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

Writing About Women

ISSN: 1053-7937

This is a literary series devoted to feminist studies on past and contemporary women authors, exploring social, psychological, political, economic, and historical insights directed toward an interdisciplinary approach. The series is dedicated to the memory of Simone de Beauvoir, early pioneer in feminist literary theory. This is a literary series devoted to feminist studies on past and contemporary women authors, exploring social, psychological, political, economic, and historical insights directed toward an interdisciplinary approach. The series is dedicated to the memory of Simone de Beauvoir, early pioneer in feminist literary theory. This is a literary series devoted to feminist studies on past and contemporary women authors, exploring social, psychological, political, economic, and historical insights directed toward an interdisciplinary approach. The series is dedicated to the memory of Simone de Beauvoir, early pioneer in feminist literary theory.

22 publications

[Re]thinking Environmental Education

"The [Re]thinking Environmental Education book series is a response to the international recognition that environmental issues have taken center stage in political and social discourse. Resolution and/or re-evaluation of the many contemporary environmental issues will require a thoughtful, informed, and well-educated citizenry. Quality environmental education does not come easily; it must be grounded in mindful practice and research excellence. This series reflects the highest quality of contemporary scholarship and, as such, is positioned at the leading edge not only of the field of environmental education, but of education generally. There are many approaches to environmental education research and delivery, each grounded in particular contexts and epistemological, ontological and axiological positions, and this series reflects that diversity."

23 publications

Studies in Life Writing

Studies in Life Writing: Biography, Autobiography, Memoir welcomes full-length studies of life writing in all its forms: biography, autobiography, memoir, journals, diaries, blogs, and so forth. Dovetailing nicely with the critical theories of the later twentieth century, life writing questions the divide between fact and fiction, challenges the possibility of presenting a life objectively, and examines how the shaping forces of language and memory prohibits any simple attempts at truth and reference. Provocatively, interest in life writing has increased as both autobiographical and biographical narratives have become a major presence on the Internet, and the growth of literary nonfiction has prompted a resurgence of life narratives and memoirs. The series invites both single-authored book-length studies and multi-authored essay collections on the theory and/or pedagogy of life writing.

1 publications

Writing in the 21st Century

3 publications

Technical Writing

ISSN: 0943-6774

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.

14 publications

Researching with GEMMA

ISSN: 2813-0766

The main purpose of the series "Researching with GEMMA" is to present innovative, in-depth, and culturally provocative research on critical issues in Gender and Women’s Studies produced within the GEMMA Erasmus Mundus community. GEMMA is an interdisciplinary programme that provides high quality academic education and professional skills for people who are working or intend to work in the areas of Women's Studies, Gender Studies and Equal Opportunities across Europe and beyond. The main objective of GEMMA is to train experts in gender equality, taking into account the intersections of ethnicity, class and sexuality and contributing to the construction of a caring and responsible citizenship. GEMMA brings together the teaching and research work in Women's and Gender Studies in the fields of Humanities and Social Sciences of the participating universities and leading to a programme that provides a wide range of options, taught by lecturers of great prestige in the aforementioned fields in each of the institutions and centers.

4 publications

Studies in Contemporary Women's Writing

ISSN: 2235-4123

A series founded by Gill Rye This book series supports the work of the Centre for the Study of Contemporary Women’s Writing at the Institute of Languages, Cultures and Societies, University of London, by publishing high-quality critical studies in the field. Studies in Contemporary Women’s Writing provides a forum for innovative research exploring new trends and issues in the work of new, hitherto neglected or established authors who write primarily, but not exclusively, in the languages covered by the Centre: French, German, Italian, Portuguese and the Hispanic languages. The series has redefined its remit in light of current scholarship. ‘Contemporary’ is still defined as ‘after 1968’, with a preference for studies of post-1990 texts in any genre. While the series initially focused on writing, it now welcomes research that crosses disciplinary boundaries and defines creativity in the broadest sense, including intersections between literature and the arts, cinema and music. Scholarship that embraces gender and sexuality more broadly, including the work of non-binary and queer authors, is also welcome. We encourage studies that connect texts with the social, cultural, linguistic and political contexts in which they are created, taking into account the transnational and postcolonial configuration of the contemporary world and its impact on lives and experiences. Proposals are invited for monographs and edited collections. The series welcomes single-author studies, thematic analyses across languages and cross-cultural discussions that rely on a variety of approaches and theoretical frameworks, as well as studies that showcase the application of new methodologies to primary texts. Manuscripts should be written in English. Editorial Board: Claudia Bernardi (Victoria University of Wellington – Te Herenga Waka), Francesca Calamita (University of Virginia), Emily Jeremiah (Royal Holloway, University of London), Shirley Jordan (Newcastle University), Catriona MacLeod (University of London Institute in Paris), Lorraine Ryan (University of Birmingham), Godela Weiss-Sussex (School of Advanced Study, University of London), Caragh Wells (University of Bristol), Claire Williams (St Peter’s College, University of Oxford)

21 publications

Race and Resistance Across Borders in the Long Twentieth Century

ISSN: 2297-2552

This series focuses on the history and culture of activists, artists and intellectuals who have worked within and against racially oppressive hierarchies in the twentieth century and beyond, and who have then sought to define and to achieve full equality once those formal hierarchies have been overturned. It explores the ways in which such individuals - writers, scholars, campaigners and organizers, ministers, and artists and performers of all kinds - locate their resistance within a global context and forge connections with each other across national, linguistic, regional and imperial borders. Disseminating the latest interdisciplinary scholarship on the history, literature and culture of anti-racist movements in Africa, the Caribbean, the United States, Europe, Asia and Latin America, the series foregrounds, through a cross-disciplinary approach, the transnational and intercultural nature of these resistance movements. The series embraces a range of themes, including but not limited to antislavery, intellectual and literary networks, emigration and immigration, anti-imperialism, church-based and religious movements, civil rights, citizenship and identity, Black Power, resistance strategies, women's movements, cultural transfer, white supremacy and anti-immigration, hip hop and global justice movements. The series originated in the Race and Resistance Research Programme at The Oxford Research Centre in the Humanities (TORCH), University of Oxford. Proposals are invited for sole- and joint-authored monographs as well as edited collections. We welcome projects in a wide range of fields, including but not restricted to history, political science, anthropology, literature, cultural studies and media studies. Editorial Advisory Board: Funmi Adewole (DeMontfort University), Joan Anim-Addo (Goldsmiths, University of London), Celeste-Marie Bernier (University of Edinburgh), Alan Cobley (University of the West Indies, Cave Hill), Carolyn Cooper (University of the West Indies, Mona), Zaire Dinzey-Flores (Rutgers, State University of New Jersey), Tanisha Ford (University of Delaware), Maryemma Graham (University of Kansas), Christopher J. Lee (The Africa Institute, UAE), Simon Lewis (College of Charleston), Justine McConnell (King's College London), Pap Ndiaye (Sciences Po), Tessa Roynon (University of Oxford), Barbara Savage (University of Pennsylvania), David Scott (Columbia University), Hortense Spillers (Vanderbilt University), Imaobong Umoren (London School of Economics), Harvey Young (Northwestern University)

11 publications

Writing and Culture in the Long Nineteenth Century

The long nineteenth century, extending from the Napoleonic Wars to the First World War, was a time of enormous change and experimentation. This series aims to publish the work of scholars and critics alert to these changes in a variety of spheres, including literature, art, the sciences, philosophy, and economics. The editors have a special interest in work that addresses questions of aesthetics, poetics, and form at the intersection between the written word, the visual and decorative arts, architecture, and music. Many scholars are now working on the cultural matrix out of which these forms emerge and recent critical thinking has shown how important was the prevailing economic, political, scientific, and philosophical climate in creating the appropriate conditions for artistic production. Some volumes in the series focus on specific writers and texts, while others consider the connection between writing, art, philosophy, and science and the broader cultural horizon. All contribute significantly to the widening sphere of nineteenth-century literary studies.

12 publications

Ius, Lex et Res Publica

The Ius, Lex et Res Publica. Studies in Law, Philosophy and Political Cultures series explores a wide range of topics, especially within the Polish legal and socio-political framework. This new series of monographs focuses chiefly on topics related to current legal and socio-political tendencies, comparative studies, philosophical, legal, and political theory, psychology and sociology of law, and other subjects that would be of interest to law practitioners and scholars conducting research in the field of social sciences. Intending to promote interdisciplinary and multidimensional scholarship, the Ius, Lex et Res Publica series encourages an innovative approach to classical studies in national-oriented, European, and international matters. In addition, this series will seek to provide a high academic standard in addressing recent and fundamental legal, philosophical and socio-political problems. Single-author publications, collaborative studies, and collections of academic essays are welcomed.

70 publications

Crosscurrents: Writings of German Political Emigrés in Nineteenth-Cenury America

ISSN: 0741-2118

1 publications

Crosscurrents: Writings of German Political Emigrés in Nineteenth-Cenury America

ISSN: 0741-2096

2 publications

Crosscurrents: Writings of German Political Emigrés in Nineteenth-Century America

ISSN: 0741-210X

1 publications

RES HUMANAE Arbeiten für die Pädagogik

Die Reihe RES HUMANAE Arbeiten für die Pädagogik veröffentlicht Monographien und Sammelbände zu vielfältigen Phänomenen der Pädagogik und Soziologie. Darunter befinden sich Themen wie Jugendarbeitslosigkeit, Identitätsbildung, Kommunalpädagogik, Schulische Gewaltprävention und Diskurse aus der Sozialen Arbeit, die aus pädagogischer, soziologischer und politischer Perspektive beleuchtet werden.

12 publications

Descolonizar los Estudios cubanos interdisciplinarios/Decolonizing Interdisciplinary Cuban Studies

This series publishes scholarly and creative contributions to the global field of Cuban Studies. Written in English or Spanish (or a combination), the titles in this series include monographs, edited volumes, translations of academic studies and works that combine academic and creative work around a theme or concept. The series centres on the concept of decolonization, and represents a turn towards perspectives that steer clear of cultural hegemonies and that are built on a multiplicity of voices, ideas and projects that are all integrated on equal terms and on the basis of inherent rigour. In this sense, the series aims to decolonize Cuban Studies by allowing for productive dialogue between scholars in the arts, social sciences and humanities in Cuba, and between Cuban scholars and Cubanists elsewhere. It privileges approaches and concepts that recognise ecologies of knowledge – the multiple and complex interactions between knowledge and power in Europe, the US and Latin America and the Caribbean – and it especially encourages perspectives from the Global South. It embraces interdisciplinarity and co-production and creates a unique space for local and peripheral visions of Cuba to be seen. The mission of the series is to provide a place for dialogue and new collaborations in the broad field of Cuban Studies through linking the local, the national and the transnational in productive conversations designed to decolonize our understanding of Cuba. Esta colección publica contribuciones académicas y creativas al campo global de los Estudios cubanos. Escritos en inglés o español (o una combinación), los títulos de esta colección incluyen monografías, volúmenes editados, traducciones de estudios académicos y trabajos que combinan trabajos académicos y creativos en torno a un tema o concepto. La colección parte del concepto de descolonización, que representa un giro hacia una visión despojada de hegemonismos culturales, sustentada en la multiplicidad de voces, ideas y propuestas que la integran en igualdad de condiciones y preeminencia científica. En tal sentido, la colección tiene como objetivo descolonizar los Estudios Cubanos al permitir un diálogo productivo entre académicos en las artes, ciencias sociales y humanidades en Cuba, y entre académicos cubanos y cubanistas en otros lugares. Privilegia enfoques y conceptos que reconocen las ecologías del saber –las múltiples y complejas interacciones entre saber y poder en Europa, Estados Unidos y América Latina y el Caribe– y alienta especialmente las perspectivas del Sur global. Abarca la interdisciplinariedad y la coproducción y crea un espacio único para que se vean las visiones locales y periféricas de Cuba. La misión de la colección es proporcionar un lugar para el diálogo y nuevas colaboraciones en el amplio campo de los Estudios cubanos a través de la vinculación de lo local, lo nacional y lo transnacional en conversaciones productivas diseñadas para descolonizar nuestra comprensión de Cuba.

2 publications

Öffentliches und Internationales Recht

Die Schriftenreihe Öffentliches und Internationales Recht - res publica will Beiträgen zum öffentlichen und internationalen Recht ein Forum geben. In der Schriftenreihe bildet sich dabei die ganze Breite der wissenschaftlichen Interessen der beteiligten Herausgeber ab. Dieter Dörr und Udo Fink lehren an der Johannes Gutenberg-Universität Mainz Öffentliches Recht, Völker- und Europarecht sowie Medienrecht. Rolf Schwartmann ist Professor für Bürgerliches Recht und Wirtschaftsrecht, insbesondere Öffentliches und Internationales Wirtschaftsrecht an der Fachhochschule Köln. In der Schriftenreihe erscheinen in regelmäßigen Abständen herausragende Dissertationen, die thematisch einschlägig aber nicht notwendig in Mainz entstanden sind. Aufgenommen werden darüber hinaus Habilitationsschriften, Antrittsvorlesungen und Tagungsbände. Ein Anliegen der Reihe ist dabei, durch Aufnahme entsprechender Titel der stetig wachsenden Verzahnung dieser Rechtsgebiete Rechnung zu tragen. Die Reihe ist daher nicht nur für Wissenschaftler von Interesse, sondern bereichert auch den Praktiker, der die Wechselbeziehungen von Staats-, Europa- und Völkerrecht bei der täglichen Arbeit zunehmend berücksichtigen muss.

25 publications

Feminism and the Social Sciences

ISSN: 1070-549X

1 publications

Warschauer Studien zur Kultur- und Literaturwissenschaft

ISSN: 2191-1886

Die Warschauer Studien zur Kultur- und Literaturwissenschaft lenken ihr Hauptaugenmerk auf Arbeiten aus Ostmitteleuropa, die eine größere Beachtung verdienen. Darüber hinaus verfolgen sie das Ziel, einem breiteren Leserkreis – insbesondere Philologen (in erster Linie Germanisten und Slawisten), Kulturwissenschaftlern und Philosophen – neuere Forschungsansätze zugänglich zu machen.

20 publications

Printing History and Culture

This series unites the allied fields of global, national and local printing history and print culture, and is therefore concerned not only with the design, production and distribution of printed material but also its consumption, reception, and impact. It includes the histories of the machinery and equipment, of the industry and its personnel, of the printing processes, the design of its artefacts (books, newspapers, journals, fine prints, and ephemera) and with the related arts and crafts, including calligraphy, type-founding, typography and global scripts, papermaking, bookbinding, illustration, and publishing. It also covers the cultural context and environment in which print was produced and consumed. It is with great regret that we announce the death of Dr John Hinks (1946–2024), Series Editor of Printing History and Culture at Peter Lang. John had been ill for a while and was admitted for surgery at the start of April from which he did not recover. John was a sympathetic and conscientious editor as well as an erudite scholar in his own right with a wide-ranging interest in print culture in the eighteenth century, about which he published widely. He was also a popular figure amongst students to whom he was a compassionate and knowledgeable advisor. John possessed that rare skill of wearing his wisdom lightly and sharing it with generosity. More than that he was a kind friend and mentor who provoked affection and will be greatly missed.

13 publications

Parcs et Jardins

Cette collection est éditée par la Fondation des Parcs et Jardins de France, qui a pour mission de développer les connaissances et le goût pour lart des jardins. La collection porte à la connaissance du public international les recherches sur lart des jardins, tant sur les techniques, que sur les lieux, les paysagistes ou les éléments spécifiques végétaux ou architecturaux. Seront aussi diffusés les travaux concernant lusage des jardins, tant pour lapparat, la botanique, la santé, le lien social et bien entendu la délectation du jardinier et des visiteurs. Ces travaux seront en français ou en anglais, sous forme de monographies, actes de colloques, de thèses, ou douvrages collectifs. Cette collection est éditée par la Fondation des Parcs et Jardins de France, qui a pour mission de développer les connaissances et le goût pour lart des jardins. La collection porte à la connaissance du public international les recherches sur lart des jardins, tant sur les techniques, que sur les lieux, les paysagistes ou les éléments spécifiques végétaux ou architecturaux. Seront aussi diffusés les travaux concernant lusage des jardins, tant pour lapparat, la botanique, la santé, le lien social et bien entendu la délectation du jardinier et des visiteurs. Ces travaux seront en français ou en anglais, sous forme de monographies, actes de colloques, de thèses, ou douvrages collectifs. Cette collection est éditée par la Fondation des Parcs et Jardins de France, qui a pour mission de développer les connaissances et le goût pour lart des jardins. La collection porte à la connaissance du public international les recherches sur lart des jardins, tant sur les techniques, que sur les lieux, les paysagistes ou les éléments spécifiques végétaux ou architecturaux. Seront aussi diffusés les travaux concernant lusage des jardins, tant pour lapparat, la botanique, la santé, le lien social et bien entendu la délectation du jardinier et des visiteurs. Ces travaux seront en français ou en anglais, sous forme de monographies, actes de colloques, de thèses, ou douvrages collectifs.

1 publications

Europäische Studien zur Germanistik, Kulturwissenschaft und Linguistik

Die neue Reihe Germanistik. Kulturwissenschaft. Linguistik soll mit den einzelnen Titeln eine international lebendige, intellektuell und literarisch auf relevanten und gut recherchierten Stoffen aufgebaute Serie werden. Analysen, Interpretationen, Synthesen, wissenschaftliche Essayistik werden immer den neuen Forschungsstand und akzeptable Forschungstrends berücksichtigen. Die Reihe soll durch ihre Lebendigkeit ein wenig den Leser bestechen, um im internationalen Wettlauf zwar stets souverän doch zugleich auch international zu agieren. Der Begründer der Reihe war Norbert Honsza. Zum Tod des polnischen Germanisten Norbert Honsza (1933-2020) – Ein Nachruf: literaturkritik.de: https://literaturkritik.de/der-vermittler-zum-tod-des-polnischen-germanisten-norbert-honsza-1933-2020-ein-nachruf,26997.html

18 publications

Schriften zum Deutschen und Internationalen Bau-, Umwelt- und Energierecht

Page d'accueil d’éditeur : Prof. Dr. iur. Axel Wirth Diese Schriftenreihe ist im Lehrstuhl von Prof. iur. Axel Wirth in Darmstadt entstanden. Es handelte sich um den einzigen deutschen universitären Lehrstuhl für deutsches und internationales öffentliches und privates Baurecht. Zwischenzeitlich ist Prof. Wirth wieder als auf das Baurecht spezialisierter Rechtsanwalt tätig. Sei Ziel ist es weiterhin, Veröffentlichungen zu unterstützen, die die Wissenschaft mit der Praxis verbinden. Besonders gefördert werden sollen Werke, die der Interdisziplinarität zwischen Rechts- und Ingenieurwissenschaften gerecht werden. Damit soll den Lesern geholfen werden, praxisbezogene Lösungen zu erkennen. Die Schriftenreihe von Prof. Dr. Wirth will und wird diese Besonderheiten bei der Auswahl der Verfasser/Verfasserinnen und deren Themen fördern.

28 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. 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.

5 publications