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Dafydd Sills-Jones, Jouko Aaltonen and Pietari Kaapa

Forthcoming
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Giving with an Agenda

How New Philanthropy Advocates for the Corporate Reform of Education

Marina Avelar

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Ian Cawood

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Simon Bennett

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Maria Bastianes

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Inklusion. Exklusion. Künste. Textsammlung zu Ungleichheiten und Normativitäten an Kunsthochschulen

Penser l’inclusion et l’exclusion dans les arts. Recueil sur la normativité et les inégalités dans l’enseignement artistique supérieur

Sophie Vögele, Philippe Saner and Carmen Mörsch

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Agnieszka Lowczanin

This book fills the gap in research of the early stages of literary Gothicism and examines its transfer from England, via French, to Poland-Lithuania in the late eighteenth and early nineteenth centuries. The focus is on the oeuvre of Anna Mostowska, the first Gothic writer and the first professional female writer in the region, and the extent to which it was shaped both by local literary tradition and political circumstances, and by Gothic fiction of Ann Radcliffe. This volume aims to redraw the maps of early Gothic by providing new insights into our understanding of the routes and meaning of its cross-cultural dissemination.

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Andreea Marculescu

Just like the modern hysteric, a figure that catalyzes clinical vocabularies confirming medieval theological anxieties, the demoniac has been considered an "anomalous" and "abnormal" manifestation of womanhood. Incapable of self-governance, both linguistic and corporeal, the medieval possessed is placed in the category of the pathological. The symptoms of possession are part of a multilayered discourse coined by medieval theologians, authors of exempla, hagiographers, and natural philosophers. The subjectivity of the demoniac becomes, thus, a fetishistic construction which allows medieval male intellectuals to ponder questions about demons, the supernatural, and the human body. Demonic Possession, Vulnerability, and Performance in Medieval French Drama advocates for an affective and ethical framework of reading the vocabularies of possession in which the demoniac’s convulsions, contortions, shrieks of pain, and snapshots of disarticulated language are not conceptualized as "pathological" but as a model of intercorporeality built around modalities of sensuous exchange between bodies both of the possessed and of those whom she comes in contact with. Can we think, I ask, of a corporeal agency of the "anomalous" body of the possessed independent of reason and articulated language? What happens when such distorted body enters zones of visual, haptic, and aural contact with abledßbodied individuals? Can possession be considered as a producer of a sensuous type of knowledge that alters the way sovereign subjects perceive themselves? Taking as primary sources a series of late-medieval French Passion Plays and hagiographical plays authored by poetic and religious figures such as Arnoul Gréban, André de la Vigne, Eustache Mercadé, and Jean Michel, I argue that the lyrical capaciousness of the plays as forms of narrativized poetics allows us to understand demonic possession as a series of bodily narratives of pain, of healing, of witnessing, and, ultimately, of vulnerability.

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The World’s Highest-Scoring Students

How Their Nations Led Them to Excellence

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Hani Morgan

The World’s Highest-Scoring Students focuses on how various countries transformed their school systems into the world’s leading systems of education. The World’s Highest-Scoring Students covers 8 countries: Finland, Singapore, Japan, South Korea, China, Canada, Estonia, and the United States. The World’s Highest-Scoring Students offers ideas on improving the United States’ school system and includes a plan on how the United States can regain the status it once had as the world’s undisputed leader in education.

In addition to offering a brief historical context for each country, The World’s Highest-Scoring Students describes important aspects that helped these countries achieve stellar results in international testing, such as their teacher preparation programs, cultural attitudes toward education, and teacher recruitment practices. Although this book is similar to previously published books on this topic, The World’s Highest-Scoring Students differs in that it provides detail on the most recent practices various educational systems have used to remain the best performers and the strategies others have implemented to climb to the top.

The World’s Highest-Scoring Students offers a new perspective on this topic in several ways. First, it provides a balanced view of the highest-ranking nations in education, offering the outstanding practices they use to achieve stellar results, but also pointing out the problems they endure. The World’s Highest-Scoring Students also discusses various controversies about international tests, including the limitations of using these tests to evaluate students.