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Integrating Research on Education and Citizenship in the Context of Migration
This interdisciplinary volume on The Challenge of Radicalization and Extremism: Integrating Research on Education and Citizenship in the Context of Migration addresses the need for educational researchers to place their work in a broader social and political context by connecting it to the current and highly relevant issue of extremism and radicalization. It is just as important for researchers of extremism and radicalization to strengthen their conceptual links with educational fields, especially with education for democratic citizenship, as for researchers in education to get more familiar with issues of migration. This book meets a current shortage of research that addresses these issues across subjects and disciplines to inform both scientific and professional stakeholders in the educational and social sectors.

The volume is divided into three parts. The first part, Foundations, provides fundamental research on radicalization and the rejection of democratic values. In the second part, Analysis of Preconditions within the Educational Context, key risk and protective factors against radicalization for young people are explored. Finally, the third part, Approaches for Prevention and Intervention, offers concrete suggestions for prevention and intervention methods within formal and informal educational contexts. The contributions show how new avenues for prevention can be explored through integrating citizenship education’s twofold function to assimilate and to empower.
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What does power abuse look and feel like in the academic world? How does it affect university faculty, students, education and research? What can we do to counteract and prevent power abuse? These questions are addressed in this collection of autobiographical poems, essays and illustrations about academia. The contributors reflect on individual experiences as well as underlying institutional structures, providing original perspectives on bullying, sexual harassment, discrimination, and other forms of power abuse in academic workplaces. They share their stories in order to break the culture of silence around power abuse in academia and point out pathways for constructive change.
Social and Community-based Learning, New Forms of Knowledge and Action for Change
What responses is adult education providing to the great global problems: climate change and the environment, populism and racism, gender inequality, social and economic inequality?

The ESREA Research Network between Local and Global – Adult Learning and Communities and the authors collected here argue for socially engaged community-based research which promotes critical democracy and popular education and drives powerful research methodologies: participatory research, feminist research, ecological research activism, posthumanist research, and more.

The first part of the book looks back and forwards to the contribution to adult learning and community development played by participatory research in the making and remaking of community and society. In the second part, the focus shifts to pedagogies of possibility and change, knowledge creation and the transformation of pedagogies of inclusion. The third part, on activism and change, turns its attention to the motivations for activism and their individual and collective forms of expression. The final part considers re-making and 'doing' society and community, in particular during the COVID-19 pandemic.

For researchers interested in participatory and emancipatory social research, gender and biography research, or community-university research partnerships, Remaking Communities and Adult Learning presents adult learning as a site of resistance for sustainable and creative andragogic practice.
Konzepte des Poly-Werks
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Werke, die sowohl einzeln als auch simultan aufgeführt werden können, schaffen Möglichkeiten das „Werk“ neu zu denken.
Denn die monologisch geschlossene Anlage des einzelnen Werks wird durch ein weiteres Werk geöffnet und kontextualisiert. Warum sollten nicht auch musikalische Werke in eine Beziehung treten können, die sie gleichzeitig erklingen lässt? Und wie könnte so eine Beziehung kompositorisch beschaffen sein? In den letzten 70 Jahren haben viele namhafte Komponist:innen wie Darius Milhaud, Chaya Czernowin, Adriana Hölszky, Julio Estrada oder Klaus Huber das Konzept der Vergleichzeitigung umgesetzt. Anhand vieler verschiedener Beispiele und künstlerischer Reflexionen wird mit diesem Buch das Poly-Werk erstmals eingehend und detailliert dargestellt.
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What is the ocean’s role in human and planetary history? How have writers, sailors, painters, scientists, historians, and philosophers from across time and space poetically envisioned the oceans and depicted human entanglements with the sea? In order to answer these questions, Søren Frank covers an impressive range of material in A Poetic History of the Oceans: Greek, Roman and Biblical texts, an Icelandic Saga, Shakespearean drama, Jens Munk’s logbook, 19th century-writers such as James Fenimore Cooper, Herman Melville, Jules Michelet, Victor Hugo, Jules Verne, Jonas Lie, and Joseph Conrad as well as their 20th and 21st century-heirs like J. G. Ballard, Jens Bjørneboe, and Siri Ranva Hjelm Jacobsen.
A Poetic History of the Oceans promotes what Frank labels an amphibian comparative literature and mobilises recent theoretical concepts and methodological developments in Blue Humanities, Blue Ecology, and New Materialism to shed new light on well-known texts and introduce readers to important, but lesser-known Scandinavian literary engagements with the sea.
Toward an SDG 4.7 Roadmap for Systems Change
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The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking—a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life.

Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world’s pandemic recovery.
A Critical Review for Educators, Librarians, Families, Researchers & Writers
This enriched reference guide offers a unique overview of more than 200 picture books published by Canadian publishing houses between 2017–2019. The authors cover key themes in contemporary Canadian titles that match broad curriculum trends in education. Response activities are included in the text, for example frameworks for critical literacy discussions, along with annotated bibliographies that specifically recognize titles by Indigenous authors and illustrators. The book also contains original interviews with a dozen rising stars in Canadian writing and book illustration. While the book is specifically geared for educators, it also supports public libraries, Education researchers, and future picture book creators, as well as families who are interested in learning more about reading development and related literacy activities for the home setting.
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This book explores how narratives are deeply embodied, engaging heart, soul, as well as mind, through varying adult learner perspectives. Biographical research is not an isolated, individual, solipsistic endeavor but shaped by larger ecological interactions – in families, schools, universities, communities, societies, and networks – that can create or destroy hope.

Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations.

Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.
Intercultural Engagements with Architecture and Craft in the Age of Travel and Reform
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