Tartu Historical Studies

ISSN: 2191-0480

Tartu Historical Studies is the academic series by the Chair of Contemporary History at the University of Tartu, Estonia. The series’ aim is to publish peer-reviewed monographs and edited volumes in English or German on Central and Eastern European history. We encourage especially works related to topics of Baltic history.

8 publications

Historical Sociolinguistics

The interdisciplinary field of Historical Sociolinguistics seeks to reveal the impact of language development on society and the role of individuals and society in the changing forms and usage of language. This book series is aimed at sociolinguists and social historians who are keen to publish studies on the social history of languages, the interaction of linguistic practices and society, and the sociological significance of linguistic variation with a historical dimension. The purpose of the series is to provide empirically supported studies that will challenge and advance current language historiographies, which often continue to present the history of particular languages as necessarily leading to the creation of a standard or prestige variety. Of particular interest are topics such as the following: language myths and language ideology, historical multilingualism and the formation of nation-states, the sociolinguistics of minority and regional languages, the rise of urban vernaculars, immigrants and their languages, the role of prescriptive grammarians, and the social history of pidgins and creoles. Book proposals from historians and linguists working on any language in any period are welcome, in particular those that include a comparative dimension as well as those with a strong empirical foundation. The language of publication is primarily English, though other languages may be considered. The editors guarantee that all publications in this series have been submitted to external and anonymous peer review. The four series editors and twenty-six members of the advisory board are all members of the Historical Sociolinguistics Network (HiSoN). Advisory Board: Anita Auer (Lausanne), Wendy Ayres-Bennett (Cambridge), Andrea Cuomo (Ghent), Steffan Davies (Bristol), Ana Deumert (Cape Town), José del Valle (CUNY), Martin Durrell (Manchester), Jan Fellerer (Oxford), Elin Fredsted (Flensburg), Róisín Healy (Galway), Juan Hernandez-Campoy (Murcia), Kristine Horner (Sheffield), Ernst Håkon Jahr (Agder), Mark Richard Lauersdorf (Kentucky), Anthony Lodge (St Andrews), Nicola McLelland (Nottingham), Miriam Meyerhoff (Oxford), Agnete Nesse (Bergen), Terttu Nevalainen (Helsinki), Taru Nordlund (Helsinki), Gijsbert Rutten (Leiden), Joachim Scharloth (Waseda Tokyo), Peter Trudgill (Fribourg), Marijke van der Wal (Leiden), Rik Vosters (Vrije Universiteit Brussel), Laura Wright (Cambridge)

12 publications

Studies in Historical Linguistics

Studies in Historical Linguistics brings together work which utilises the comparative method of language study. Topics include the examination of language change over time, the genetic classification of language, lexicography, dialectology and etymology. Pronunciation, lexis, morphology and syntax are examined within the framework of historical linguistics. Both synchronic and diachronic approaches are used so that language is examined both at one time and across time. Historical Linguistics is still a young area of academic study, but it has its foundations in one of the oldest - philology. This series recognises both the seminal importance of philology, and the recent development through the conceptual framework provided by linguistic science. Studies in Historical Linguistics is based at the Department of Media, Culture and Languages at the University of Roehampton.

8 publications

Social Justice Across Contexts in Education

ISSN: 2372-6849

0 publications

Augustinian Historical Institute Series

3 publications

Swiss American Historical Society Publication

3 publications

New Perspectives in Criminology and Criminal Justice

This book series is a forum for cutting-edge work that pushes the boundaries of the disciplines of criminology and criminal justice, with the aim of exploring eclectic, un- and under-explored issues, and imaginative approaches in terms of theory and methods Although primarily designed for criminology and criminal justice audiences-including, scholars, instructors, and students-books in the series function across disciplines, appealing to those with an interest in anthropology, cultural studies, sociology, political science, and law. This book series is a forum for cutting-edge work that pushes the boundaries of the disciplines of criminology and criminal justice, with the aim of exploring eclectic, un- and under-explored issues, and imaginative approaches in terms of theory and methods Although primarily designed for criminology and criminal justice audiences-including, scholars, instructors, and students-books in the series function across disciplines, appealing to those with an interest in anthropology, cultural studies, sociology, political science, and law. This book series is a forum for cutting-edge work that pushes the boundaries of the disciplines of criminology and criminal justice, with the aim of exploring eclectic, un- and under-explored issues, and imaginative approaches in terms of theory and methods Although primarily designed for criminology and criminal justice audiences-including, scholars, instructors, and students-books in the series function across disciplines, appealing to those with an interest in anthropology, cultural studies, sociology, political science, and law.

7 publications

University of Cincinnati Studies in Historical and Contemporary Europe

ISSN: 0888-3882

2 publications

Social Justice Across Contexts in Education

ISSN: 2372-6849

Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K-12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society’s education system. The series provides sustainable models for generating theories, research, practices, and tools for social justice across contexts as a means to leverage the psychological, emotional, and cognitive growth for learners and professionals. It positions social justice as a fundamental aspect of schooling, and prepares readers to advocate for and prevent social justice from becoming marginalized by reform movements in favor of the corporatization and de-professionalization of education. The over-arching aim is to establish a true field of Social Justice Education that offers theory, knowledge, and resources for those who seek to help all learners succeed. It speaks for, about, and to classroom teachers, administrators, teacher educators, education researchers, students, and other key constituents who are committed to transforming the landscape of schools and communities.

22 publications

Critical Literacies and Language

4 publications