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Championing Diversity in Scholarship on Growing Older with Chronic Illness
Statistical data suggest that many people with chronic health conditions pass away at much younger ages than their peers. Yet large quantitative datasets that address aging with chronic illness often do not capture the diversity of people with chronic diseases and their experiences of growing older. The assumptions built into many core data resources on aging often erase the journeys of people occupying marginalized social locations. Likewise, these same assumptions can result in omission of people who survive for long amounts of time while managing conditions with relatively short median life expectancies.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
Championing Diversity in Scholarship on Growing Older with Chronic Illness
Statistical data suggest that many people with chronic health conditions pass away at much younger ages than their peers. Yet large quantitative datasets that address aging with chronic illness often do not capture the diversity of people with chronic diseases and their experiences of growing older. The assumptions built into many core data resources on aging often erase the journeys of people occupying marginalized social locations. Likewise, these same assumptions can result in omission of people who survive for long amounts of time while managing conditions with relatively short median life expectancies.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
Author:
Unexpected lists that propel your teaching into refreshingly new directions!
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
Author:
Unexpected lists that propel your teaching into refreshingly new directions!
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
Educational Insights from Australia, New Zealand and Germany
Author:
The meaning of being Muslim has undergone enormous changes in the aftermath of the bombings in New York in 2001. The initial reaction of Western media outlets was to portray Muslims as a global threat. In social, cultural and political contexts, Muslims were thought to be unable to fit into Western societies. For example, in a major survey, over half of Australians preferred that their relatives not marry into a Muslim family.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
Educational Insights from Australia, New Zealand and Germany
Author:
The meaning of being Muslim has undergone enormous changes in the aftermath of the bombings in New York in 2001. The initial reaction of Western media outlets was to portray Muslims as a global threat. In social, cultural and political contexts, Muslims were thought to be unable to fit into Western societies. For example, in a major survey, over half of Australians preferred that their relatives not marry into a Muslim family.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
This book examines the attitudes, perceptions and knowledge of young Muslim and Western students towards one another in German, Australian and New Zealand educational institutions. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social, cultural and religious influences that drive the relationship between the two communities.
Autoethnographies of Global Perspectives
Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Autoethnographies of Global Perspectives
Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Affordances and Challenges
Author:
To solve the global challenges of the present society, contemporary scholarship requires that all diverse social groups are included in knowledge production through education. Professionalisation is one way in which diverse social groups can engage in knowledge production in higher education. While all kinds of professionalisation produce citizens who can contribute to the social, political and economic development, the teaching profession is foundational as most people have come through the hands of teachers from basic to higher education.
Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field.
Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author’s nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.
Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field.
Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author’s nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.
Affordances and Challenges
Author:
To solve the global challenges of the present society, contemporary scholarship requires that all diverse social groups are included in knowledge production through education. Professionalisation is one way in which diverse social groups can engage in knowledge production in higher education. While all kinds of professionalisation produce citizens who can contribute to the social, political and economic development, the teaching profession is foundational as most people have come through the hands of teachers from basic to higher education.
Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field.
Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author’s nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.
Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field.
Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author’s nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.
In this book, emotional teaching-learning is explored as it is cultivated based on teachers’ and learners’ attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. It is argued that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality and/or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. Readers are invited to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions.
Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.
Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.
In this book, emotional teaching-learning is explored as it is cultivated based on teachers’ and learners’ attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. It is argued that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality and/or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. Readers are invited to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions.
Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.
Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.
Igniting Change in Education
In the Critical Storytelling series, this latest book elevates the voices of a myriad of authors using empathetic storytelling to ignite change in education. Stories connect us through the meaning we make, intricately woven in a diverse tapestry of shared experiences held together with the delicate thread of our humanity. Uncovering implicit biases and choices inherent in the two themes of all -isms (including racism, sexism, and ableism) and bullying, the editors offer concrete strategies for classroom teachers, professors, educational leaders, and policy makers to use storytelling to complement awareness and discourse with calls to action.
Contributors are: Katey Arrington, Liza Bondurant, Reginald E. Duncan, Emma Funderburk, Tamun Hanjra, Carlos LópezLeiva, Jaclyn Murawska, Sean Nank, Keiran Nank, Leigh-Anne Peper, Nikki Pitcher, Gayle Richardson and Michael D. Steele.
Contributors are: Katey Arrington, Liza Bondurant, Reginald E. Duncan, Emma Funderburk, Tamun Hanjra, Carlos LópezLeiva, Jaclyn Murawska, Sean Nank, Keiran Nank, Leigh-Anne Peper, Nikki Pitcher, Gayle Richardson and Michael D. Steele.
Igniting Change in Education
In the Critical Storytelling series, this latest book elevates the voices of a myriad of authors using empathetic storytelling to ignite change in education. Stories connect us through the meaning we make, intricately woven in a diverse tapestry of shared experiences held together with the delicate thread of our humanity. Uncovering implicit biases and choices inherent in the two themes of all -isms (including racism, sexism, and ableism) and bullying, the editors offer concrete strategies for classroom teachers, professors, educational leaders, and policy makers to use storytelling to complement awareness and discourse with calls to action.
Contributors are: Katey Arrington, Liza Bondurant, Reginald E. Duncan, Emma Funderburk, Tamun Hanjra, Carlos LópezLeiva, Jaclyn Murawska, Sean Nank, Keiran Nank, Leigh-Anne Peper, Nikki Pitcher, Gayle Richardson and Michael D. Steele.
Contributors are: Katey Arrington, Liza Bondurant, Reginald E. Duncan, Emma Funderburk, Tamun Hanjra, Carlos LópezLeiva, Jaclyn Murawska, Sean Nank, Keiran Nank, Leigh-Anne Peper, Nikki Pitcher, Gayle Richardson and Michael D. Steele.
A Festschrift in Honor of Jeffrey W. Cornett
We believe the world needs more care. This volume seeks to describe theoretical, empirical, and phenomenological evidence toward creating a higher education environment that values excellence in its teaching, research, and service while at the same time ensuring that those involved in these endeavors are cared for. The primary purpose is to provide a state-of-the-art synthesis of the delicate balance between striving for excellence in higher education while at the same time exhibiting an ethic of care for all stakeholders involved. The second purpose is to honor the work and legacy of Jeffrey W. Cornett who embodied this balance during his long and successful career in higher education. Upon Dr. Cornett’s retirement, it is fitting to visit balance between care and excellence as multiple tensions push and pull on higher education – from innovative ideas, changing funding structures, and the corporatization of higher education. This volume will serve to inform all those invested in faculty development, student learning and administration in higher education from educational researchers, practitioners, and policymakers – with the most up-to-date understandings of how we can simultaneously strive for excellence in higher education and simultaneously ensure that those around us in this shared space are cared for.
Contributors are: Carolyne Ali-Khan, Richard Chant, Jeffrey W. Cornett, Daniel L. Dinsmore, Jerry Johnson, Dilek Kayaalp, Wanda Lastrapes, Madalina Tanase, Hope (Bess) E. Wilson and Brian Zoellner.
Contributors are: Carolyne Ali-Khan, Richard Chant, Jeffrey W. Cornett, Daniel L. Dinsmore, Jerry Johnson, Dilek Kayaalp, Wanda Lastrapes, Madalina Tanase, Hope (Bess) E. Wilson and Brian Zoellner.