Urban Communication

ISSN: 2153-1404

Cities are inherently places of communication, meeting spaces for interaction and/or observation. The nature of any communication venue is altered by social and technological circumstances and the urban environment is altered, in turn, by changes in communication patterns. We need to understand relationships among these significant forces – communication, technology, and the urban, suburban, rural environment – as they shape each other. Communication systems and urban social systems can be examined at multiple levels as scholars and planners examine interaction in public spaces, neighborhood communication patterns, and urban systems of transport. The focus of this series is on social relationships in a swiftly changing communication environment. Media coverage of urban issues, conflict resolution and contested urban space, visual communication, rhetorical dimensions of urban life, film and the city, journalism, the ethnic press, local media and public policy are just some areas of relevance. Volumes in this series provide a forum to explore and discuss the challenges created by the intersection of communication and urban life, focusing on what communication scholarship has to offer for enhanced understanding of cities and for the development of a public policy that takes into account communication needs and practices.

14 publications

Multimedia Marketing & Kommunikation

Die Reihe “Multimedia Marketing & Kommunikation“ bietet eine Plattform für Beiträge, die innovativ orientierte Themen aus unterschiedlichen Perspektiven diskutieren. Ein Fokus liegt auf der Auseinandersetzung mit technisch-/technologischen Entwicklungen einzelner Medienformen, der Bewertung von Integrationsmöglichkeiten in neue Anwendungsfelder, der theoretischen und empirischen Untersuchung multimedialer Marketingkonzepte sowie der Diskussion medienpolitischer Fragestellungen. Die Reihe “Multimedia Marketing & Kommunikation“ bietet eine Plattform für Beiträge, die innovativ orientierte Themen aus unterschiedlichen Perspektiven diskutieren. Ein Fokus liegt auf der Auseinandersetzung mit technisch-/technologischen Entwicklungen einzelner Medienformen, der Bewertung von Integrationsmöglichkeiten in neue Anwendungsfelder, der theoretischen und empirischen Untersuchung multimedialer Marketingkonzepte sowie der Diskussion medienpolitischer Fragestellungen. Die Reihe “Multimedia Marketing & Kommunikation“ bietet eine Plattform für Beiträge, die innovativ orientierte Themen aus unterschiedlichen Perspektiven diskutieren. Ein Fokus liegt auf der Auseinandersetzung mit technisch-/technologischen Entwicklungen einzelner Medienformen, der Bewertung von Integrationsmöglichkeiten in neue Anwendungsfelder, der theoretischen und empirischen Untersuchung multimedialer Marketingkonzepte sowie der Diskussion medienpolitischer Fragestellungen.

3 publications

Urban Girls

ISSN: 2470-122X

With more attention being directed toward adolescent girls' and young women’s educational development and human rights across the globe, urban girls as an educationally and politically disenfranchised group are becoming more of the primary focus of educational, sociological, and psychological research and discourse. There is a need for theory, inquiry, and praxis that considers the dynamics of the interactions of race, class, gender, age, and spatial location on　youth education and overall socio-emotional development. The social and cultural context of where students learn, play, and work significantly shape youth's identities and agency. Similarly, gender plays an important role on students’ academic and social development. The Urban Girls series brings scholarly attention to the unique, yet diverse, cultural experiences and identities of adolescent girls and young women being socialized in urban contexts. Authors explore and theorize how young women's racialized and gendered experiences in their families, communities, and schools and larger social contexts foster agency, resilience, and resistance. Proposals for this series can be emailed to Series Editor Venus Evans-Winters at vevansw@ilstu.edu.

4 publications

Stadtentwicklung. Urban Development

ISSN: 2366-0708

Urban development is a key to designing the socio-spatial future of human societies. The book series pursues an interdisciplinary approach towards a wide array of public tasks: from urban design to the supply of local facilities and infrastructure, urban governance and the relationship between state and non-state actors. Urban development is also the arena in which visions about community life and its practical implementation meet. The series focuses on representing overarching topics. While the number of publications on special issues grows exponentially, they often seem to lack contextualization. It is the purpose of this series to close that gap. Besides a specifically German viewpoint, its publications bring international research results into play. The series was earlier published under: Beiträge zur kommunalen und regionalen Planung. Stadtentwicklung ist ein Schlüsselbereich für die Zukunftsgestaltung menschlicher Gesellschaften. Die Buchreihe möchte den Blick aus interdisziplinären Perspektiven auf ein breites Feld öffentlicher Aufgaben richten: vom Städtebau über technische und soziale Infrastrukturen bis zur politischen Steuerung eines Gemeinwesens durch Institutionen und Initiativen. Hier vereinen sich Visionen über das Zusammenleben mit praktischen Fragen seiner Ausgestaltung. Die Sammelbände und Monografien der Reihe sollen jährlich übergreifende Themen in den Mittelpunkt stellen und so zu Überblickswerken werden, die eine Vielzahl von Untersuchungen zu Einzelsachverhalten bündeln. Die Reihe rückt neben den Sichten auf die Stadtentwicklung aus deutscher Forschung auch internationale Erkenntnisse in das Blickfeld. Diese Reihe wurde bisher unter dem Titel Beiträge zur kommunalen und regionalen Planung geführt.

5 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

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.

3 publications