Bodies in Flux

Embodiments at the End of Anthropocentrism

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Edited by Barbara Braid and Hanan Muzaffar

This volume offers an insight into a selection of current issues of embodiment and other related aspects, such as identity, gender, disability, or sexuality, discussed on the basis of examples from contemporary culture and social life. Inspired by Donna Haraway’s concept of the cyborg as a transgressor of boundaries, the book examines fluidity of post-human bodies – from cyber relations to others and to self, enabled by the latest technologies, through fragmented, prostheticised, monstrous or augmented body of popular culture and lifestyles, to the dis/utopian fantasies offered by literary texts – showing how difficult it still is in current culture to let go of the stable boundaries towards the post-gender world Haraway imagines.

Contributors are Dawn Wooley, Anna Pilińska, Barbara Braid, Jana Reynolds, Julio Ernesto Guerrero Mondaca, Ana Gabriela Magallanes Rodríguez, Katharina Vester, Wojciech Śmieja and Hanan Muzaffar.

Chateaubriand

Une identité trinitaire

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Béatrice Didier

Par sa situation historique, par la variété des expériences qu'il a vécues, Chateaubriand dans les Mémoires d'Outre-tombe semble parfois être pris de vertige : comment affirmer qu'il est bien le même ? La défense de la liberté lui semble être une constante de son identité. Mas ce combat suffit-il à gommer ses contradictions ? N'y a-t-il pas des failles dans le portrait qu'il entend donner de lui-même ? Faut-il les camoufler, ou permettent-elles, au contraire, d'explorer la richesse d'un (ou plusieurs) moi virtuel qui sous-tendrait toute son existence et que cet « autre moi » de l’écrivain ne parvient pas non plus à épuiser complètement ?

Critical Collaborative Communities

Academic Writing Partnerships, Groups, and Retreats

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Edited by Nicola Simmons and Ann Singh

Writing comprises a significant proportion of academic staff members’ roles. While academics have been acculturated to the notion of ‘publish or perish,’ they often struggle to find the time to accomplish writing papers and tend to work alone. The result can be a sense of significant stress and isolation around the writing process. Writing partnerships, groups, and retreats help mitigate these challenges and provide significant positive writing experiences for their members.

Critical Collaborative Communities describes diverse examples of partnerships from writing regularly with one or two colleagues to larger groups that meet for a single day, regular writing meetings, or a retreat over several days. While these approaches bring mutual support for members, each is not without its respective challenges. Each chapter outlines an approach to writing partnerships and interrogates its strengths and limitations as well as proposes recommendations for others hoping to implement the practice. Authors in this volume describe how they have built significant trusting relationships that have helped avoid isolation and have led to their self-authorship as academic writers.

Enhancing Science Learning through Learning Experiences outside School (LEOS)

How to Learn Better during Visits to Museums, Science Centres, and Science Fieldtrips

Sandhya Devi Coll and Richard K. Coll

The authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. Our research shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.

Globalization and the Neoliberal Schoolhouse

Education in a World of Trouble

John L. Lyons

Critical questions of purpose, quality, choice, and access in public education have been key in processes of neo liberal globalization spanning the last four decades. The growing privatization of schools around the world has resulted in fundamental changes regarding the ways in which local systems of education are imagined and re-constructed. Schools and schooling are now increasingly (re)fashioned in alignment with global neo liberal imaginaries for the purpose of (re)producing human capital in the service of private interests. As a result, education for social betterment and democratic engagement, two pillars of public school policies throughout the 20th century, are compromised, even undermined.

Employing models and research findings from critical international political economy and progressive education, Globalization and the Neo Liberal Schoolhouse: Education in a World of Trouble explores the corrosive influences of commodification and privatization on public education worldwide, within the context of crisis-ridden neo liberal globalization and expanding global capitalist governance. The consequences are nation-state de-evolution, social and cultural decay, and the forfeiture of public schools as engines of progress.

Understanding how the historical emergence, political economic processes, and governing institutions of neo liberal globalization are adversely impacting local systems of education – and what to do about it – is important to free education advocates, civic-minded educators, student teachers, social activists, and education development specialists everywhere!

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Edited by Lon Olson and Stuart Molloy

This volume offers diverse insights on how the practice of torture has impacted society and how we view human nature. After the Second World War, it was hoped that torture had been permanently vanquished among modern liberal states, and was only practiced by brutal totalitarian regimes. However, events after 9/11 revealed that the re-emergence of torture is an ever-present threat, even among leading democracies. Drawing from their knowledge of the humanities and social sciences, the contributors offer their expertise on the deleterious effects of torture and reveal that its trauma is interwoven into the fabric of modern society, requiring constant diligence to be rooted out and kept at bay. Contributors are William Fitzhugh Brundage, Federico Ciavattone, Noora Virjamo, Toni Koivulahti, Diana Medlicott, Stuart Molloy, Lon Olson, Martin Previsic, David Senesh and Hedi Viterbo.

The Language of Mathematics Education

An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning

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Shannon W. Dingman, Laura B. Kent, Kim K. McComas and Cynthia C. Orona

The Language of Mathematics Education: An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning offers mathematics teachers, mathematics education professionals and students a valuable resource in which common terms are defined and expounded upon in short essay format. The shared vocabulary and terminology relating to mathematics teaching and learning, and used by mathematics educators is an essential component of work conducted in the field.

The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.

Lessons Learned from Novice Teachers

An International Perspective

Kari Smith, Marit Ulvik and Ingrid Helleve

The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? We found more similarities than differences.

Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers’ satisfaction with their career choice.

A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession, and not least, the induction phase of a teaching career.

Partnership in Higher Education

Trends between African and European Institutions

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Edited by Emnet Tadesse Woldegiorgis and Christine Scherer

Trends in institutional partnership in higher education have shown tremendous growth in the past three decades. These trends in higher education are manifested through the growing initiatives of joint programs that promote collaborative research, academic mobility, joint curriculum developments and course delivery, joint bidding for development projects and benchmarking. Partnerships in higher education have been used not only as an instrument for institutional development through a wide range of strategic alliances but also as essential ways of introducing new voices to the operations of the universities by initiating new paradigms that bring new perspectives and bear competitive advantage on the partners. As the trend of partnership in higher education grew, scholars in higher education studies have also engaged in conceptualizing higher education partnership from academic venture providing perspectives, analyzing trends and developing models of higher education collaborations. Partnership in Higher Education: Trends between African and European Institutions is a pioneer bringing a comprehensive perspective on matters of higher education partnership among African and European institutions pressing important policy and practical issues. It discusses the ongoing debates on higher education partnership and internationalization strategies providing empirical insights from various case studies.

Politics of Education in Latin America

Reforms, Resistance and Persistence

Edited by Carlos Ornelas

Politics of Education in Latin America: Reforms, Resistance and Persistence portrays complex situations of education change policies in Latin America from Argentina and Chile, the southernmost part of the continent, to Mexico, the northernmost. The analyses tour through Brazil, Peru, Colombia, Ecuador, El Salvador, and Cuba to conclude with a chapter that scrutinizes why the big teacher unions reject most attempts at education reforms. In these, teachers are the target of criticism and, at the same time, the focus of the expectations for progress and better educational quality.

Readers will find a variety of contentious issues such as inclusion, equity, privatization, uses of power, and dialectics between the indications of intergovernmental organizations and the rejection of their recommendations by local political actors. They will also find narratives to raise public education participation, improve the quality of life of teachers, and put local education systems to dialogue with the global world. The politics of education in Latin America is a territory that groups and institutions continue to dispute since the establishment of their education systems.