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One characteristic of modern societies is that they are likely to assign their social problems to education. Arising in the specific context of the late eighteenth century, this ‘educational reflex’ paved the way for education to become an important social factor on regional, national and global scales. Witnesses for this upswing are for instance the expansion of compulsory schooling, the state organization and tertiarization of teacher education and thus the introduction of education departments in the universities.
However, in contrast to the social artefact of modern societies – pluralism in languages, cultures, values, and customs –, education research seems in many respects still committed to ideas of unity or uniformity. For instance, the global standardization movement fosters uniformity in curriculum and content to serve the purpose of dominant global evaluation schemes, which in turn are based on the idea of human cognition as an immutable arrangement of mental processes with regard to learning. Moreover, critics of these developments often argue with arguments and convictions that can be traced back to the time when the education sciences emerged in the context of the cultural and political idea of the uniform national state.
Obviously, today’s education research often operates using concepts that are derived from ideas of unity and uniformity in order to tackle the challenges of cultural and linguistic plurality in the context of democratic societies. This is both a paradox and an occasion to reflect upon the present and future role of education research in the context of modern societies in four attempts: Education Systems in Historical, Cultural, and Sociological Perspectives (Vol. 1); Multimodality and Multilingualism: Current Challenges for Education Studies (Vol. 2); Professionalization of Actors in Education Domains (Vol. 3); Education and Learning in Non-Formal Contexts (Vol. 4).
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Research methods and research methodology are at the heart of the human endeavors that produce knowledge. Research methods and research methodology are central aspects of the distinction between folk knowledge and the disciplined way in which disciplinary forms of knowledge are produced. However, in the teaching of research methods and methodology, there traditionally has been an abyss between descriptions of how to do research, descriptions of research practices, and the actual lived research praxis.
The purpose of this series is to encourage the publication of books that take a very practical and pragmatic approach to research methods. For any action in research, there are potentially many different alternative ways of how to go about enacting it. Experienced practitioners bring to these decisions a sort of scientific feel for the game that allows them to do what they do all the while expressing expertise. To transmit such a feel for the game requires teaching methods that are more like those in highlevel sports or the arts. Teaching occurs not through first principles and general precepts but by means of practical suggestions in actual cases. The teacher of method thereby looks more like a coach. This series aims at publishing contributions that teach methods much in the way a coach would tell an athlete what to do next. That is, the books in this series aim at praxis of method, that is, teaching the feel of the game of social science research.
Volume Editors: and
Contemplative Practices for Sustaining Wellness: Priorities for Research and Education continues ongoing studies exploring relationships between expressed emotions, physiological changes in breathing patterns, blood circulation and wellness, and use of interventions to live with chronic disease and, when possible, restore healthy functioning of the body. Unique aspects of the book's chapters include complementary approaches and practices for self-care, caring for others, and harmonizing universal energy. To ameliorate emotions and enhance wellness a variety of healing and contemplative practices are discussed, including breathing meditation and mindfulness in everyday activities. In so doing, authors address a diverse set of critical issues, including education, resilience, vulnerability, racism, misogyny, bigotry, and poverty.
Volume Editors: , , and
At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.

In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.

Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
This volume is an innovative, practical contribution to the developing field of qualitative research pedagogy. It is also applicable more broadly to the active teaching in higher education. Based upon constructionist tenets, this book contains three parts that offer strategies and approaches to actively engage students in qualitative inquiry. Chapter authors with roots in six countries (United States, Lithuania, Canada, Israel, China and Russia) offer practical and creative strategies and theoretical foundations for engaging students in active learning of research. The book will be of interest for instructors who wish to enhance their pedagogy and creativity in teaching, and for students who will appreciate the inclusion of students’ assignments and authentic scenarios through which instructors support students in student learning and doing of qualitative research.
The ways in which research and scholarship are co-produced, co-performed and proclaimed as particular kinds of knowledges and truths in and beyond the academy is radically changing. The capacity to write rebelliously, in varying registers and voices, tempos and volumes, as featured across this book, is boundaryless. In this edited volume, we ask new questions which simultaneously trouble and open up what the ‘product’ and ‘performance’ of academic work, words and worlds might come to be. At the heart of this book, we move between departing radically from academic writing to arriving at a new academic endeavor and transaction between reader and text driven by the invitation to open rebellion in academic research and writing.

This unique volume brings together an extraordinary range of international scholars, researchers and artists, that include contemporary social scientists, critical theorists, visual artists, poets, musicians, hip-hoppers, choreographers, activists, film-makers, theatre-makers, magicians, and circus artists from both within and outside the academy in Europe, UK, India, Africa, USA, Canada, Australia and New Zealand. They articulate new concepts for thinking differently, generate new theories differently, and present new methods of writing differently. This book provides ‘permission’ to depart radically in academic writing and creative practice – particularly for doctoral and higher degree research students, and those who work alongside them as supervisors and advisors and higher research degree educators. The claim here is that rebellious departures and performances in academic research and writing are the future of academia. This book provides a series of steps toward preparing for that future.
This volume, created by seventeen interdisciplinary authors, brings together pioneering practices that introduce arts into education in Japan. The field of research ranges from kindergarten, primary and secondary school to liberal arts and postgraduate courses at university. The chapters cover both formal and informal settings, such as museums and after school programs. The genres of art include visual art, performance, dance, vocal music, and drama.

Arts-based or arts-inspired methods help students’ artistic inquiry through creative or performative practices, leading to new findings that might not otherwise be described. Artistic practice makes students reflect on their own bodies, emotions, feelings, ways of life, and relationships with others, which leads to creative thinking.

The volume is based on three new trends in art and education: 1) the development of Arts-Based Research in Japan since its introduction from abroad; 2) the introduction of art practice into academic research in various disciplines and diverse educational settings; and 3) the new trend in drama education and theatrical performance in Japan.

Each chapter inspires and provokes discussion among researchers and practitioners in various educational settings on the future direction of art education in Japan and around the world.
This book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.
Heuristics for Educative and Responsible Practices
Volume Editors: and
This book consists of 19 chapters on heuristics written by 21 diverse researchers. Heuristics are reflexive tools, designed to heighten awareness of actions and thereby afford reflection and other contemplative activities that can catalyze desired changes. The 33 heuristics provided in the book have been produced, revised, and adapted in more than two decades of scholarship.

Six key foci are addressed in Transforming Learning and Teaching: Heuristics for Educative and Responsible Practices with respect to heuristics: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony.

The book is an ideal resource for researchers in education and the social sciences, and an excellent text for graduate level courses in which research, professional development and transformative change are goals.
This is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.