen Ländern. Neben erziehungswissenschaftlichen Aspekten fließen auch Themen aus anderen Fachbereichen, unter anderem der Soziologie, Philosophie und Politikwissenschaft, in die auf Deutsch oder Englisch verfassten Monographien und Sammelbände ein. Bis Band 38 erschien die Reihe unter dem Titel: Baltische Studien zur Erziehungs- und Sozialwissenschaft / Baltic Studies in Educational and Social Sciences.

44 publications

Beiträge zur Pädagogischen und Rehabilitationspsychologie. Studies in Educational and Rehabilitation Psychology

ISSN: 1865-083X

The book series Contributions to Educational and Rehabilitation Psychology has been published since 2010 with the aim of documenting new scientific approaches and topical trends from the highly differentiated fields of educational and rehabilitative psychology. The previous main topics were related to basic phenomena of memory and learning, new learning methods which can be used in school lessons and rehabilitative training, learning and adjustment disorders as well as coping with traumatic experiences e.g., after severe natural disasters, such as the 2004 tsunami in South-East Asia. The monographs and anthologies are edited by certified psychologist, Prof. Dr. Evelin Witruk in German and English. Die Reihe Beiträge zur Pädagogischen und Rehabilitationspsychologie erscheint seit 2010 mit dem Ziel, neue wissenschaftliche Zugänge und aktuelle Trends aus den weit verzweigten Gebieten der Pädagogischen Psychologie und der Rehabilitationspsychologie zu dokumentieren. Schwerpunkte liegen auf Basisphänomenen von Gedächtnis und Lernen, neuen Lernmethoden, die in Unterricht und Rehabilitation Anwendung finden können, Lern- und Anpassungsstörungen sowie der Verarbeitung traumatischer Erlebnisse, z. B. nach schweren Naturkatastrophen wie dem Tsunami 2004 in Südostasien. Die Monographien und Sammelbände werden von Frau Diplompsychologin, Prof. Dr. Evelin Witruk in deutscher und englischer Sprache herausgegeben.

10 publications

Higher Education and Civic Democratic Engagement

How might we interrogate and reimagine the impact of civic, democratic engagement across higher education? This series invites narratives and new studies that critically and creatively explore the possibilities and limitations of civic, democratic engagement within higher education. The editors seek to gather inclusive, imaginary, transdisciplinary scholarship exploring the impact of next generation civic, democratic engagement from a diverse range of voices. Among others, we hope these voices will include international and indigenous perspectives, members from a diverse array of communities, researchers from across disciplines, teacher-scholars, practitioners and activists, undergraduate and graduate students, politicians, businesses, and different forms of administration. The editors invite proposals that critically examine historical, cultural, and structural dimensions of impact while exploring innovative strategies for disrupting and recreating more inclusive, liberatory, and plural forms of civic democratic engagement. The editors welcome and encourage a wide-range of formats including, but not limited to, narrative studies, ethnographies, mixed method studies, case studies, socio-cultural and/or historical analyses, theoretical treatises from multiple theoretical lens as well as reports and toolkits that support efforts to examine the impact of civic democratic engagement. For inquiries on submitting a proposal should contact the Series Editors Barry Kanpol (Kanpolb@gvsu.edu) & Danielle Lake (lakeda@gvsu.edu) with a brief overview of their project, and explanation of how it fits the series, and a current CV.

1 publications

Critical Studies in Democracy and Political Literacy

ISSN: 2166-5036

Why do so few people vote? What is political engagement? How does education intersect with democracy and political literacy? What can be learned from interdisciplinary studies on democracy? How do we cultivate political literacy? What is the relevance of elections in light of war, poverty, discrimination, social inequalities, etc.? What are the alternatives to the traditional electoral, representative, party-politics models that have characterized our societies? Is the mainstream media holding government to account, disseminating propaganda or fuelling the need to pacify the population? How do international systems, approaches and realities related to democracy compare, and what can we learn from others? These are some of the questions that are addressed through this book series. Seeking to fill an important gap in the literature, this book series takes on the theme of democracy in a multi-/inter-disciplinary, comprehensive, and critical way. Some books have democracy in the title but do not make it the focus, and often books that address more directly, for example, multiculturalism, media studies, or school reform may delve into the area of democracy without fully deconstructing what it is, how it functions, how people can shape and intersect with it, and how it is used (or misused) to distort power relations, which is at the base of teaching, learning and action. Thus, a broader range of materials specifically tailored to teacher-education and scholars within the education field is desirable. Similarly, the overlapping and interdisciplinary nature of the study of democracy bleeds naturally into the areas of media studies, sociology, political science, peace studies, multiculturalism, feminist studies, and cultural studies, etc., all of which have a natural and inextricable relationship to and within education.

6 publications

Gender and Sexualities in Education

ISSN: 2166-8507

Part of the Peter Lang Diversity series, the Gender and Sexualities in Education series seeks to publish high quality manuscripts that address the complex interrelationship between gender and sexuality in shaping young people’s schooling experiences, their participation in popular youth cultures, and their sense of self in relation to others. Books published might include: a study of hip-hop youth culture, Latina/o students, white working class youth, or LGBTQQ community groups – in each case asking how they explore, challenge, and perform gender and sexualities as part of learning and “becoming somebody.” Other books might address issues of masculinities, gender and embodiment, trans and genderqueer youth, sexuality education, or the construction of heteronormativity in schools. We invite contributions from authors of ethnographic and other qualitative studies, theoretical texts, as well as critical analyses of popular culture “texts” targeted at or produced by youth – including an analysis of popular music and fan culture, video and film, and gaming culture. While the focus of the series is on original research or theoretical monographs, exceptionally well-crafted proposals for thematically coherent edited volumes and textbooks will also be considered. For additional information about this series or for the submission of manuscripts, please contact: Dennis Carlson, Miami University: carlsodl@muohio.edu Elizabeth J. Meyer, California Polytechnic State University: ejmeyer@calpoly.edu

9 publications

New International Studies in Applied Ethics

New International Studies in Applied Ethics is a series based at Leeds Metropolitan University and associated with Virginia Theological Seminary. The series examines the ethical implications of selected areas of public life and concern. Subjects considered will include, but are not limited to, medicine, peace studies, international sport and higher education. The series aims to publish volumes which are clearly written with a general academic readership in mind. Individual volumes may also be useful to those confronted with the issues discussed in their daily lives. A consistent emphasis is on recent developments in the subjects discussed and this is achieved by publishing volumes by writers who are foremost in their fields, as well as those with emerging reputations. Both secular and religious ethical views may be discussed as appropriate. No point of view is considered off-limits and controversy is not avoided. The series includes both edited volumes and single-authored monographs. Submissions are welcome from all scholars in the field and should be addressed to either the series editor or the publisher. New International Studies in Applied Ethics is a series based at Leeds Metropolitan University and associated with Virginia Theological Seminary. The series examines the ethical implications of selected areas of public life and concern. Subjects considered will include, but are not limited to, medicine, peace studies, international sport and higher education. The series aims to publish volumes which are clearly written with a general academic readership in mind. Individual volumes may also be useful to those confronted with the issues discussed in their daily lives. A consistent emphasis is on recent developments in the subjects discussed and this is achieved by publishing volumes by writers who are foremost in their fields, as well as those with emerging reputations. Both secular and religious ethical views may be discussed as appropriate. No point of view is considered off-limits and controversy is not avoided. The series includes both edited volumes and single-authored monographs. Submissions are welcome from all scholars in the field and should be addressed to either the series editor or the publisher. New International Studies in Applied Ethics is a series based at Leeds Metropolitan University and associated with Virginia Theological Seminary. The series examines the ethical implications of selected areas of public life and concern. Subjects considered will include, but are not limited to, medicine, peace studies, international sport and higher education. The series aims to publish volumes which are clearly written with a general academic readership in mind. Individual volumes may also be useful to those confronted with the issues discussed in their daily lives. A consistent emphasis is on recent developments in the subjects discussed and this is achieved by publishing volumes by writers who are foremost in their fields, as well as those with emerging reputations. Both secular and religious ethical views may be discussed as appropriate. No point of view is considered off-limits and controversy is not avoided. The series includes both edited volumes and single-authored monographs. Submissions are welcome from all scholars in the field and should be addressed to either the series editor or the publisher.

8 publications

Toronto Studies in Religion

This series of monographs and books is designed as a contribution to the scholarly and academic understanding of religion. Such understanding is taken to involve both a descriptive and an explanatory task. The first task is conceived as one of surface description involving the gathering of information about religions, and depth description that provides, on the basis of the data gathered, a more finely nuanced description of a tradition's self-understanding. The second task concerns the search for explanation and the development of theory to account for religion and for particular historical traditions. The series will, furthermore, cover the phenomenon of religion in all its constituent dimensions and geographic diversity. Both established and younger scholars in the field will be included and will represent a wide range of viewpoints and positions, producing original work of high order at the monograph and major study level. Although predominantly empirically oriented, the series will also encourage theoretical studies and even leave room for creative and empirically controlled philosophical and speculative approaches in the interpretation of religions and religion. Toronto Studies in Religion will be of particular interest to those who study the subject at universities and colleges but will also be of value to the general educated reader. This series of monographs and books is designed as a contribution to the scholarly and academic understanding of religion. Such understanding is taken to involve both a descriptive and an explanatory task. The first task is conceived as one of surface description involving the gathering of information about religions, and depth description that provides, on the basis of the data gathered, a more finely nuanced description of a tradition's self-understanding. The second task concerns the search for explanation and the development of theory to account for religion and for particular historical traditions. The series will, furthermore, cover the phenomenon of religion in all its constituent dimensions and geographic diversity. Both established and younger scholars in the field will be included and will represent a wide range of viewpoints and positions, producing original work of high order at the monograph and major study level. Although predominantly empirically oriented, the series will also encourage theoretical studies and even leave room for creative and empirically controlled philosophical and speculative approaches in the interpretation of religions and religion. Toronto Studies in Religion will be of particular interest to those who study the subject at universities and colleges but will also be of value to the general educated reader. This series of monographs and books is designed as a contribution to the scholarly and academic understanding of religion. Such understanding is taken to involve both a descriptive and an explanatory task. The first task is conceived as one of surface description involving the gathering of information about religions, and depth description that provides, on the basis of the data gathered, a more finely nuanced description of a tradition's self-understanding. The second task concerns the search for explanation and the development of theory to account for religion and for particular historical traditions. The series will, furthermore, cover the phenomenon of religion in all its constituent dimensions and geographic diversity. Both established and younger scholars in the field will be included and will represent a wide range of viewpoints and positions, producing original work of high order at the monograph and major study level. Although predominantly empirically oriented, the series will also encourage theoretical studies and even leave room for creative and empirically controlled philosophical and speculative approaches in the interpretation of religions and religion. Toronto Studies in Religion will be of particular interest to those who study the subject at universities and colleges but will also be of value to the general educated reader.

21 publications

International Studies in Political Socialization and Political Education

4 publications

Beiträge zur vergleichenden Bildungsforschung / Studies in Comparative Educations

ISSN: 0943-688X

8 publications

Ikeda/Soka Studies in Education

0 publications

Critical Studies of Latinxs in the Americas

ISSN: 2372-6830

The Latinx presence continues to grow and intersect with every aspect of life in the 21st century. This is evident when one considers the appointment of Sonia Sotomayor as Associate Justice to the United States Supreme Court. As well as the prominence of distinct Latinx individuals in various spheres of social, cultural, and political life such as Mario J. Molina, Nobel Prize winner and recipient of the Medal of the Presidential Medal of Freedom in 2013; and Jorge Maria Bergoglio (Pope Francis) who has revolutionized the Catholic church since he became the highest ecclesiastical authority of the Catholic world in 2013. Latino Studies, as an academic field of inquiry, began to emerge during the early 1990s surfacing from the more recognized field of Chicano Studies. As such, the major contributions to the field first emerged from Mexican/Chicano scholarship—publications such as Aztlán, the most important journal in the field of Chicano Studies since 1970; Gloria Anzaldúa’’s groundbreaking memoir/essay, Borderlands/La Frontera: The New Mestiza (1987); George J. Sanchez’s historical account, Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (1995); and the two volumes of The Chicano Studies Reader: An Anthology of Aztlan, 1970-2010. These are a few examples of the consolidation and the continuing development of Chicano Studies in the United States. In the past two decades, Latino Studies have grown and expanded significantly. There have been a large number of publications about Latinxs in the Midwest and North East; in addition, due to the fast-growing population of Latinxs in the area, new scholarship has emerged about the Latinxs in the New South. Some examples of the emerging field of Latino Studies are the Latinos on the East Coast (2015) edited by Yolanda Medina and Ángeles Donoso Macaya, Global Cities and Immigrants (2015) by Francisco Velasco Caballero and María de los Angeles Torres; the Handbook of Latinos and Education (2010) edited by Enrique Murillo, et al.; Angela Anselmo’s and Alma Rubal-Lopez’s 2004 On Becoming Nuyoricans; David Carey Jr. and Robert Atkinson (2009) Latino Voices in New England; Yolanda Prieto’s case study entitled, The Cubans of Union City: Immigrants and Exiles in a New Jersey Community (2009); and Lawrence La Fontaine-Stokes’ Queer Ricans Cultures and Sexualities in the Diaspora (2009). Critical Studies of Latinxs in the Americas will become the counterpart of the aforementioned research about the Latinx diaspora that deserve equal scholarly attention and will add to the academic field of inquiry that highlights the lived experience, consequential progress and contributions, as well as the issues and concerns that all Latinxs face in present times. This provocative series will offer a critical space for reflection and questioning of what it means to be Latinx living in the Americas, extending the dialogue to include the North and South hemispheric relations that are prevalent in other fields of global studies such as Post-Colonial Theory, Post-Colonial Feminism, Latin American and Caribbean Studies, Critical Race Theory, and others. This broader scope can contribute to prolific interdisciplinary research and can also promote changes in policies and practices that will enable today’s leaders to deal with the overall issues that affect us all. Topics that explore contemporary inequalities and social exclusions associated with processes of racialization, economic exploitation, health, education, transnationalism, immigration, identity politics, and abilities that are not commonly highlighted in the current literature as well as the multitude of socio-economic, and cultural commonalities and differences among the Latinxs in the Americas will be at the center of the series. As the Latinx population continues to grow and change, and universities enhance their Latino Studies programs to be inclusive of all types of Latinx identities, a series dedicated to the lived experience of Latinxs in the Americas and a consideration of their progress and concerns in the social, cultural, political, economic, and artistic arenas is of incredible value in the quest for pedagogical practices and understandings that apply a critical perspective to the issues facing scholars in this area of study. Scholars, faculties, and students alike will benefit from this series. Expressions of interest for authored or edited books will be considered on a first come basis. A Book Proposal Guideline is available on request. For individual or group inquiries please contact the Series Editors at ymedina@bmcc.cuny.edu & Margarita.MachadoCasas@UTSA.edu.

50 publications

Studien zur Pädagogik, Andragogik und Gerontagogik / Studies in Pedagogy, Andragogy, and Gerontagogy

The book series "Studies in Pedagogy, Andragogy, and Gerontagogy" is dedicated to theoretical and empirical research in adult education and continuing training. It aims at critically accompanying the process of the discipline's internationalization and reflects on its inbound and outbound effects. It provides a transnational forum which perpetuates the agendas of national and international conferences. It offers also a space for such foundation works which serve the constitution and international comparison of adult education and continuing training. Outstanding scientists as well as young and ambitious scholars are addressed. Books are published in English or German language. Book proposals are welcome and should be submitted to the editors. After a successful review by the editors and the publisher (or peer review) they will suggested for publication in the series. Please contact: Prof. Dr. Bernd Käpplinger (Justus-Liebig-Universität Gießen): Bernd.Kaepplinger@erziehung.uni-giessen.de Prof. Dr. Steffi Robak (Leibniz Universität Hannover): Steffi.Robak@ifbe.uni-hannover.de Die "Studien zur Pädagogik, Andragogik und Gerontagogik" widmen sich der theoretischen und empirischen Erwachsenenbildungs- und Weiterbildungsforschung. Sie reflektieren deren Internationalisierung in ihrer Wirkung nach innen und außen und begleiten diese kritisch. Sie sind ein transnationales Forum, wo Leitideen nationaler und internationaler Konferenzen fortgeführt werden. Es wird auch ein Raum für solche Grundlagenarbeiten offeriert, die der Konstitution und dem internationalen Vergleich der Erwachsenenpädagogik dienen. In der Reihe kann auf Deutsch und Englisch publiziert werden. Manuskriptvorschläge sowohl etablierter Wissenschaftler/innen als auch ambitionierter Nachwuchswissenschaftler/innen können an die Herausgeber/innen gerichtet werden. Sie werden in Absprache mit dem Verlag begutachtet oder peer reviewed und ggf. zur Aufnahme in die Reihe empfohlen. Kontakt: Prof. Dr. Bernd Käpplinger (Justus-Liebig-Universität Gießen): Bernd.Kaepplinger@erziehung.uni-giessen.de Prof. Dr. Steffi Robak (Leibniz Universität Hannover): Steffi.Robak@ifbe.uni-hannover.de

78 publications

Childhood Studies

ISSN: 2379-934X

"For many years, the field of Childhood Studies has crossed disciplinary boundaries that include, but are not limited to, anthropology, art, education, history, humanities, and sociology by addressing diverse histories, cultures, forms of representation, and conceptualizations of «childhood». The publications in the Rethinking Childhood Series have supported this work by challenging the universalization of childhood and introducing reconceptualized, critical spaces from which increased social justice and possibilities are generated for those who are younger. This newly named Childhood Studies Series in the global 21st century is created to continue this focus on social justice for those who are younger, but also to broaden and further explore conceptualizations of privilege, justice, possibility, responsibility and activism. Authors are encouraged to consider «childhood» from within a context that would decenter human privilege and acknowledge environmental justice and the more-than-human Other, while continuing to research, act upon, and transform beliefs, public policy, societal institutions, and possibilities for ways of living/being in the world for all of us. Boundary crossings are of greater importance than ever as we live unprecedented technological change, violence against living beings that are not labeled human (through experimentation, industrialization, and medicine), plundering of the earth, and gaps between the privileged and the marginalized (whether rich/poor, human/nonhuman). Along with continued concerns related to social justice, equity, poverty, and diversity, some authors in the Childhood Studies Series will choose to think about, and ask questions like: What does it mean to be a younger human being within such a world? What are the values, education, and forms of care provided within this context; and can/how should these dispositions and practices be transformed? Can childhood studies, and the diverse forms of representation and practice associated with it, conceptualize and practice a more just world broadly, while avoiding utopian determinisms and continuing to remain critical and multiple? "

13 publications