Frontiers in Journalism Studies

The aim of the series Frontiers in Journalism Studies is straightforward: journalism as a field, and journalism studies as a way to make sense of it, both face the challenge of keeping pace with a range of developments. Buffeted by new, mostly digital, changes in content, journalistic production, media technologies, business models, political pressures, and audience interest (not to mention still unfolding questions around algorithms, data and privacy, and platforms) the challenges for making sense of journalism are many and the changes have been significant. But changes can be made sense of, and even the most novel developments come from somewhere. Frontiers in Journalism Studies embraces an opportunity to understand journalism’s place in society anew. It does so in work that is: - Conceptually rich, abundantly clear. This series provides a platform for a clear and approachable discussion of journalism’s new frontiers, matching theoretical richness with accessibility. - Research for tomorrow. The books in this series prioritize forward-looking research agendas that avoid being quickly ‘outdated’ by not focusing too narrowly on technological changes or current trends. - Global. Engaging theoretical and conceptual work that is being done across the world, this series aims to elevate a range of voices across its titles. - Provocative. This series provides scholars with the space to engage pressing questions with curiosity and boldness.

6 publications

Interdisciplinary Studies in Diasporas

ISSN: 2378-0975

Interdisciplinary Studies in Diasporas opens a discursive space in diaspora scholarship in all fields of the humanities and social sciences. The volumes published in this series comprise studies that explore and contribute to an understanding of diasporas from a broad spectrum of cultural, literary, linguistic, anthropological, historical, political, and socioeconomic perspectives, as well as theoretical and methodological approaches. The series welcomes original submissions from individually and collaboratively authored books and monographs as well as edited collections of essays. All proposals and manuscripts are peer reviewed.

27 publications

Walther-Studien

Die Walther-Studien sind ein Forum für den wissenschaftlichen Austausch über einen der bedeutendsten Lyriker des deutschsprachigen Mittelalters. Der Herausgeber verzichtet bewusst auf thematische oder methodologische Vorgaben. So ist ein breites Spektrum von - auch kontrovers diskutierten - Thesen gewährleistet. Die Walther-Studien erscheinen im Zweijahresrhythmus. Beitragsangebote an: t.bein@germlit.rwth-aachen.de Band 9 schließt diese Reihe ab.

9 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

Disability Studies in Education

ISSN: 1548-7210

The book series Disability Studies in Education is dedicated to the publication of monographs and edited volumes that integrate the perspectives, methods, and theories of disability studies with the study of issues and problems of education. The series features books that further define, elaborate upon, and extend knowledge in the field of disability studies in education. Special emphasis is given to work that poses solutions to important problems facing contemporary educational theory, policy, and practice.

36 publications

Bildung aus geschichtlicher Herkunft und gegenwärtigem Anspruch

2 publications

Deutsch-ostasiatische Studien zur interkulturellen Literaturwissenschaft

ISSN: 1660-8682

Germanistik als eine der Nationalphilologien wird in Europa zumeist auf sprach- und/oder literaturwissenschaftlicher Grundlage betrieben. In Ostasien dagegen beschäftigt man sich nicht nur mit der deutschen Sprache und Literatur, sondern auch mit vielen anderen Bereichen der deutschsprachigen Kultur. Deshalb ist die sogenannte Auslandsgermanistik zumindest in Ostasien nicht so sehr als Philologie, sondern eher als Kulturwissenschaft im Sinne von "cultural studies" zu begreifen. Ihre fachwissenschaftliche Arbeit beginnt üblicherweise mit der Übersetzung, die schon eine Menge geschichtlicher, landeskundlicher und soziologisch-mentalitätshistorischer Kenntnisse voraussetzt. Sie findet ihren interkulturellen Status zunehmend dadurch, daß vermehrt interdisziplinäre, vor allem kulturwissenschaftliche Aspekte einbezogen werden. Wissenschaftsgeschichtlich spielten die japanischen Germanisten eine vermittelnde Zubringerrolle für den internen germanistischen und ästhetischen Kulturaustausch in Ostasien.

9 publications

Umweltbildung, Umweltkommunikation und Nachhaltigkeit / Environmental Education, Communication and Sustainability

"The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Editor’s Homepage: Prof. Dr. Walter Leal Filho" "The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Page d'accueil d’éditeur : Prof. Dr. Walter Leal Filho" "The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Editor’s Homepage: Prof. Dr. Walter Leal Filho"

29 publications