Critical Education and Ethics

ISSN: 2166-1359

The Critical Education and Ethics series intends to systematically analyze the pitfalls of social structures such as race, class, and gender as they relate to edu-cational issues. Books in the series contain theoretical work grounded in prag-matic, society-changing practices. The series places value on ethical responses, as prophetic commitments to change the conditions under which education takes place. The series aims to (1) Further the ethical understanding linking broader social issues to education by exploring the environmental, health-related, and faith/spiritual responses to our educational times and policy, and (2) Ground these works in the everyday world of the classroom, viewing how schools are impacted by what critical researchers do. Both theoretically and practically, the series aims to identify itself as an agent for community change. The Critical Education and Ethics series welcomes work from emerging scholars as well as those already established in the field.

18 publications

New Comparative Criticism

ISSN: 2235-1809

New Comparative Criticism is dedicated to innovative research in literary and cultural studies. It invites contributions with a comparative, cross-cultural, and interdisciplinary focus, including comparative studies of themes, genres, and periods, and research in the following fields: world literature, environmental humanities, literary and cultural theory, material and visual cultures, speculative fiction, reception studies, cultural history, comparative gender studies and performance studies, diasporas and migration studies, and transmediality. The series is especially interested in research that articulates and examines new developments in comparative literature, in the English-speaking world and beyond. It seeks to advance methodological reflection on comparative literature and aims to encourage critical dialogue between scholars of comparative literature at an international level. Editorial Board: Gillian Beer (University of Cambridge), Helena Buescu (University of Lisbon), Laura Caretti (University of Siena), Djelal Kadir (Penn State University), Timothy Mathews (University College London), Rosa Mucignat (King’s College London), Danielle Sands (Royal Holloway, University of London), Galin Tihanov (Queen Mary, University of London), Marina Warner (Birkbeck, University of London).

18 publications

Medical Humanities: Criticism and Creativity

ISSN: 2504-5229

This series showcases innovative research, creativity and pedagogy in the interdisciplinary field of medical humanities. Books in the series explore the complexities of human bodies, minds, illness and wellbeing through analytical frameworks derived from humanistic disciplines and clinical practice. The series publishes a range of materials, including monographs and edited collections on scholarly approaches to medical issues in culture; creative works (accompanied by analytical and educational materials) that engage with medical humanities themes; and critical, engaged or radical pedagogies on focused topics for learners in the medical and health humanities.　 Medical Humanities: Criticism and Creativity is intended to provide an informative exchange across disciplines, encouraging theoretical and personal reflections on the condition of the human mind/body and contributing to debates on health-related issues from a broad range of perspectives. The series also invites research that opens up critical conversations on being human at the intersection of other forms of humanistic knowledge, such as environmental and digital humanities. We are especially interested in collaborations between academics in the humanities and healthcare professionals. All book proposals and manuscripts undergo rigorous peer review prior to acceptance and publication. Editorial Board: Havi Carel (University of Bristol), Gretchen Case (University of Utah School of Medicine), Siobhan Conaty (La Salle University), Cheryl Dellasega (Penn State College of Medicine), Daniel George (Penn State College of Medicine), Michael Green (Penn State College of Medicine), Jennifer Henneman (Denver Art Museum), Brian Hurwitz (King’s College London), Brian Johnsrud (Adobe Education), Tess Jones (University of Colorado Anschutz Medical Campus), Lois Leveen (novelist and independent scholar), Ulrika Maude (University of Bristol), Jules Odendahl-James (Duke University), Molly Osborne (Oregon Health and Science University), Barry Saunders (University of North Carolina School of Medicine), Johanna Shapiro (University of California, Irvine, School of Medicine), Marina Tsaplina (The Betes Organization), Craigan Usher (Oregon Health and Science University), Neil Vickers (King’s College London), Martin Willis (Cardiff University), Charlotte Wu (Boston University School of Medicine)

9 publications

Studies in Literary Criticism and Theory

The focus of this series is on studies of all literary genres that elucidate and interpret works of art in the context of criticism and theory. Theory and criticism are held to provide the hermeneutically most rewarding access to specific authors, works, and issues under consideration. Studies of a comparative nature with special reference to issues of literary history, criticism, and postmodern theory are the distinctive features of this monograph series. Emphasis is on subjects that may set trends, generate discussion, expand horizons beyond present perspectives, and/or redefine previously held notions about "major" and "minor" authors and their achievements within or outside the canon. Approaches may center on works, authors, or abstract notions of criticism and/or theory, including issues of a comparative nature concerning world literature. The focus of this series is on studies of all literary genres that elucidate and interpret works of art in the context of criticism and theory. Theory and criticism are held to provide the hermeneutically most rewarding access to specific authors, works, and issues under consideration. Studies of a comparative nature with special reference to issues of literary history, criticism, and postmodern theory are the distinctive features of this monograph series. Emphasis is on subjects that may set trends, generate discussion, expand horizons beyond present perspectives, and/or redefine previously held notions about "major" and "minor" authors and their achievements within or outside the canon. Approaches may center on works, authors, or abstract notions of criticism and/or theory, including issues of a comparative nature concerning world literature. The focus of this series is on studies of all literary genres that elucidate and interpret works of art in the context of criticism and theory. Theory and criticism are held to provide the hermeneutically most rewarding access to specific authors, works, and issues under consideration. Studies of a comparative nature with special reference to issues of literary history, criticism, and postmodern theory are the distinctive features of this monograph series. Emphasis is on subjects that may set trends, generate discussion, expand horizons beyond present perspectives, and/or redefine previously held notions about "major" and "minor" authors and their achievements within or outside the canon. Approaches may center on works, authors, or abstract notions of criticism and/or theory, including issues of a comparative nature concerning world literature.

21 publications

Catalan Studies

ISSN: 1058-1642

19 publications

Educational Psychology

Educational Psychology: Critical Pedagogical Perspectives is a collection of relevant and dynamic works by scholars and practitioners of Critical Pedagogy, Critical Constructivism, and Educational Psychology. Reflecting a multitude of social, political, and intellectual developments prompted by the mentor Paulo Freire, Educational Psychology: Critical Pedagogical Perspectives enlivens the educator’s process with theory and practice that promote personal agency, social justice, and academic achievement. Often countering the dominant discourse with provocative and yet practical alternatives, Educational Psychology: Critical Pedagogical Perspectives speaks to educators on the forefront of social change and those who champion social justice.

52 publications

Petite enfance et éducation / Early childhood and education

8 publications