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Conflict, Positionality, and Multiculturalism
Jews and the study of antisemitism are often disregarded in multiculturalism in the United States. This “brushing aside” of the Jewish community places Jews in a very difficult situation because, due to continued discrimination and prejudice, Jews need recognition and acceptance in the multicultural community. While light-skinned American Jews are often perceived as White, they are positioned between being considered White and somehow less than when they are found to be Jewish. Therefore, Jews find themselves in this nebulous “space between” the Black/White binary.

This text takes a personal approach to the study of Jewish people, antisemitism, and the inclusion of the Jewish experience into university multicultural discourse. It also introduces a new Jewish critical race framework that develops from Critical Race Theory and has similarities in the fight against racism and injustice in U.S. society.

The Jewish Struggle in the 21st Century: Conflict, Positionality, and Multiculturalism addresses the needs of the Jewish community in the United States as it pertains to its tenuous position in the fields of multiculturalism and critical race studies. It addresses the lack of representation in the diversity and multicultural education classroom as well as issues of antisemitism at the university level.
Volume Editors: Maria N. Gravani and Bonnie Slade
Learner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings.

The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book’s primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners.

This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners’ needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.
Teachers in schools nowadays are challenged to create inclusive learning environments and safe spaces for encountering diversity in values, cultures and religions, as well as in (dis)ability and talent. Classrooms are micro-cosmoses in which local and global issues are confronted and addressed.

This volume discusses the characteristics of good teachers and the teaching that is needed in today’s and tomorrow’s schools. The focus is on research-based perspectives, with contributions from several internationally renowned scholars on what constitutes good and quality in teaching-studying-learning processes. The chapters focus on good teaching and good teachers from perspectives concerning the fundamental and transversal features of what constitutes a good teacher. More specifically, it is argued that good teachers in tomorrow’s schools will need capabilities that reflect the purpose of education, values in education, and talent in education.

As an outcome, the book provides insights into how, in attending not only to the cognitive but also to the affective, behavioral, moral and spiritual domains, teachers are able to support holistic growth and learning among their students in schools of the 21st century. This volume discusses good teaching for schools in the future from the perspectives of school pedagogy, educational psychology, and neuropsychology.
A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning
Author: Luis Radford
The Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming.

Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.
Editor: David W. Wood
Presenting new critical perspectives on J.G. Fichte’s Wissenschaftslehre, this volume of English articles by an international group of scholars addresses the topic of first principles in Fichte’s writings. Especially discussed are the central text of his Jena period, the 1794/95 Grundlage der gesammten Wissenschaftslehre, as well as later versions like the Wissenschaftslehre nova methodo (1796-99) and the presentations of 1804 and 1805. Also included are new studies on the first principles of the particular sub-disciplines of Fichte’s system, such as the doctrines of aesthetics, nature, right, ethics, and history.
Kehrseiten und Kontrapunkte der Moderne
Erschöpfung ist zu einer der häufigsten Zeitdiagnosen unserer Gegenwart avanciert. Ausgangspunkt des Bands ist die These, dass die Entstehung der modernen Arbeits- und Leistungsgesellschaft schon immer von Erschöpfungsgeschichten begleitet wird.
Sie bilden Kehrseiten und Kontrapunkte der Moderne, in denen teils offen, teils verdrängt ein Unbehagen an der Kultur zum Ausdruck kommt, das mit der Negation von Arbeit und Produktivität Leitbegriffe des modernen Selbstverständnisses infrage stellt. Die Beiträge dieses Bands unternehmen den Versuch, die Moderne als Erschöpfungsgeschichte zu lesen. Dabei rücken nicht nur das Verhältnis von Erschöpfung, Kapital und Arbeit sowie mit Erschöpfung assoziierte Pathologien (Burnout, Depression) in den Fokus. Mit Blick auf die Literatur geht es ganz zentral um Schreibweisen sowie die spezifische Verfasstheit einer „Ästhetik der Erschöpfung“.
Access to and participation in education are critical issues in contemporary South Africa. Awareness of inclusiveness and equality is not recent, having possibly first been described in the dawn of the millennium by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Drawing from the current framings in the SADC education systems the contributors argue that ICT has a key role to play in transformation, Africanisation and decolonisation of education.

Contributors are: Skye Adams, Najma Agherdien, Andrew Crouch, Andries Du Plessis, Nazira Hoosen, Katijah Khoza-Shangase, Mhulaheni Maguvhe, Khetsiwe Masuku, Sharon Moonsamy, Munyane Mophosho, Nomfundo Moroe, Ramashego Shila Mphahlele, Ndileleni Mudzielwana, Shonisani Mulovhedzi, Anniah Mupawose, Mapula Ngoepe, Moshe Phoshoko, Dhanashree Pillay, Roshni Pillay, Ben Sebothoma and Susan Thuketana.