United States Studies: Culture, Politics, Media

"The American Studies and Media Series is addressed to scholars and students from various disciplines with a general interest in multi-, trans-, and interdisciplinary study of the United States and whose research is inspired by diverse approaches to the analysis of cultural, social, and political phenomena as seen from the perspective of broadly understood media, i.e., film, television, press media, new media, visual art and literature. The Editors of the series welcome original, previously unpublished research from individual scholars as well as edited volumes which exploit a well defined cultural, social, or political aspect of the United States. Elżbieta H. Oleksy and Wiesław Oleksy Department of American Studies and Mass Media Faculty of International and Political Studies University of Łódź"

6 publications

Modern American History:

ISSN: 1085-0651

This series welcomes manuscripts in American history since 1865. The series will consider and publish monographs from any and all fields of historical research – political, social, cultural, economic, intellectual, or diplomatic – that deal with particular aspects of America's development into a modern nation and society. This series welcomes manuscripts in American history since 1865. The series will consider and publish monographs from any and all fields of historical research – political, social, cultural, economic, intellectual, or diplomatic – that deal with particular aspects of America's development into a modern nation and society. This series welcomes manuscripts in American history since 1865. The series will consider and publish monographs from any and all fields of historical research – political, social, cultural, economic, intellectual, or diplomatic – that deal with particular aspects of America's development into a modern nation and society.

3 publications

Critical Literacies and Language

4 publications

Studies in Military Psychology and Pedagogy

Die Reihe Studies in Military Psychology and Pedagogy präsentiert Studien aus dem Fachgebiet der Pädagogik mit interdisziplinärem Bezug zur Politikwissenschaft. Die Monographien und Sammelbände der Reihe erscheinen in englischer oder deutscher Sprache und behandeln unter anderem Forschungsschwerpunkte wie Militärpädagogik, Militärethik oder auch die Gewaltproblematik im philosophischen Kontext. Die Bände 1 - 12 sind in der Reihe Studies for Military Pedagogy, Military Science and Security Policy erschienen.

6 publications

Ecological Pedagogy, Curriculum and Scholarship

This book series is premised on the ecological understanding that all of education– all of the living fields of knowledge entrusted to teachers and students in schools, all of the gestures of teaching and learning itself – is full of relations, interdependencies, ancestries, places, voices animated by lived and learned experiences. Ecological pedagogy, curriculum and scholarship understands that all living fields of knowledge must be taught and learned as such, with all of their intrinsic and animate rigours, complexities, interrelatedness, and earthly responsibilities. In these ecologically sorrowful times, our individual and collective impulse to raise voices of commiseration and encouragement to those working inside and outside of schools bristles with urgency. And this just at a time when the world also seems to be churning with increasing distractions and fakeries whose beneficiaries are not of this earth. Schools and schooling are caught up in ongoing yet ever-shifting inheritances of place and displacement, privilege, colonialism, gender and so on. They are also subject to legacies of indiscriminate standardization, efficiency, fragmentation and all of the ramped-up, exhausting and exhausted distractions of our current age. Education often drags along with its tenacious legacies of thinking and practice that are mostly silent, often silencing, simply taken for granted as just the way things are. Schooling itself, in so many quarters, has become an ecological disaster. Many teachers have studied and voiced these matters, while pursuing more venturous, ecologically sound work in their classroom, all this in deliberate resistance to the marginalization of such work. The series invites scholarly, enlivening and healing ways of researching and writing that attempt to live up to the ecologies of the topics themselves, each in their own ways and languages, each laden with their own ancestries, troubles, and insights – eco-hermeneutics, interpretive research, poetic inquiry, autobiographical and life writing, currere, Indigenous research, arts-based inquiry, storytelling and emergent ways and means of knowing. None of these are merely methodologies. Each involves myriad encounters, myriad relationships, myriad possibilities. In trying to find the measure of what is written within the things written about, these ways are in themselves ecological and pedagogical. They are locales where our relations are worked out, our songs are sung, our silences are shared, and our individual and collective stories are lived, contested, shaped and re-told. The logo for this book series is a Celtic Knot drawn by Eric Jardine in 1992. It became the cover illustration of a self-published book that year. It is a reminder of how long-standing is this current stream of work in education, stretching far back from there. These stretches are part of the ecological imagination itself. This book series is premised on the ecological understanding that all of education– all of the living fields of knowledge entrusted to teachers and students in schools, all of the gestures of teaching and learning itself – is full of relations, interdependencies, ancestries, places, voices animated by lived and learned experiences. Ecological pedagogy, curriculum and scholarship understands that all living fields of knowledge must be taught and learned as such, with all of their intrinsic and animate rigours, complexities, interrelatedness, and earthly responsibilities. In these ecologically sorrowful times, our individual and collective impulse to raise voices of commiseration and encouragement to those working inside and outside of schools bristles with urgency. And this just at a time when the world also seems to be churning with increasing distractions and fakeries whose beneficiaries are not of this earth. Schools and schooling are caught up in ongoing yet ever-shifting inheritances of place and displacement, privilege, colonialism, gender and so on. They are also subject to legacies of indiscriminate standardization, efficiency, fragmentation and all of the ramped-up, exhausting and exhausted distractions of our current age. Education often drags along with its tenacious legacies of thinking and practice that are mostly silent, often silencing, simply taken for granted as just the way things are. Schooling itself, in so many quarters, has become an ecological disaster. Many teachers have studied and voiced these matters, while pursuing more venturous, ecologically sound work in their classroom, all this in deliberate resistance to the marginalization of such work. The series invites scholarly, enlivening and healing ways of researching and writing that attempt to live up to the ecologies of the topics themselves, each in their own ways and languages, each laden with their own ancestries, troubles, and insights – eco-hermeneutics, interpretive research, poetic inquiry, autobiographical and life writing, currere, Indigenous research, arts-based inquiry, storytelling and emergent ways and means of knowing. None of these are merely methodologies. Each involves myriad encounters, myriad relationships, myriad possibilities. In trying to find the measure of what is written within the things written about, these ways are in themselves ecological and pedagogical. They are locales where our relations are worked out, our songs are sung, our silences are shared, and our individual and collective stories are lived, contested, shaped and re-told. The logo for this book series is a Celtic Knot drawn by Eric Jardine in 1992. It became the cover illustration of a self-published book that year. It is a reminder of how long-standing is this current stream of work in education, stretching far back from there. These stretches are part of the ecological imagination itself.

3 publications