Indigenous Cultures of Latin America

ISSN: 2689-8217

Indigenous Cultures of Latin America: Past and Present is a new bilingual series that welcomes book proposals, in English or Spanish, focused on the fields of anthropology, archaeology, linguistics, ethnohistory, and art history, among others. We encourage original proposals for projects that use a conjunctive approach to understanding beliefs and lifeways of prehispanic, colonial period, and contemporary indigenous peoples inhabiting Latin America, broadly defined (i.e. extending into parts of the U.S. Southeast and Southwest), relying on a combination of methodologies and data sets to interpret the subject matter. We further encourage projects that utilize decolonizing methodologies and seek to promote research and fieldwork undertaken in collaboration with local indigenous communities and/or indigenous consultants. The series will publish academic monographs, edited collections, and readers. All book proposals and manuscripts will be subject to a rigorous single-blind peer review process, conducted by experts in the respective field(s) of study. Proposals and author/volume editor CVs should be sent to the Series Editor, Dr. Gabrielle Vail, at vailg@email.unc.edu.

3 publications

Critical Indigenous and American Indian Studies

ISSN: 2376-547X

13 publications

Ecological Pedagogy, Curriculum and Scholarship

0 publications

Environmental Humanities and Indigeneity

Series Editor: Debashree Dattaray (Jadavpur University, India) This book series would foreground the interface of indigenous knowledge systems, environmental justice, and the emerging field of environmental humanities. It will focus on recent research that locates indigenous worldviews, practices, and histories at the centre of discussion in the context of increasing environmental challenges and climate crises. Through a critical and interdisciplinary perspective, the series will address the devastating impacts of neocolonialism globalization and ecological degradation. Consequently, the series would attempt to amplify indigenous voices, knowledge, and agency. The series aims to initiate a dialogue, scholarship, and action between scholars, activists and writers in the field from both the Global South and the Global North that would in turn facilitate environmental justice, sustainable practices, and recognition of the rights and knowledge of indigenous peoples. Proposals are invited in a range of topics which situate indigenous epistemologies within the larger concerns of environmental humanities. Works may focus but not be limited to topics such as indigeneity, eco-poetics, eco-aesthetics, cultural studies, environmental justice, literary theory, animal studies, environmental aesthetics, narrative cultures, environmental materialities, environmental sustainability from an interdisciplinary perspective. The series would seek to prioritize ecological wisdom embedded in Indigenous cultures that challenge technocratic solutions. The series articulates more inclusive, decolonial and ethically grounded environmental approaches. Expressions of interest may be sent to debashree.dattaray@jadavpuruniversity.in Editorial Advisory Board David Stirrup (University of York, England) Jorge Marcone (Rutgers University) Lill Tove Fredriksen (UiT The Arctic University of Norway) Nibedita Mukherjee (Sidho-Kanho-Birsha University, India) Nilika Mehrotra (Jawaharlal Nehru University, India) Peter Keegan (University of Auckland, New Zealand) Stefano Beggiora (Ca’ Foscari University of Venice, Italy)

0 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

Travel Writing Across the Disciplines

The recent critical attention devoted to travel writing enacts a logical transition from the ongoing focus on autobiography, subjectivity, and multiculturalism. Travel extends the inward direction of autobiography to consider the journey outward and intersects provocatively with studies of multiculturalism, gender, and subjectivity. Whatever the journey's motive--tourism, study, flight, emigration, or domination--journey changes both the country visited and the self that travels. Travel Writing Across the Disciplines welcomes studies from all periods of literature on the theory and/or pedagogy of travel writing from various disciplines, such as social history, cultural theory, multicultural studies, anthropology, sociology, religious studies, literary analysis, and feminist criticism. The volumes in this series explore journey literature from critical and pedagogical perspectives and focus on travel as metaphor in cultural practice. The recent critical attention devoted to travel writing enacts a logical transition from the ongoing focus on autobiography, subjectivity, and multiculturalism. Travel extends the inward direction of autobiography to consider the journey outward and intersects provocatively with studies of multiculturalism, gender, and subjectivity. Whatever the journey's motive--tourism, study, flight, emigration, or domination--journey changes both the country visited and the self that travels. Travel Writing Across the Disciplines welcomes studies from all periods of literature on the theory and/or pedagogy of travel writing from various disciplines, such as social history, cultural theory, multicultural studies, anthropology, sociology, religious studies, literary analysis, and feminist criticism. The volumes in this series explore journey literature from critical and pedagogical perspectives and focus on travel as metaphor in cultural practice. The recent critical attention devoted to travel writing enacts a logical transition from the ongoing focus on autobiography, subjectivity, and multiculturalism. Travel extends the inward direction of autobiography to consider the journey outward and intersects provocatively with studies of multiculturalism, gender, and subjectivity. Whatever the journey's motive--tourism, study, flight, emigration, or domination--journey changes both the country visited and the self that travels. Travel Writing Across the Disciplines welcomes studies from all periods of literature on the theory and/or pedagogy of travel writing from various disciplines, such as social history, cultural theory, multicultural studies, anthropology, sociology, religious studies, literary analysis, and feminist criticism. The volumes in this series explore journey literature from critical and pedagogical perspectives and focus on travel as metaphor in cultural practice.

13 publications

Studies for Military Pedagogy, Military Science & Security Policy

Die Buchreihe Studies for Military Pedagogy, Military Science & Security Policy 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 Reihe wird ab Band 13 unter dem Titel Studies for Military Psychology and Military Pedagogy fortgesetzt. Die Buchreihe Studies for Military Pedagogy, Military Science & Security Policy 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 Reihe wird ab Band 13 unter dem Titel Studies for Military Psychology and Military Pedagogy fortgesetzt.

12 publications

Ludic Scholarship

This series focuses on the intersection of gamification, ludology, pedagogy, and innovative methodological thinking, offering a space for cutting-edge scholarship that bridges game-based approaches with educational theory and practice. Ludic Scholarship highlights gamified learning and emergent methodologies that challenge traditional research frameworks, encouraging transformative approaches to teaching, learning, meaning-making, and the construction of knowledge. The series invites contributions that explore how game mechanics, narrative structures, and immersive environments are reshaping learning practices across disciplines. From theoretical explorations of ludic strategies to applied case studies of gamified pedagogy, Ludic Scholarship emphasizes creativity and academic rigor, inviting works that challenge established conventions. Targeting educators, researchers, and curriculum scholars, this series supports interdisciplinary collaborations and post-qualitative approaches that investigate the dynamic role of games and play in 21st-century education. This series focuses on the intersection of gamification, ludology, pedagogy, and innovative methodological thinking, offering a space for cutting-edge scholarship that bridges game-based approaches with educational theory and practice. Ludic Scholarship highlights gamified learning and emergent methodologies that challenge traditional research frameworks, encouraging transformative approaches to teaching, learning, meaning-making, and the construction of knowledge. The series invites contributions that explore how game mechanics, narrative structures, and immersive environments are reshaping learning practices across disciplines. From theoretical explorations of ludic strategies to applied case studies of gamified pedagogy, Ludic Scholarship emphasizes creativity and academic rigor, inviting works that challenge established conventions. Targeting educators, researchers, and curriculum scholars, this series supports interdisciplinary collaborations and post-qualitative approaches that investigate the dynamic role of games and play in 21st-century education. This series focuses on the intersection of gamification, ludology, pedagogy, and innovative methodological thinking, offering a space for cutting-edge scholarship that bridges game-based approaches with educational theory and practice. Ludic Scholarship highlights gamified learning and emergent methodologies that challenge traditional research frameworks, encouraging transformative approaches to teaching, learning, meaning-making, and the construction of knowledge. The series invites contributions that explore how game mechanics, narrative structures, and immersive environments are reshaping learning practices across disciplines. From theoretical explorations of ludic strategies to applied case studies of gamified pedagogy, Ludic Scholarship emphasizes creativity and academic rigor, inviting works that challenge established conventions. Targeting educators, researchers, and curriculum scholars, this series supports interdisciplinary collaborations and post-qualitative approaches that investigate the dynamic role of games and play in 21st-century education.

2 publications

Fremdsprachendidaktik inhalts- und lernerorientiert / Foreign Language Pedagogy – content- and learner-oriented

Content and Learner-oriented Foreign Language Pedagogy is dedicated to theoretical, practical and current issues in foreign language learning and teaching. One of the main focuses of Hannover's Department of Foreign Language Pedagogy is media didactics. It encompasses fields such as artistic media, fine arts and music, (volumes 1, 12 and 17) as well as digitized media. They are analyzed from the perspective of their potential contribution to language education (volumes 7 and 28). As well as discussing media-related pedagogy (also covered in volumes 1, 11, 15 and 20 on media didactics) this book series deals with teaching literature (volumes 5 and 10) and content and language integrated learning (CLIL) (volumes 9, 21 and 26). Over the last few years, empirical research has been published on learner language, assessment and the implementation of the language portfolio (volumes 23, 25 and 26). Previous publications have included work by guest researchers, and the publishers welcome ideas for future manuscripts. Co-founder: Karlheinz Hellwig Prior to publication, the quality of the works published in this series is reviewed by all editors of the series. Die Reihe Fremdsprachendidaktik inhalts- und lernerorientiert ist forschungsstrategisch wichtigen theoretischen und praktischen sowie aktuellen Fragestellungen der Fremdsprachendidaktik verpflichtet. Ein Forschungsschwerpunk der Hannoverschen Fremdsprachendidaktik liegt in der Mediendidaktik, sowohl künstlerische Medien, wie Bildende Kunst und Musik (Bände 1, 12 und 17), als auch Medien der digitalisierten Welt werden auf ihren Beitrag zu Bildung (Bände 7 und 28) befragt. Neben einer durchgängigen Behandlung von mediendidaktischen Fragestellungen, die auch durch die Publikationen zum mediendidaktischen Kolloquium (Bände 1, 11, 15 und 20) zum Ausdruck kommt, bilden Literaturunterricht (Bände 5 und 10) sowie bilingualer Sachfachunterricht (CLIL) einen weiteren Schwerpunkt (Bände 9, 21 und 26). In den letzten Jahren sind mehrere Publikationen mit vorwiegend empirischen Fragestellungen entstanden, wie z.B. zur Lernersprache, zur Leistungsmessung und zur Portfolioarbeit (Bände 23, 25 und 26). Gastherausgeberschaften kommen erfolgreich zum Einsatz und auch Manuskriptvorschläge sind erwünscht. Mitbegründet von Karlheinz Hellwig Die Qualität der in dieser Reihe erscheinenden Arbeiten wird vor der Publikation durch alle Herausgeberinnen der Reihe geprüft.

47 publications