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Volume Editor:
This edited volume is a collection of studies guided by theoretical and practical interdisciplinary approaches to family and school involvement in multilingual education and heritage language development featuring contributors with expertise in applied linguistics, sociolinguistics, language policy and education. The authors of this volume discuss multilingualism and multiculturalism in various geographical areas, settings, and levels of education, from a theoretical and practical point of view. They present a wide variety of theoretical perspectives, teachers, and students’ views as well as other stakeholders such as policy makers, authorities and parents on family and school involvement in multilingual education and heritage language development.
Paulo Freire’s Approach to Literacy, Training and Adult Education
Volume Editor:
An unanswered question on the making of Pedagogy of the Oppressed is when, where and how this book was written, edited, and published. The Preface of the original Portuguese handwritten manuscript is dated in Chile by 1967. Some scholars imply that the manuscript was finished sometime in April 1969. By then, Freire had left Chile and three of his books had been published by UNESCO’s Institute of Research and Training in Agrarian Reform, ICIRA. Freire himself had already committed the English translation of Pedagogy of the Oppressed together with the Spanish translation published by Tierra Nueva in Uruguay.
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
All creative work operates under constraints. Yet, despite an overall increase in attention over the past decade, the matter of constraints has received much less attention than has creativity, in general. This book represents an effort by the editors to integrate diverse perspectives on constraints in creativity from 22 researchers, who aim to define constraints, uncover their structure, delineate the conditions under which they facilitate or inhibit creativity, and outline how an understanding of the role of constraints in creative thinking can inform our understanding of the nature of creativity itself.

Constraints in Creativity provides educators, managers, creativity researchers, and anyone looking to improve their own creative skills with theoretical and practical insights into the role of constraints in the creative process.

Contributors are: Don Ambrose, John Baer, Paul Joseph Barnett, Michael Mose Biskjaer, Nathalie Bonnardel, Anthony Chemero, Peter Dalsgaard, Vlad Glăveanu, Armand Hatchuel, James C. Kaufman, Agnès Lellouche-Gounon, Pascal Le Masson, Kelsey E. Medeiros, Roni Reiter-Palmon, Eric Rietzschel, Wendy Ross, Diana Rus, Dean Keith Simonton, Robert J. Sternberg, Patricia D. Stokes, Catrinel Tromp and Benoit Weil.


The purpose of this study is to describe the development and validation process of a Scale of Competency of Digital Age Teaching (SCoDAT). The scale is intended to diagnose preservice teachers’ self-efficacy in integrating digital technologies in lesson planning, implementation, and reflection. Initial competency items were created based on literature review and prior qualitative inquiry, and were reviewed by a group of experts consisting of general and content- specific teacher education faculty members. After multiple rounds of expert reviews, a total of 21 items were developed, composed of 4 areas: lesson planning, lesson actions, student assessment, and lesson reflection. After Cronbach’s alpha and G6 values were examined for internal consistency, a second-order, four-factor Confirmatory Factor Analysis (cfa) model was fitted and evaluated with chi-square goodness-of-fit statistics and fit indices. Overall, the scale and its subscales demonstrate good internal consistency and construct validity. The SCoDAT could serve as both a formative and summative assessment for teacher educators and as a self-assessment for preservice teachers, enabling them to diagnose their professional competence in digitally equipped classrooms.

Open Access
In: Innovation and Education
In: Innovation and Education
Series Editors: and
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 Acquisitions Editor Athina Dimitriou.
Series Editor:
Contexts of Education is a new series of handbooks that embraces both a creative approach to educational issues focused on context and a new publishing credo.
All educational concepts and issues have a home and belong to a context. This is the starting premise for this new series. One of the big intellectual breakthroughs of post-war science and philosophy was to emphasise the theory-ladenness of observations and facts—facts and observations cannot be established independent of a theoretical context. In other words, facts and observations are radically context-dependent. We cannot just see what we like or choose to see. In the same way, scholars are argue that concepts and constructs also are relative to a context, whether this be a theory, schema, framework, perspective or network of beliefs. Background knowledge always intrudes; it is there, difficult to articulate, tacit and operates to shape and help form our perceptions. This is the central driving insight of a generation of thinkers from Ludwig Wittgenstein and Karl Popper to Thomas Kuhn and Jürgen Habermas. Increasingly, in social philosophy, hermeneutics, and literary criticism textualism has given way to contextualism, paving the way for the introduction of the notions of ‘frameworks’, ‘paradigms’ and ‘networks’—concepts that emphasize a new ecology of thought.
This new series is predicated upon this insight and movement. It emphasises the importance of context in the establishment of educational facts and observations and the framing of educational hypotheses and theories. It also emphasises the relation between text and context, the discursive and the institution, the local and the global. Accordingly, it emphasizes the significance of contexts at all levels of inquiry: scientific contexts; theoretical contexts; political, social and economic contexts; local and global contexts; contexts for learning and teaching; and, cultural and interdisciplinary contexts.
Contexts of Education, as handbooks, are conceived as reference texts that also can serve as texts.
This book series aims at providing readers with a set of monographs dealing with current educational issues from a research and theoretical perspective. In dealing with the many problems besetting our increasingly globalised world, education remains one of the most critical professions, with educational research and theorising being one of the most potent vehicles for comprehending and informing future policies and practices. Thus Critical Essays across Education intends to provide academics, policy-makers, research students and concerned general readers, with critical reflections on up-to-date ideas from the international research field of education. In particular this series will reflect the growing trend for borderland crossings in education, whereby cross-discipline research is creating new and important theoretical pathways.
Much theoretical and research-based writing in educational texts tends towards the inaccessible end of the readability dimension. So the brief for intending authors in this series will be to reflect on their research, and those of others, in such a way as to help educate the generalist, as well as the specialist.
Series Editor:
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.

Critical Leaders and the Foundation of Disability Studies in Education is a sub-series to the book series Studies in Inclusive Education. The series and subseries have independent editorial teams that work closely together. For the volumes published in the main book series, please visit its webpage.