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Author: Amy L. Kelly
High-stakes standardized testing has a long history of exclusion, oppression, power, and control with deep roots in the landscape of American education. In this text, the events and circumstances that have forged the way of high-stakes testing are presented in a straightforward and accessible manner.

This history is essential to understanding our current realities of testing in the United States especially as they relate to marginalization and control of certain populations. Furthermore, a historical perspective provides a lens to consider high-stakes standardized testing critically; to unpack the purposes, benefits, and damages of this practice.
Volume Editors: Rosemary Sage and Riccarda Matteucci
Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate.

Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.
Volume Editor: Ellyn Lyle
Teaching and learning are profoundly personal experiences, yet systems of education often prioritize agendas that alienate people rather than engage them. Reconceptualizing teaching and learning as a co-constructed praxis places individuals at the heart of education and, in so doing, regards knowledge acquisition as a process of understanding that is dynamically and personally negotiated at the intersection of self, subject, and relationality. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place of containment to one of expansiveness. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to explore the co-curricular capacity of lived experience to re/humanize education.

This is a timely project given the multiple race, health, environmental, and socio-political crises playing out on the world stage. Contributions include works by authors who explore: co-curricular inclusion of lived experience for its potential to create more equitable and representative curricula; co-curricular capacity of lived experience to advance relationality, both human and more than human; and co-curricular potential of lived experience to un/privilege the current prioritization of the quantifiable in favour of more inclusive and holistic epistemologies.
This is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.
Zweiundvierzigster Band 2020-2021
Das Hölderlin-Jahrbuch 42, 2020-2021, erinnert an die Generation 1770, deren 250. Geburtstag von der Pandemie überschattet wurde. Hölderlins Rezeptionen bei Heidegger und Paul de Man bilden weitere Schwerpunkte; auch werden sein Kosmopolitismus sowie die Brüche in der Dynamik von Geschichte, Dichtung und Sprache in den Entwürfen zur Poetik und im Homburger Folioheft analysiert. Von Hölderlins Texten werden Die Eichbäume, das Empedokles -Projekt, Heidelberg, Der Winkel von Hahrdt, Vom Abgrund nemlich … wie auch die Briefe der Turmzeit untersucht. Mit Rezensionen einschlägiger Neuerscheinungen und den Nachrufen auf Jochen Schmidt und Christoph Jamme findet der Band seinen Abschluss.
Volume Editors: Nicola Simmons and Julie Podrebarac
This book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community.

The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience.

Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.
Cultural and Biological Approaches to Uncover African Diversity
This book explores important chapters of past and recent African history from a multidisciplinary perspective. It covers an extensive time range from the evolution of early humans to the complex cultural and genetic diversity of modern-day populations in Africa. Through a comprehensive list of chapters, the book focuses on different time-periods, geographic regions and cultural and biological aspects of human diversity across the continent. Each chapter summarises current knowledge with perspectives from a varied set of international researchers from diverse areas of expertise. The book provides a valuable resource for scholars interested in evolutionary history and human diversity in Africa.

Contributors are Shaun Aron, Ananyo Choudhury, Bernard Clist, Cesar Fortes-Lima, Rosa Fregel, Jackson S. Kimambo, Faye Lander , Marlize Lombard, Fidelis T. Masao, Ezekia Mtetwa, Gilbert Pwiti, Michèle Ramsay, Thembi Russell, Carina Schlebusch, Dhriti Sengupta, Plan Shenjere-Nyabezi, Mário Vicente.