European Studies in Lifelong Learning and Adult Learning Research

The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education. The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education. The “European Studies in Lifelong Learning and Adult Learning Research“ series publishes interdisciplinary editions on Education. The main focus is on adult education. Topics include among others gender and pedagogy, biographical and life history approaches or the trias of state, civil society and citizens from an educational perspective. The editors are professors in the field of pedagogy with a strong emphasis on adult education.

7 publications

Visual Learning

The series “Visual Learning“ covers a range of approaches in the fields from Philosophy to Psychology and Education. The editors are professor Andras Benedek and professor Kristof Nyiri. Their research focus lies on areas like human resource development, the philosophy of communication and the philosophy of images. The series “Visual Learning“ covers a range of approaches in the fields from Philosophy to Psychology and Education. The editors are professor Andras Benedek and professor Kristof Nyiri. Their research focus lies on areas like human resource development, the philosophy of communication and the philosophy of images. The series “Visual Learning“ covers a range of approaches in the fields from Philosophy to Psychology and Education. The editors are professor Andras Benedek and professor Kristof Nyiri. Their research focus lies on areas like human resource development, the philosophy of communication and the philosophy of images.

7 publications

Digital Learning and the Future

ISSN: 2634-8527

This interdisciplinary book series examines the use of digital technology in education. It is part of an unfolding educational agenda around technology-enhanced learning, where technology is both blended as a tool within existing pedagogies and drives new pedagogies. The series looks to the future, to emerging technologies and methodologies. Areas of interest include educational futures and future pedagogies, pedagogy and globalization (including MOOC), mobile learning, edtech, technology in assessment, the use of AI in education, and technology and face-to-face blended learning. The series encourages proposals for short-format books (between 25,000 and 50,000 words) with the aim of responding quickly to this rapidly changing field. Short monographs, co-authored or edited collections, case studies, practical guides and more are also all welcome.

3 publications

Inquiries in Language Learning

ISSN: 1868-386X

The series contains empirical as well as theoretical findings from the field of language acquisition research. Contributions from disciplines like psycholinguistics, applied linguistics and language learning and teaching combine to provide a cross-sectional perspective. The focus is on first and second language acquisition, bilingualism and the multilingual classroom. Die Schriftenreihe umfasst empirische sowie theoretische Beiträge zur Sprachlern- und Spracherwerbsforschung. Die Reihe verbindet interdisziplinär Forschung aus den Bereichen Psycholinguistik, Angewandte Linguistik und Fremdsprachendidaktik. Besondere thematische Schwerpunkte sind Erst-/Zweit- und Fremdspracherwerb sowie Bilingualität und Mehrsprachigkeit im schulischen Umfeld.

41 publications

Studies in Computer Assisted Language Learning

ISSN: 2364-1339

The series brings together contemporary research within the field of computer assisted language learning. The range of topics includes all areas pertaining to CALL methodology: corpora in language learning and teaching, computer mediated communication (CMC) in language pedagogy, intercultural language learning and teacher training, virtual language learning environments and management systems, digital course design, mobile learning and many others. Volumes in the series should be of interest to researchers within the fields of applied linguistics and communication studies. The series Studies in Computer Assisted Language Learning will publish monographs (including also outstanding dissertations) and thematic collective volumes by scholars from Poland and abroad. The language of the series is English.

4 publications

Telecollaborative learning and Virtual Exchange in Education

ISSN: 3042-4569

This series focuses on the pedagogical processes and learning outcomes nof engaging learners from diverse cultural and geographical backgrounds in online contact and collaboration for educational purposes. Emphasis is placed on innovative teaching and learning practices that leverage modern digital communication technologies to facilitate interaction, collaboration and intercultural learning. The activity is referred to in different academic contexts as Virtual Exchange, Collaborative Online International Learning (COIL), telecollaboration, Global International Teams and e-tandem among others. The series editors welcome proposals from authors using any of these different terms. Proposals related to Blended Mobility initiatives which combine online collaborative learning with short periods of physical mobility are also encouraged.　 "Telecollaborative learning and Virtual Exchange in Education" deals with the application of these practices in different subject areas (e.g. Foreign Languages, History, Science) and in different educational contexts, including but not limited to primary, secondary, university and adult education.　 A major aim of the series is to reflect the diversity of research and practice in this area of knowledge, providing a space for transversal dialogue among teachers and teacher trainers, administrators, researchers, and educators working in different subject areas as well as various areas of education. Publications within the series include scholarly monographs and edited volumes as well as cutting-edge projects that exemplify good practice in the application of distanced collaborative efforts. Language of publication is English. Volumes 1-6 have been published under the series name "Telecollaboration in Education". ISSN volumes 1-6: 1662-3037 ISSN from volume 7 onwards: 3042-4550 – eISSN from volume 7 onwards: 3042-4569

8 publications

Intercultural Studies and Foreign Language Learning

ISSN: 1663-5809

Learning a foreign language facilitates the most intimate access one can get to the culture and society of another language community. The process of learning a foreign language always involves intercultural levels of engagement between the languages and cultures concerned. This process is also a long and arduous one which involves an enormous variety of factors. These factors are located on individual, socio-cultural and linguistic planes. They engage in a complex interplay between any elements of these more general planes and the concrete learning process of the learner. The series Intercultural Studies and Foreign Language Learning provides a forum for publishing research in this area. It publishes monographs, edited collections and volumes of primary material on any aspect of intercultural research. The series is not limited to the field of applied linguistics but also includes relevant research from linguistic anthropology, language learning pedagogy, translation studies and language philosophy.

24 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.

4 publications

Minding the Media

This series is designed for those engaged in pedagogy and pedagogy and media. Using a critical perspective, authors will be invited to contribute volumes of approximately 85,000 words to this series. The editors anticipate acquiring between 5 and 8 volumes per year. Around the world today, there are blatant and insidious uses and effects of media in a hyperreal society. As educators we watch the media curriculum which pervades childhood and youth and understand that it would be impossible for young citizens to escape this curriculum. We recognize that teachers and administrators are often unequipped and/or unwilling to address their students’ embedded media curricula. Students walk into schools with the expectations that they must shirk their knowledge (and often obsessions) of media to drink the weakened Kool-Aid of public school curriculum. Minding the Media is the first book series specifically designed to address the needs of both students and teachers in watching, comprehending, using, and reading the media. We will acquire books from a wide range of authors in theoretical, technical and practitioner media disciplines.

30 publications

Rethinking Education

Rethinking education has never been more important. While there are many examples of good, innovative practice in teaching and learning at all levels, the conventional education mindset has proved largely resistant to pedagogic or systemic change, remaining preoccupied with the delivery of standardised packages in a standardised fashion, relatively unresponsive to the diversity of learners’ experiences and inclinations as well as to the personal perspectives of individual teachers. The challenge of our times in relation to education is to help transform that mindset. This series takes up this challenge. It re-examines perennial major issues in education and opens up new ones. It includes, but is not confined to, pedagogies for transforming the learning experience, any-time-any-place learning, new collaborative technologies, fresh understandings of the roles of teachers, schools and other educational institutions, providing for different learning styles and for students with special needs, and adapting to changing needs in a changing environment.

12 publications

Studies in Education and Spirituality

ISSN: 1527-8247

Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens? Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens? Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens?

8 publications

Berkeley Models of Grammars

This series invites an array of grammar types useful both as learning devices and as research tools. The freedom to break away from Latin and Greek grammar models, traditionally required, in particular of Indo-European historical languages, is respected and even urged when appropriate. On the other hand, the valuable genetic study of language should remain a sought-after, well-developed endeavor, and should not be lost to the present and future world of learning. Accordingly, the Berkeley Models of Grammars series seeks forward-looking, theoretically sophisticated methodologies which are at the same time relatively exhaustive or complete grammars of a given language at any period of its existence. This series invites an array of grammar types useful both as learning devices and as research tools. The freedom to break away from Latin and Greek grammar models, traditionally required, in particular of Indo-European historical languages, is respected and even urged when appropriate. On the other hand, the valuable genetic study of language should remain a sought-after, well-developed endeavor, and should not be lost to the present and future world of learning. Accordingly, the Berkeley Models of Grammars series seeks forward-looking, theoretically sophisticated methodologies which are at the same time relatively exhaustive or complete grammars of a given language at any period of its existence. This series invites an array of grammar types useful both as learning devices and as research tools. The freedom to break away from Latin and Greek grammar models, traditionally required, in particular of Indo-European historical languages, is respected and even urged when appropriate. On the other hand, the valuable genetic study of language should remain a sought-after, well-developed endeavor, and should not be lost to the present and future world of learning. Accordingly, the Berkeley Models of Grammars series seeks forward-looking, theoretically sophisticated methodologies which are at the same time relatively exhaustive or complete grammars of a given language at any period of its existence.

7 publications

Beiträge zur Bildungsökonomie und Bildungspolitik

ISSN: 1864-984X

Die Reihe "Beiträge zur Bildungsökonomie und Bildungspolitik" präsentiert aktuelle Studien zur Pädagogik. Sie enthält sowohl deutsch- als auch englischsprachige Monographien und Sammelbände und umfasst thematisch ein breites Feld der Erziehungswissenschaft, von der Bildungsplanung über die –politik und –verwaltung bis hin zur Bildungsgeschichte. Herausgegeben wird sie von dem Pädagogen Professor Dieter Timmermann, dessen Fachgebietsschwerpunkt Weiterbildung und Governance of Lifelong Learning ist. Die Reihe "Beiträge zur Bildungsökonomie und Bildungspolitik" präsentiert aktuelle Studien zur Pädagogik. Sie enthält sowohl deutsch- als auch englischsprachige Monographien und Sammelbände und umfasst thematisch ein breites Feld der Erziehungswissenschaft, von der Bildungsplanung über die –politik und –verwaltung bis hin zur Bildungsgeschichte. Herausgegeben wird sie von dem Pädagogen Professor Dieter Timmermann, dessen Fachgebietsschwerpunkt Weiterbildung und Governance of Lifelong Learning ist. Die Reihe "Beiträge zur Bildungsökonomie und Bildungspolitik" präsentiert aktuelle Studien zur Pädagogik. Sie enthält sowohl deutsch- als auch englischsprachige Monographien und Sammelbände und umfasst thematisch ein breites Feld der Erziehungswissenschaft, von der Bildungsplanung über die –politik und –verwaltung bis hin zur Bildungsgeschichte. Herausgegeben wird sie von dem Pädagogen Professor Dieter Timmermann, dessen Fachgebietsschwerpunkt Weiterbildung und Governance of Lifelong Learning ist.

11 publications

Beiträge zur Pädagogischen und Rehabilitationspsychologie. Studies in Educational and Rehabilitation Psychology

ISSN: 1865-083X

The book series Contributions to Educational and Rehabilitation Psychology has been published since 2010 with the aim of documenting new scientific approaches and topical trends from the highly differentiated fields of educational and rehabilitative psychology. The previous main topics were related to basic phenomena of memory and learning, new learning methods which can be used in school lessons and rehabilitative training, learning and adjustment disorders as well as coping with traumatic experiences e.g., after severe natural disasters, such as the 2004 tsunami in South-East Asia. The monographs and anthologies are edited by certified psychologist, Prof. Dr. Evelin Witruk in German and English. Die Reihe Beiträge zur Pädagogischen und Rehabilitationspsychologie erscheint seit 2010 mit dem Ziel, neue wissenschaftliche Zugänge und aktuelle Trends aus den weit verzweigten Gebieten der Pädagogischen Psychologie und der Rehabilitationspsychologie zu dokumentieren. Schwerpunkte liegen auf Basisphänomenen von Gedächtnis und Lernen, neuen Lernmethoden, die in Unterricht und Rehabilitation Anwendung finden können, Lern- und Anpassungsstörungen sowie der Verarbeitung traumatischer Erlebnisse, z. B. nach schweren Naturkatastrophen wie dem Tsunami 2004 in Südostasien. Die Monographien und Sammelbände werden von Frau Diplompsychologin, Prof. Dr. Evelin Witruk in deutscher und englischer Sprache herausgegeben.

10 publications

Inclusion and Teacher Education

Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.

7 publications

The Art and Science of Music Teaching and Performance

Musicians in the practice room, during instruction, and on the stage will benefit from a critical discussion of vital issues from an interdisciplinary perspective. Whether the examination of the acquisition of musical expertise, or the evaluation of teaching methods and learning strategies based on neuroscience and psychology, this series will emphasize scientific research combined with experiental knowledge that can only be gained from the actual practice of musical performance and education. Musicians in the practice room, during instruction, and on the stage will benefit from a critical discussion of vital issues from an interdisciplinary perspective. Whether the examination of the acquisition of musical expertise, or the evaluation of teaching methods and learning strategies based on neuroscience and psychology, this series will emphasize scientific research combined with experiental knowledge that can only be gained from the actual practice of musical performance and education.

2 publications

Sounds – Meaning – Communication

ISSN: 2365-8150

The series Sounds - Meaning - Communication. Landmarks in Phonetics, Phonology and Cognitive Linguistics intends to publish monographs, outstanding dissertations and thematic collections of papers written in English and devoted to topical issues in theoretical and applied linguistics, with a special focus on recent developments in phonetics, phonology and cognitive linguistic studies. Scholars in the field are invited to submit publication proposals to the editor.

20 publications

Critical Praxis and Curriculum Guides

The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and “experienced” teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students – and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create. The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and “experienced” teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students – and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create. The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and “experienced” teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students – and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create.

13 publications

Education and Struggle

ISSN: 2168-6432

"WE ARE THE STORIES WE TELL. The series "Education and Struggle" focuses on conflict as a discursive process where people struggle for legitimacy and the narrative process becomes a political struggle for meaning. But this series will also include the voices of authors and activists who are involved in conflicts over material necessities in their communities, schools, places of worship, and public squares as part of an ongoing search for dignity, self-determination and autonomy. This series focuses on conflict and struggle within the realm of educational politics based around a series of interrelated themes: indigenous struggles; western-Islamic conflicts; globalization and the clash of worldviews; neoliberalism as the war within;colonization and neocolonization; the coloniality of power and decolonial pedagogy; war and conflict and the struggle for liberation. It publishes narrative accounts of specific struggles as well as theorizing "conflict narratives" and the political production of meaning in educational studies. During this time of global conflict and the crisis of capitalism, Education and Struggle promises to be on the cutting edge of social, cultural, educational and political transformation. Central to the series is the idea that language is essentially a dialogical production that is formed through a process of social conflict and interaction. The aim is to focus on key semiotic, literary andpolitical concepts as a basis for a philosophy of language and culture where the underlying materialist philosophy of language and culture serves as the basis for the larger project that we might call dialogism (after Bakhtin’s usage). As the late V.N. Volosinov suggests “Without signs there is no ideology”, “Everything ideological possesses semiotic value” and “individual consciousness is a socio-ideological fact”. It is a small step to claim, therefore, “consciousness itself can arise and become a viable fact only in the material embodiment of signs”. This series is a vehicle for materialist semiotics in the narrative and dialogue of education and struggle."

39 publications

Catalan Studies in Culture and Linguistics

Catalan Studies in Culture and Linguistics Edited by Antonio Cortijo Ocaña The book series Catalan Studies in Culture and Linguistics offers an interdisciplinary approach to the analysis of the culture and language of the Catalan-speaking world. The aim of the collection is to foster the study and interpretation of Catalan culture from a historical, literary, social, and linguistic perspective within a larger European, Iberian, and Mediterranean context as well as within a later Trans-Atlantic and global mileux. In addition, some volumes will explore the emerging fields of e-Learning and IST applications.

22 publications

Text – Meaning – Context: Cracow Studies in English Language, Literature and Culture

ISSN: 2191-1894

The series aims at bringing together the long-divorced disciplines of the study of language, literature and culture by inviting scholars working in each of these areas to consider the unique implications of their own field in a larger epistemic context. The interdisciplinary approach of volumes in the series should allow to develop a scholarly discourse which affords a comprehensive picture of English studies. Editors wish to include both text- and corpus-based research as well as works of theoretical concern. Monographs and collections of articles appearing in the series will focus primarily on English and American language, literature and culture, but studies with a comparative slant are also invited.

25 publications

Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications

Hip-Hop Education

ISSN: 2643-5551

Hip-Hop Education is a sociopolitical movement that utilizes both online and offline platforms to advance the utility of hip-hop as a theoretical framework and practical approach to teaching and learning. The movement is aimed at disrupting the oppressive structures of schools and schooling for marginalized youth through a reframing of hip-hop in the public sphere, and the advancement of the educative dimensions of the hip-hop culture. Hip-Hop Education’s academic roots include, but are not limited to the fields of education, sociology, anthropology and cultural studies and it draws its most distinct connections to the field of hip-hop studies; which is in many ways, is the stem from which this branch of study has grown and established itself. Authors and academics who brought hip-hop into fields like African American studies, philosophy, and the general public writ large, provided in depth studies of a wide range of topics that range from feminism to race and racism. Hip-Hop Education: Innovation, Inspiration, Elevation will be the first of its kind in educational praxis. The series will be composed of books by artists, scholars, teachers, and community participants. The series will publish global authors who are experts in the fields of Hip-Hop, Education, Black Studies, Black Popular Culture, Community Studies, Activism, Music, and Curriculum. Hip-Hop Education is explicit about its focus on the science and art of teaching and learning. This series argues that Hip-hop embodies the awareness, creativity and innovation that are at the core of any true education. Furthermore, its work brings visibility to the powerful yet silenced narratives of achievement and academic ability among the hip-hop generation; reflecting the brilliance, resilience, ingenuity and intellectual ability of those who are embedded in hip-hop culture but also not necessarily academics in the conventional sense.

9 publications

Speculations

This new series explores the multiple intersections of science, fiction and the future, where speculative imaginings begin to enter the present. The series provides short introductions and surveys on single topics where science, technology and the imagination intertwine in the creation of possible futures. How is speculative fiction in dialogue with futures thinking and technological development? What challenges do we face when futuristic science and technology are happening now? Who benefits from these futures and how can they be made ethical, inclusive and sustainable? Welcome topics include big data, AI, urban renewal, machine learning, pandemics, interplanetary life, robotics, green energy, the posthuman and more. Each book in this multidisciplinary series offers a critical yet accessible approach to one topic, including coverage of key texts and ground-breaking original research.

2 publications

Nordeuropäische Arbeiten zur Literatur, Sprache und Kultur / Northern European Studies in Literature, Language and Culture

ISSN: 2196-9760

The object of these interdisciplinary series is above all studies from the Nordic countries which deal with questions in the field of literary, linguistic and cultural studies. Special emphasis is placed on phenomena of interculturality and transculturality respectively as well as on aspects of the teaching and learning of other languages. Against this background these series at the same time aim to close a gap between theory and practical use. Gegenstand der interdisziplinär angelegten Reihe sind Arbeiten vor allem aus den nordischen Ländern, die sich mit literatur-, sprach- und kulturwissenschaftlichen Fragestellungen beschäftigen. Ein besonderer Schwerpunkt liegt auf Phänomenen der Inter- bzw. Transkulturalität sowie auf Aspekten des Lehrens und Lernens anderer Sprachen. Vor diesem Hintergrund versteht die Reihe sich zugleich als Brückenschlag zwischen Theorie und Praxis.

26 publications