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Acta Conventus Neo-Latini Albasitensis

Proceedings of the Seventeenth International Congress of Neo-Latin Studies (Albacete 2018)

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Edited by Florian Schaffenrath and María Teresa Santamaría Hernández

Every third year, the members of the International Association for Neo-Latin Studies (IANLS) assemble for a week-long conference. Over the years, this event has evolved into the largest single conference in the field of Neo-Latin studies. The papers presented at these conferences offer, then, a general overview of the current status of Neo-Latin research; its current trends, popular topics, and methodologies. In 2018, the members of IANLS gathered for a conference in Albacete (Spain) on the theme of “Humanity and Nature: Arts and Sciences in Neo-Latin Literature”. This volume presents the conference’s papers which were submitted after the event and which have undergone a peer-review process. The papers deal with a broad range of fields, including literature, history, philology, and religious studies.

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Ksenija Joksimović

Activist Identity Development of Transgender Social Justice Activists and Educators introduces an anti-oppressive, critical and intersectional approach to social justice activism and education, and adult education for social change. This book examines how state governments, laws, policies, institutions, and systems of dominant hegemonic ideologies, such as education systems, the legal systems, and their gatekeepers influence the social position and epistemic agency of transgender and gender non-conforming people (TGNC), therefore shaping their social justice activist and educator identity development. The research was conducted with eight TGNC social justice activists and educators from eight different countries, who were at the time in leadership positions in organizations working on the advancement of LGBTQI human rights.

This volume seeks not only to understand and interpret power structures, power relations and inequalities in society which determine social positionality of trans activists and influence the formation and development of their activist identity, but also to challenge them by raising critical consciousness, questioning dominant cultural, political, and social domains which determine knowledge production. It advocates for a trans-affirming, intersectional approach to educational provision, theory, and research.

African Social Movement Learning

The Case of the Ada Songor Salt Movement

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Jonathan Langdon

How social movements learn in struggle, produce knowledge, and provoke public paradigm shifts have become an important focus of critical adult education in our contemporary turbulent times. And yet, African social movements, and their learning are largely absent from this literature. This work, therefore, provides a rare and much needed African contribution to this field.

African Social Movement Learning: The Case of the Ada Songor Salt Movement speaks to this gap in the literature, laying out an entry-point to an African-centered account of learning in struggle on the continent. However, this entry-point quickly turns to an in-depth sharing of one particular case of African social movement learning. Based on 9 years of research with the Ada Songor salt movement in Ghana, the book provides a detailed account of learning through defending communal access to West Africa’s largest salt yielding lagoon in the face of local, national and global efforts to expropriate this resource. The book shares the knowledge production of the movement, as well as the ways in which the movement has restoried its struggle to meet new challenges. Songs, tapestries, demonstrations, manifestoes, popular education approaches, and book production all feature in these efforts.

Artistic Mentoring as a Decolonizing Methodology

A Collaborative Painting Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez

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Kryssi Staikidis

To expand the possibilities of “doing arts thinking” from a non-Eurocentric view, Artistic Mentoring as a Decolonizing Methodology: A Collaborative Painting Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez is grounded in Indigenous perspectives on arts practice, arts research, and art education. Mentored in painting for eighteen years by two Guatemalan Maya artists, Kryssi Staikidis, a North American painter and art education professor, uses both Indigenous and decolonizing methodologies, which involve respectful collaboration, and continuously reexamines her positions as student, artist, and ethnographer searching to redefine and transform the roles of the artist as mentor, historian/activist, ethnographer, and teacher.

The primary purpose of the book is to illuminate the Maya artists as mentors, the collaborative and holistic processes underlying their painting, and the teaching and insights from their studios. These include Imagined Realism, a process excluding rendering from observation, and the fusion of pedagogy and curriculum into a holistic paradigm of decentralized teaching, negotiated curriculum, personal and cultural narrative as thematic content, and the surrounding visual culture and community as text.

The Maya artist as cultural historian creates paintings as platforms of protest and vehicles of cultural transmission, for example, genocide witnessed in paintings as historical evidence. The mentored artist as ethnographer cedes the traditional ethnographic authority of the colonizing stance to the Indigenous expert as partner and mentor, and under this mentorship analyzes its possibilities as decolonizing arts-based qualitative inquiry. For the teacher, Maya world views broaden and integrate arts practice and arts research, inaugurating possibilities to transform arts education.

Edited by Gang Ding

Selected Essays on China’s Education: Research and Review (4 volumes) consists of 22 most influential theses on the history and tradition of Chinese Education. These essays, selected and translated from China’s Education: Research and Review, a serial publication in Chinese, reflect the progress of qualitative research on Chinese education both within and outside China.

Volume 1 focuses on Written and Oral Narratives, including six articles; Volume 2 focuses on History and Current Reality, including five articles; Volume 3 focuses on Knowledge and Tradition, including six articles; and Volume 4 focuses on Gender and Education, including five articles. Aiming to promote academic dialogues on Chinese culture and education, these essays explore important educational and cultural issues in China with a transcultural perspective.

Edited by Gang Ding

Selected Essays on China’s Education: Research and Review (4 volumes) consists of 22 most influential theses on the history and tradition of Chinese Education. These essays, selected and translated from China’s Education: Research and Review, a serial publication in Chinese, reflect the progress of qualitative research on Chinese education both within and outside China.

Volume 1 focuses on Written and Oral Narratives, including six articles; Volume 2 focuses on History and Current Reality, including five articles; Volume 3 focuses on Knowledge and Tradition, including six articles; and Volume 4 focuses on Gender and Education, including five articles. Aiming to promote academic dialogues on Chinese culture and education, these essays explore important educational and cultural issues in China with a transcultural perspective.

Aufgeklärte Schulreformen

Ein interkultureller Vergleich zwischen dem Philanthropinum in Dessau und dem Colegio de las Vizcaínas in Mexiko-Stadt

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Eva Rautenberg

Aufklärung und Schule, Männer und Frauen in Dessau und in Mexiko. Eine kulturhistorische Betrachtung und Darstellung einer facettenreichen und vielfältigen Wirklichkeit.
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.

Bildung und die Grenzen der Erfahrung

Randgänge der Bildungsphilosophie

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Christiane Thompson

Unter Rückgriff auf klassische wie gegenwärtige Erfahrungskonzeptionen nimmt die vorliegende Studie die Provokation einer unmöglichen Identität mit sich selbst in das Bildungsdenken auf und benennt Anschlüsse für eine kulturwissenschaftliche Bildungsforschung. Gegen die heute dominante Steigerungs- und Vermessungslogik von Bildung lässt sich fragen, inwiefern 'Bildung' das Subjekt mit einem unproblematischen Selbstbezug ausstattet. Die klassische Bildungstheorie verweist an dieser Stelle nicht auf kumulative Erfahrungsverläufe, sondern auf Vorgänge, die das Subjekt an die Grenzen seiner Erfahrung und Erfahrungsfähigkeit führen. Nach Adorno machen diese Grenzen eine Fremdheit von Selbst und Welt greifbar, die nicht im Sinne eines Kom-petenzerwerbs überwunden werden können. Foucault spricht gar von einer Auflösung des Subjekts in der Grenzerfahrung. Dies legt nahe, die Kategorie der Bildung als Sensor für 'Differenz' in der Analyse von Subjektivierungsprozessen einzusetzen.

Bildung und Freiheit

Ein vergessener Zusammenhang

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Edited by Michael Winkler and Klaus Vieweg

Die Kernthematik der Beiträge ist die Verbindung zweier geisteswissenschaftlichen Kernbegriffe: »Bildung« und »Freiheit«.
Während in den öffentlichen und fachlichen Debatten die Problemstellungen und Sachverhalte getrennt verhandelt werden, welche unter Bildung und Freiheit gefasst sind, soll der intrinsische Zusammenhang beider Begriffe im Anschluss an Hegels elaborierte Bildungstheorie untersucht werden. Erst mit diesem Zugang gewinnt das Begriffspaar eine analytische Kraft, um Problemfelder moderner Gesellschaften nicht nur zu begreifen, sondern transdisziplinäre Perspektiven zu eröffnen, die aus den Dilemmata und Blockaden herausführen, welche sich in den gegenwärtigen Debatten um Bildung zunehmend zeigen. Vertreten sind Beiträge aus Philosophie, Bildungsforschung, Soziologie, Politikwissenschaft und Rechtswissenschaft.

Bringing Forth a World

Engaged Pedagogy in the Japanese University

Edited by Joff P.N. Bradley and David Kennedy

Offering a critical yet constructive response to the perceived crises in tertiary foreign language education in the Japanese university, the contributors to Bringing Forth a World provide theoretical and practical solutions which together act as a prolegomena to bringing forth a world. Theirs is an ecology of contribution in liberal arts education which takes responsibility for the care for youth, and contests intellectual passivity and indifference in foreign language instruction.

The editors proffer a transformative, engaged and multidisciplinary liberal arts pedagogy, one at odds with forms of lowest common denominator, one-size-fits-all, and standardized provision. In response to the prevalent business-dominated model, they demonstrate an applied format of multiliteracy theory—one with semiotic, multimodal, feminist dimensions—which is regionally specific and better accounts for divergent forms of human expression and perception. The writers not only take account of the intellectual and mental issues in the student demographic but also in the teaching profession which suffers from widespread anxiety, job insecurity and a lack of autonomy, experimentation and innovation.

Philosophically, the contributors to this book demand a form of meaning-making which is fundamentally social and creative, and which celebrates processes of ‘becoming-other’ in-between the student and teacher that seldom, if ever, follow a predictable trajectory. It is hoped that readers will embrace the spirit of the book, pick up its philosophical gauntlet to think otherwise than prevalent standardized models of teaching and learning, and therefore will use its core tenets to experiment with different ways of educating the youth of today.