Counter-Terrorism Financing

International Best Practices and the Law

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Nathalie Rébé

In Counter-Terrorism Financing: International Best Practices and the Law, Nathalie Rébé, offers a new comprehensive framework for CTF worldwide and reviews the strengths and weaknesses of current regulations and policies.
Both accessible, interesting and engaging in how it approaches chronic problems of Counter-Terrorism Financing, this book provides general understanding of this topic with a literature review and a gap-analysis based on CTF experts’ advices, as well as a very detailed analysis of current international regulatory tools.
Nathalie Rébé’s ‘all-in’one’ CTF manual is innovative in this field and provides answers for the international community to fight terrorism financing together more effectively, using a set of standards which promotes strong and diligent cooperation between countries concerning reporting, information exchange and gathering, as well as enforcement.

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Melinda McGarrah Sharp

Multiple forms of oppression, injustice, and violence today have roots in histories of colonialism. This connection to the past feels familiar for some and less relevant for others. Understanding and responding to these connections is more crucial than ever, yet some resist rather than face this task directly. Others resist oppressive postcolonial conditions.

Using intercultural stories and pastoral care scholarship, this book charts pathways through five resistances (not me, not here, not now, not relevant, not possible) to awaken creative pastoral care in a postcolonial world. McGarrah Sharp recommends practices that everyone can do: believing in each other, revisiting how histories are taught, imagining more passable futures, heeding prophetic poets, and crossing borders with healthy boundaries.

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Joseph Drexler-Dreis

This essay develops a response to the historical situation of the North Atlantic world in general and the United States in particular through theological reflection. It offers an overview of some decolonial perspectives with which theologians can engage, and argues for a general perspective for a decolonial theology as a possible response to modern/colonial structures and relations of power, particularly in the United States. Decolonial theory holds together a set of critical perspectives that seek the end of the modern/colonial world-system and not merely a democratization of its benefits. A decolonial theology, Joseph Drexler-Dreis argues, critiques how the confinement of knowledge to European traditions has closed possibilities for understanding historical encounters with divinity, and thus possibilities of critical reflection. A decolonial theology reflects critically on a historical situation in light of faith in a divine reality, the understanding of which is liberated from the monopoly of modern/colonial ways of knowing, in order to catalyze social transformation.

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William J. Hoye

Aquinas’ theology can be understood only if one comes to grips with his metaphysics of being. The relevance of this perspective is exhibited in his treatment of topics like creation, goodness, happiness, truth, freedom of the will, the unity of the human being, prayer and providence, God’s personhood, divine love, God and violence, God’s unknowablility, the Incarnation, the Trinity, God’s existence, theological language and even laughter. This book endeavors to treat these questions in a clear and convincing language. Is there a better method for improving one’s own theology than by grappling with the arguments of Thomas Aquinas?

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Edited by Kathleen Gyssels and Christa Stevens

Écrivain inclassable, Hélène Cixous offre une écriture dont les grands thèmes – le père mort, le pays perdu et la mère étrangère –, aux fortes résonances autobiographiques, s’affirment continuellement tout en multipliant les échos poétiques et philosophiques. La question de l’origine, à la fois singulière et plurielle, donne lieu à une écriture-pensée d’une subjectivité qui montre ses enracinements, revisite les lieux et les liens, mais (se) défait aussi des mythes de l’origine.
Ce volume se propose d’étudier les marqueurs de la féminité, de l’« algériance » et de la judéité comme les principaux lieux d’interrogation de l’origine, auxquels s’ajoutent la filiation allemande mise en lumière dans les textes les plus récents, Gare d’Osnabrück à Jérusalem et Une autobiographie allemande. Le volume ouvre par un inédit d’Hélène Cixous, « Un legs empoisonné ».

Hélène Cixous offers us an unclassifiable oeuvre, the main themes of which - the dead father, the lost country and the foreign mother -, all autobiographically inspired, assert themselves as such while offering the reader continuously new poetical and philosophical insights.
The question of origin, either singular or multiple, gives rise to an écriture-pensée of a subjectivity which shows its roots, revisits places and relationships, but also breaks down myths of origin.
This collection of essays proposes to study the markers of femininity, “algériance”, Jewishness and, as expressed in Cixous’ latest works of fiction, the German filiation, as the main places of questioning origin. “Un legs empoisonné”, an unpublished text by Hélène Cixous, opens the collection.

Educating Media Literacy

The Need for Critical Media Literacy in Teacher Education

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Allison T. Butler

Critical media literacy is a necessary part of young people’s education and can foster the space for a more thoroughly informed and involved citizenry. In order to make critical media literacy sustainable in K-12 classrooms, learning and application of it must begin with teachers, preferably during their formal schooling. Educating Media Literacy is a manifesto for the inclusion of media literacy in teacher education and, by extension, in K-12 classrooms. Through a discussion of critical media literacy’s aims and the role of teacher education in the United States, this book argues for the inclusion of critical media literacy in teacher education.

Educating Media Literacy addresses two separate topics – teacher education and media literacy – and illustrates how they are intertwined: The United States struggles simultaneously with how best to train and retain prospective teachers and how to foster a better understanding of mainstream media. These two struggles can join forces and move towards a solution through the following: The inclusion of critical media literacy in teacher education programs.

Ellen A. Brantlinger

When Meaning Falters and Words Fail, Ideology Matters

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Edited by Linda Ware and Roger Slee

Ellen A. Brantlinger: When Meanings Falter and Words Fail, Ideology Matters celebrates the work of and is dedicated to the memory of Ellen A. Brantlinger, a scholar-activist who spent most of her professional career as a professor of special education at Indiana University in Bloomington, Indiana in the United States of America. Ellen was recognized internationally as an educator and critical theorist and celebrated for her incisive and unyielding critique of special education research, policy, and practice that spanned several decades. Brantlinger held that the impoverished nature of special education theory and practice was rooted to conformance with the most rigid constructs of standardization, normalcy, and its resulting inequitable outcomes for children with disabilities. When the push for educational inclusion gained currency in some quarters in the United States (mid-1980s), Brantlinger was among a handful of scholars who identified special education as the major obstacle to the inclusion of disabled students in the educational system. She was widely published in North American journals well known in special education, teacher education, multicultural education, sociology of education, urban education, school counseling, curriculum theory, qualitative education, and feminist teaching. This book offers an elaboration of the scholarly contributions made by Ellen Brantlinger to research in education, special education, inclusive education, and the early development of Disability Studies in Education. Many of its contributors move between the paradigmatic locations of special education, inclusive education, and disability studies as they consider Ellen’s influence.

Contributors are: Julie Allan, Subini A. Annamma, Jessica Bacon, Alicia A. Broderick, Kathleen M. Collins, David J. Connor, Dianne L. Ferguson, Philip M. Ferguson, Amy L. Ferrel, Beth Ferri, Joanne Kim, Janette Klingner, Corrine Li, Brooke A. Moore, Emily A. Nusbaum, and Janet S. Sauer.

Empowering Students as Self-Directed Learners of Qualitative Research Methods

Transformational Practices for Instructors and Students

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Edited by Janet C. Richards and Wolff-Michael Roth

Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners. Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research.

Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research.

The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods.

Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.

Engaging Learners with Semiotics

Lessons Learned from Reading the Signs

Ruth Gannon-Cook and Kathryn Ley

Semiotics has explained the cognitive mechanisms of a complex, subtle and important phenomenon affecting all human interactions and communications across socio-cultural, socio-economic groups. Semiotics has captured a durable and enriching functionality from multiple disciplines including psychology, anthropology, sociology, philosophy, marketing and their multidisciplinary off-spring, such as, educational psychology, consumer psychology, visual literacy, media studies, etc. Semiotic treatises have explored critical factors affecting the relationship between any intended message and the message recipient’s interpretation. The factors that shape interpretation inherently affect learning and often directly affect learner engagement with the content. Learning environments have been culturally-laden communication experiences which academics, largely segmented by discipline, have described but often cloaked in semiotic jargon.

Each chapter integrates example after example of semiotics in everyday activities and events, such as stories, graphics, movies, games, infographics, and educational strategies. The chapters also present the most salient semiotic features for learning environments. The book describes semiotics as a communications phenomenon with practical implications for educators to enhance courses and programs with semiotic features in any educational environment but especially in mediated e-learning environments.

Ernesto Grassi in München

Aspekte von Werk und Wirkung

Edited by Sonja Asal and Annette Meyer

Mit Ernesto Grassi widmet sich der Band einem schillernden Gelehrten der Nachkriegszeit, der als bedeutender Stichwortgeber in den intellektuellen Debatten der jungen Bundesrepublik gelten darf. Die Beiträge leuchten verschiedene Aspekte seines Werkes, aber auch Grassis Rolle als akademischer Lehrer und Herausgeber aus.

Der Philosoph Ernesto Grassi (1902–1991) gehörte nach dem Zweiten Weltkrieg zu den bekanntesten und einflussreichsten Professoren der Ludwig-Maximilians-Universität München. Der Band arbeitet verschiedene Aspekte seiner intellektuellen Biographie heraus und leistet damit einen Beitrag zum akademischen Selbstverständnis der jungen Bundesrepublik. Im Vordergrund stehen Grassis Wirken in München, seine Auseinandersetzung mit der deutschen Philosophie, seine Versuche zur Neukonstituierung einer bürgerlichen Öffentlichkeit im Nachkriegsdeutschland und seine internationale Ausstrahlung.