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The Language of Education

Key Terms and Concepts in Teaching and Learning

The Language of Education: Key Terms and Concepts in Teaching and Learning is a series of short handbooks each of which focuses on the special language inherent in a variety of educational disciplines. Those entering graduate programs, scholars from non-English speaking areas, teachers with interests in accessing the academic literature, and even those wishing to explore outside their discipline should find something of interest in these books. In short, these books support shared understanding by assisting all of those working with a particular discipline to share a common vocabulary and foster effective communication.

The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely in a particular educational field. The key terms are discussed on one page with a short introductory definition for quick reference followed by a longer expanded discussion supported by references. The index in each book includes links to encourage readers to explore related terms and concepts and thus gain additional information and context. Those who are new to the academic language of a particular educational area, may find it useful to read the books in this series as if each were a collection of very short stories introducing that discipline.
Critical Leaders and the Foundation of Disability Studies in Education aims to formalize the significance of early histories of understanding disability drawn from the scholarship of those who turned away from conventional status quo and pathologized constructs commonly accepted worldwide to explain disability in schools and society. The series begins with recognition of North American scholars including: Ellen Brantlinger, Lous Heshusius, Steve Taylor, Doug Biklen, and Thomas M. Skrtic. We will expand the series to include scholars from several international countries who likewise formed analyses that shaped the terrain for the emergence of critical perspectives that have endured and slowly given rise to the interdisciplinary field of Disability Studies in Education.
The field of education in the 21st century is broad in scope and is multidisciplinary. To help scholars and students understand the various disciplines that comprise the field of education, the editors view the various fields as texts to be historicized and explicated. Each field is a discipline with its own scholars, language, and research.

The various reference works will present comprehensive and accurate portraits of the various disciplines. What readers will encounter in these reference works is what the various fields are saying, and/or have been saying during their various histories. This can open up conversations among current established scholars and future, next generation scholars nationally and internationally. These complicated conversations would further expand the various fields and lead to possibilities for praxis. Praxis emphasizes the increase of critical knowledge and understandings both for self-development and social reconstruction.

There is a uniqueness in Critical Understanding in Education in the commitment to the focus on the historical development and comprehensive critical presentation of a particular discipline.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.
The way people act and work – and are enhanced or replaced by technology – in employment and practice settings in the future, will inevitably evolve incrementally or radically. This series considers probable, possible and preferable practice futures and employability, along with accompanying educational influences and support. Wisdom is a key dimension of our discussions of practice and education. The books in this series examine directions that are currently underway, future visioned and at the edge of imagination in transforming practices. The authors reflect on how these transformations are being or could be influenced by many factors including changes in society, nations and global connections, in the physical environment, workplaces (physical and virtual) and in the socio-economic-political contexts of the world and its nations. The authors in this series bring a rich range of practical and academic knowledge and experience to examine these issues. Through the conversations in these books readers can enter into these debates from multiple perspectives – work, organisations, education, professional practice, employability, society, globalisation, humanity, spirituality and the environment.
Critical storytellers provoke readers to acknowledge and question different perspectives. Critical storytelling questions unquestioned norms and assumptions. It exposes oppression in its various forms, such as violence, sexism, racism, bullying, exploitation, marginalization, dehumanization, and cultural imperialism. These passionate narrators have the guts to think, act, and question, vulnerably. Storytelling, when it's critical, is inclusive. It doubts common sense. It questions the status quo. It tears down regimes of domination. It envisions possibilities for change. Critical storytellers rely on various media and methods. Their stories are critical of metanarratives that are exclusionary and divisive. Critical storytellers voice silences and offer new narratives in their creative work. The Critical Storytelling book series will include diverse storytelling methods, theoretical approaches, and narrative frameworks. We invite collaborative books, edited, and authored, as well as individually written projects. Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.

Edited by William M. Reynolds and Brad Porfilio

The Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.
Arts, Creativities, and Learning Environments in Global Perspectives aims at investigating the encounters that can occur between the arts and creativities in various learning environments and cultural contexts. The series intends to explore the multiplicity of these approaches by presenting perspectives from diverse learning environments, not solely formal institutions like schools, universities, academies, and colleges, but also non-formal ones (cultural institutions, libraries, museums, theatres, orchestras, archives, organisations, and work-places) or informal ones (play and games, community projects, amateur art, and clubs). This means that a pluralistic view on the artS – indeed, plural – is being embraced by including artistic expressions from all genres and artistic encounters at all levels, including the arts-based, artist-led, arts-inspired, arts-integrated. We encourage contributions from all over the world, in order to challenge a well-established Western-centred understanding of creativity and art (singular). This series will strongly support global perspectives, cross-cultural studies, critical theories, creative dissemination and a broader re-framing of the role of the arts for learning and for society.

Revolutionizing Urban Education

Hip Hop, Pedagogy, and Communities

This series consists of books written for all stakeholders in education including undergraduate and graduate students of education, teachers, parents, and the community at large. The volumes bridge research, theory, personal anecdotes and practice, and interrogates and provides recommendations for schools and communities, specifically in urban spaces. Books in this series focus on utilizing hip-hop as education to transform urban education and schools, and to introduce critical pedagogical ways to engage communities, and schools. Educators, students, community members, and academics are given opportunities to understand the essential nature of voice and activism. This work is necessary to transform schools and communities to better represent the young people they were built to serve.
The series critically investigates and informs the construction of youth identity and identity in general through the study of various forms of contemporary media. It will expand the notions of critical media literacy and its implications for multiple understandings of culture and youth. Since popular culture (including media texts) is one of the primary sites of education for our youth, and all of us, it is crucial for those scholars involved in critical media studies to discuss these issues in book form. The scope of books in this series will include scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple critical readings of these artifacts within the context of critical/transformational media literacy. How do multiple interpretations of popular culture within conceptualizations of media enhance our understandings of education and how can critical pedagogy, in the Freirian sense, be expanded to develop a student’s critical consciousness of the texts (books, films, games, social media, etc.) that surround them in popular culture.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer or Series Editor William M. Reynolds.
Brill's Educational Research E-Books Online, is the electronic version of the book publishing program of Brill in the field of Educational Research.
Coverage: General Education, Learning, Art Education, Language Education, Mathematics Education, Science Education, Youth Education, Higher Education, Adult Education, Educational Technology, Educational Theory, Educational Philosophy, Research Methodology, Comparative Education, Teacher Education, Professional Development, Education Policy & Politics, Educational Leadership, Culture and Education, Gender and Education, Inclusive Education.