Collection Theta

ISSN: 0946-2457

5 publications

Federalism

ISSN: 2294-6969

The book series «Federalism», run by the Centro Studi sul Federalismo/Centre for Studies on Federalism (CSF), aims to disseminate knowledge in the field of studies on federalism, as well as to feed the academic and public debate and support the activity of decision-makers, confronted with demands for autonomy by local governments, along with forms of regional and world integration needed to govern global processes. The CSF is a think tank that carries out activities of interdisciplinary research, documentation, information regarding domestic and supra-national federalism, developments in the area of regional and continental integration first and foremost the European Union and problems related to the world order and the process of democratisation of the international system. The CSF has been founded under the auspices of the Compagnia di San Paolo and the Universities of Turin, Pavia and Milan.

20 publications

Mediated Youth

ISSN: 1555-1814

Mediated Youth publishes cutting-edge research on the cultures, artifacts, and media of children, tweens, teens, and college-aged youth. Whether studying any forms of popular culture – television, popular music, fashion, sports, toys, the Internet, self-publishing, leisure, clubs, school cultures/activities, film, dance, language, tie-in merchandising, concerts, subcultures – books in this series go beyond the dominant paradigm of traditional studies of the effects of media/culture on youth. Instead, works published in this series endeavor to understand the complex relationship between youth and popular culture, and, whenever possible, include the voices of youth themselves.　

66 publications

Collection du Centre de Recherche "Littérature et Spiritualité"

1 publications

Educational Psychology

Educational Psychology: Critical Pedagogical Perspectives is a collection of relevant and dynamic works by scholars and practitioners of Critical Pedagogy, Critical Constructivism, and Educational Psychology. Reflecting a multitude of social, political, and intellectual developments prompted by the mentor Paulo Freire, Educational Psychology: Critical Pedagogical Perspectives enlivens the educator’s process with theory and practice that promote personal agency, social justice, and academic achievement. Often countering the dominant discourse with provocative and yet practical alternatives, Educational Psychology: Critical Pedagogical Perspectives speaks to educators on the forefront of social change and those who champion social justice.

52 publications

(Post-)Critical Global Childhood & Youth Studies

This book series focuses on post-critical research in global childhood & youth studies and education. It aims to trace the stimulating exchange of ideas on contemporary issues affecting children and young people around the world, while exploring possibilities for local and global social change. The intent is to situate, and possibly deconstruct, the systems of reasoning that govern human development and education, including deconstructing predominant critical paradigms. The series encourages innovative writing formats as well as novel theoretical and methodological approaches to co-producing knowledge in fields such as: urban, rural, and indigenous childhood & youth; child poverty and social policy, ecology and youth activism; immigration & social and educational inequalities; the experience of schooling and machine learning in diverse contexts of global education. It is addressed to relevant scholars and students as well as to policy makers, educators, and youth workers from all over the world. If you are interested to publish a monograph or an edited book with this Book Series, please contact your respective local series editor: Brazil: Prof. Márcia Amador-Mascia, Universidade São Francisco: marciaaam@uol.com.br Spanish-speaking Latin America: Prof. Silvia Grinberg, Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina: grinberg.silvia@gmail.com Asian countries: Ass. Prof. Hongyan Chen, East China Normal University, Shanghai: chenhongyanup@126.com Rest of world: Prof. Michalis Kontopodis, University of Leeds: mkontopodis@pm.me

7 publications

Textbooks and Educational Media

ISSN: 2995-8407

0 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

Scottish Studies International

The Scottish Studies International (SSI) series produced by the Faculty of Translation Studies, Linguistics and Cultural Studies of the Johannes Gutenberg University of Mainz in Germersheim, Germany, publishes high-quality research work from across the broad and varied spectrum of Scottish Studies. Founded in 1982 by the late Professor Horst W. Drescher, the series originally focused on literature and translation studies. Current editor, Professor Klaus Peter Müller, has since extended its scope into the fields of cultural and media studies, a widening of range and perspective that is also reflected in the faculty's bi-annual Scottish Studies Newsletter. The series aims to explore both Scotland's turbulent past and its intriguing present flux in its culture, society, politics, economy, media, art, and literature. In order to evaluate their suitability for publication, all texts submitted will be peer-reviewed by the general editor as well as by members of the editorial board. Editor’s Homepage: Univ.-Prof. Dr. Klaus Peter Müller Editorial Advisory Board: Murray Baumgarten, University of California Ian Campbell, University of Edinburgh Gerard Carruthers, University of Glasgow Scott Hames, University of Stirling Silvia Mergenthal, University of Konstanz Pierre Morère, Université de Grenoble III Graeme Morton, University of Guelph Murray Pittock, University of Glasgow Barbara Schaff, University of Göttingen Chris Vanden Bossche, Notre Dame University The Scottish Studies International (SSI) series produced by the Faculty of Translation Studies, Linguistics and Cultural Studies of the Johannes Gutenberg University of Mainz in Germersheim, Germany, publishes high-quality research work from across the broad and varied spectrum of Scottish Studies. Founded in 1982 by the late Professor Horst W. Drescher, the series originally focused on literature and translation studies. Current editor, Professor Klaus Peter Müller, has since extended its scope into the fields of cultural and media studies, a widening of range and perspective that is also reflected in the faculty's bi-annual Scottish Studies Newsletter. The series aims to explore both Scotland's turbulent past and its intriguing present flux in its culture, society, politics, economy, media, art, and literature. In order to evaluate their suitability for publication, all texts submitted will be peer-reviewed by the general editor as well as by members of the editorial board. Editor’s Homepage: Univ.-Prof. Dr. Klaus Peter Müller Editorial Advisory Board: Murray Baumgarten, University of California Ian Campbell, University of Edinburgh Gerard Carruthers, University of Glasgow Scott Hames, University of Stirling Silvia Mergenthal, University of Konstanz Pierre Morère, Université de Grenoble III Graeme Morton, University of Guelph Murray Pittock, University of Glasgow Barbara Schaff, University of Göttingen Chris Vanden Bossche, Notre Dame University The Scottish Studies International (SSI) series produced by the Faculty of Translation Studies, Linguistics and Cultural Studies of the Johannes Gutenberg University of Mainz in Germersheim, Germany, publishes high-quality research work from across the broad and varied spectrum of Scottish Studies. Founded in 1982 by the late Professor Horst W. Drescher, the series originally focused on literature and translation studies. Current editor, Professor Klaus Peter Müller, has since extended its scope into the fields of cultural and media studies, a widening of range and perspective that is also reflected in the faculty's bi-annual Scottish Studies Newsletter. The series aims to explore both Scotland's turbulent past and its intriguing present flux in its culture, society, politics, economy, media, art, and literature. In order to evaluate their suitability for publication, all texts submitted will be peer-reviewed by the general editor as well as by members of the editorial board. Editor’s Homepage: Univ.-Prof. Dr. Klaus Peter Müller Editorial Advisory Board: Murray Baumgarten, University of California Ian Campbell, University of Edinburgh Gerard Carruthers, University of Glasgow Scott Hames, University of Stirling Silvia Mergenthal, University of Konstanz Pierre Morère, Université de Grenoble III Graeme Morton, University of Guelph Murray Pittock, University of Glasgow Barbara Schaff, University of Göttingen Chris Vanden Bossche, Notre Dame University

35 publications

Erziehungskonzeptionen und Praxis / Educational Concepts and Practice

Die Reihe "Erziehungskonzeptionen und Praxis / Educational Concepts and Practice" befasst sich mit dem Gebiet der Pädagogik. Dabei bietet die Reihe ein breites Spektrum an Veröffentlichungen zu diversen Unterrichtsmethoden. Es erscheinen sowohl Beiträge zur Sprach-, Musik-, Literatur und Politikdidaktik, als auch zur Grundlagenreflexion der Lehrausbildung und des Bildungssystems. Herausgegeben wird die Reihe von dem Professor für Erziehungswissenschaften Gerd-Bodo von Carlsburg.

83 publications

Education beyond Borders

The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued.

2 publications

Confronting Systemic Omissions and Impacts in Educational Policy

6 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

Education Management

ISSN: 1947-6256

The Education Management: Contexts, Constituents, and Communities (EM:c3) series includes the best scholarship on the varied dynamics of educational leadership, management, and ad-ministration across the educational continuum. In order to disseminate ideas and strate-gies useful for schools, colleges, and the education community, each book investigates critical topics missing from the extant literature and engages one or more theoretical perspectives. This series bridges the gaps between the traditional management research, practical approaches to academic administration, and the fluid nature of organizational realities. Additionally, the EM:c3 series endeavors to provide meaningful guidance on con-tinuing challenges to the effective and efficient management of educational contexts. Volumes in the series foreground important policy/praxis issues, developing professional trends, and the concerns of educational constituencies. The aim is to generate a corpus of scholarship that discusses the unique nature of education in the academic and social spaces of all school types (e.g., public, private, charter, parochial) and university types (e.g., public, private, historically black, tribal institutions, community colleges). The EM:c3 series offers thoughtful research presentations from leading experts in the fields of educational administration, higher education, organizational behavior, pub-lic administration, and related academic concentrations. Contributions represent re-search on the United States as well as other countries by comparison, address issues related to leadership at all levels of the educational system, and are written in a style ac-cessible to scholars, educational practitioners and policymakers throughout the world.

17 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