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How to Design Curriculum for Human Flourishing
Author:
Since the Delors report, reformers of education have been trying to create a curriculum that allows for human beings to flourish. Schools should not only be places where we learn to be and learn to live together, but also places where the way we assess students valorises all the different types of human gifts within them.
And yet, most schools are locked in a 19th Century assessment structure that prevents young people from exploring the variety and extent of their gifts and forces them to perform on a narrow, high stakes track. When will this change?
In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It's a brave, beautifully written treatise that anyone interested in education and assessment should read.
- Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education sector)
And yet, most schools are locked in a 19th Century assessment structure that prevents young people from exploring the variety and extent of their gifts and forces them to perform on a narrow, high stakes track. When will this change?
In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It's a brave, beautifully written treatise that anyone interested in education and assessment should read.
- Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education sector)
How to Design Curriculum for Human Flourishing
Author:
Since the Delors report, reformers of education have been trying to create a curriculum that allows for human beings to flourish. Schools should not only be places where we learn to be and learn to live together, but also places where the way we assess students valorises all the different types of human gifts within them.
And yet, most schools are locked in a 19th Century assessment structure that prevents young people from exploring the variety and extent of their gifts and forces them to perform on a narrow, high stakes track. When will this change?
In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It's a brave, beautifully written treatise that anyone interested in education and assessment should read.
- Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education sector)
And yet, most schools are locked in a 19th Century assessment structure that prevents young people from exploring the variety and extent of their gifts and forces them to perform on a narrow, high stakes track. When will this change?
In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It's a brave, beautifully written treatise that anyone interested in education and assessment should read.
- Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education sector)
“In the vast majority of language education literature, it seems as if we have been collectively imagining a monosexual community of interlocutors," complained Cynthia Nelson in 2006. Nearly two decades later, her statement still seems widely true, despite marginal attempts to challenge this situation, not yet fully addressed by mainstream publishers, educators or policymakers.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
“In the vast majority of language education literature, it seems as if we have been collectively imagining a monosexual community of interlocutors," complained Cynthia Nelson in 2006. Nearly two decades later, her statement still seems widely true, despite marginal attempts to challenge this situation, not yet fully addressed by mainstream publishers, educators or policymakers.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
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.
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.
Championing Diversity in Scholarship on Growing Older with Chronic Illness
Statistical data suggest that many people with chronic health conditions pass away at much younger ages than their peers. Yet large quantitative datasets that address aging with chronic illness often do not capture the diversity of people with chronic diseases and their experiences of growing older. The assumptions built into many core data resources on aging often erase the journeys of people occupying marginalized social locations. Likewise, these same assumptions can result in omission of people who survive for long amounts of time while managing conditions with relatively short median life expectancies.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
Championing Diversity in Scholarship on Growing Older with Chronic Illness
Statistical data suggest that many people with chronic health conditions pass away at much younger ages than their peers. Yet large quantitative datasets that address aging with chronic illness often do not capture the diversity of people with chronic diseases and their experiences of growing older. The assumptions built into many core data resources on aging often erase the journeys of people occupying marginalized social locations. Likewise, these same assumptions can result in omission of people who survive for long amounts of time while managing conditions with relatively short median life expectancies.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.
With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.
Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
Sparking Transformation in Education
In the Critical Storytelling series, this latest book elevates the voices of a myriad of authors, using empathetic storytelling to spark transformation in education. Stories connect us through the meaning we make, intricately woven in a diverse tapestry of shared experiences held together with the delicate thread of our humanity. Uncovering implicit biases and choices inherent in the two themes of belonging and identity, and caring and relationships, the editors offer concrete strategies for classroom teachers, professors, educational leaders, and policy makers to use storytelling to complement awareness and discourse with calls to action.
Contributors are: Noor Ali, Eisa Al-Shamma, Carol Battle, Anne René Elsbree, Ana M. Hernández, Mark Hevert, Edward D. Kim, Viviane King-Adas, Amanda Moody Maestranzi, Lily Mittnight, Jaclyn Murawska, Sean Nank, Jackie Palmquist, Michael Palmquist, MJ Palmquist, Rania Saeb, Karen Toralba, Suzanne M. Van Steenbergen and Sarah Catherine Vaughan.
Contributors are: Noor Ali, Eisa Al-Shamma, Carol Battle, Anne René Elsbree, Ana M. Hernández, Mark Hevert, Edward D. Kim, Viviane King-Adas, Amanda Moody Maestranzi, Lily Mittnight, Jaclyn Murawska, Sean Nank, Jackie Palmquist, Michael Palmquist, MJ Palmquist, Rania Saeb, Karen Toralba, Suzanne M. Van Steenbergen and Sarah Catherine Vaughan.
Sparking Transformation in Education
In the Critical Storytelling series, this latest book elevates the voices of a myriad of authors, using empathetic storytelling to spark transformation in education. Stories connect us through the meaning we make, intricately woven in a diverse tapestry of shared experiences held together with the delicate thread of our humanity. Uncovering implicit biases and choices inherent in the two themes of belonging and identity, and caring and relationships, the editors offer concrete strategies for classroom teachers, professors, educational leaders, and policy makers to use storytelling to complement awareness and discourse with calls to action.
Contributors are: Noor Ali, Eisa Al-Shamma, Carol Battle, Anne René Elsbree, Ana M. Hernández, Mark Hevert, Edward D. Kim, Viviane King-Adas, Amanda Moody Maestranzi, Lily Mittnight, Jaclyn Murawska, Sean Nank, Jackie Palmquist, Michael Palmquist, MJ Palmquist, Rania Saeb, Karen Toralba, Suzanne M. Van Steenbergen and Sarah Catherine Vaughan.
Contributors are: Noor Ali, Eisa Al-Shamma, Carol Battle, Anne René Elsbree, Ana M. Hernández, Mark Hevert, Edward D. Kim, Viviane King-Adas, Amanda Moody Maestranzi, Lily Mittnight, Jaclyn Murawska, Sean Nank, Jackie Palmquist, Michael Palmquist, MJ Palmquist, Rania Saeb, Karen Toralba, Suzanne M. Van Steenbergen and Sarah Catherine Vaughan.
Reading, Writing, and Texting in the Literacy Instruction Classroom
Author:
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.
Foreword by Marcel Danesi
Foreword by Marcel Danesi
Reading, Writing, and Texting in the Literacy Instruction Classroom
Author:
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.
Foreword by Marcel Danesi
Foreword by Marcel Danesi
Author:
Unexpected lists that propel your teaching into refreshingly new directions!
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
Author:
Unexpected lists that propel your teaching into refreshingly new directions!
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
This book takes the reader on a journey through different national contexts. Discover the unique challenges and strategies for inclusive education in countries such as Romania, Poland, Guadeloupe and Canada. Explore the need for independent living skills for institutionalised children in Romania, the paradoxes of educational inclusion for Ukrainian refugees in Poland, and the impact of teacher communication styles on student motivation in Guadeloupe. The negotiation of teacher education policy and standards in Canada is also on the agenda. For anyone with a passion for inclusive education, this book is a treasure trove of information.
Contributors are: Laura Agrati, Daniela Roxana Andron, Stephanie Arnott, Dorota Bazuń, Maria Chatzi, Cheryl J. Craig, Stella Danou, Marie-Christine Deyrich, Amen Dhahri, Panagiota Diamanti, Heidi Flavian, Joanna Frątczak-Müller, Becca Friesen, Robert Grant, Josh Gray, Elisabeth Issaieva, Axelle James, Stavroula Kaldi, Adam Kaszuba, Ștefania Kifor, Magdalena Kohout-Diaz, Mariusz Kwiatkowski, Pascal Legrain, Mimi Masson, Anna Mielczarek-Żejmo, Patricia-Gabriela Mociar, Fernando Naiditch, Carrie Nepstad, Frances Rust, Sophie Sanchez-Larréa, Fiona Smythe, Martin Strouhal, Vassiliki Tzika, Aikaterini Vassiou, Efstathios Xafakos and Diane Yendol-Hoppey.
Contributors are: Laura Agrati, Daniela Roxana Andron, Stephanie Arnott, Dorota Bazuń, Maria Chatzi, Cheryl J. Craig, Stella Danou, Marie-Christine Deyrich, Amen Dhahri, Panagiota Diamanti, Heidi Flavian, Joanna Frątczak-Müller, Becca Friesen, Robert Grant, Josh Gray, Elisabeth Issaieva, Axelle James, Stavroula Kaldi, Adam Kaszuba, Ștefania Kifor, Magdalena Kohout-Diaz, Mariusz Kwiatkowski, Pascal Legrain, Mimi Masson, Anna Mielczarek-Żejmo, Patricia-Gabriela Mociar, Fernando Naiditch, Carrie Nepstad, Frances Rust, Sophie Sanchez-Larréa, Fiona Smythe, Martin Strouhal, Vassiliki Tzika, Aikaterini Vassiou, Efstathios Xafakos and Diane Yendol-Hoppey.
This book takes the reader on a journey through different national contexts. Discover the unique challenges and strategies for inclusive education in countries such as Romania, Poland, Guadeloupe and Canada. Explore the need for independent living skills for institutionalised children in Romania, the paradoxes of educational inclusion for Ukrainian refugees in Poland, and the impact of teacher communication styles on student motivation in Guadeloupe. The negotiation of teacher education policy and standards in Canada is also on the agenda. For anyone with a passion for inclusive education, this book is a treasure trove of information.
Contributors are: Laura Agrati, Daniela Roxana Andron, Stephanie Arnott, Dorota Bazuń, Maria Chatzi, Cheryl J. Craig, Stella Danou, Marie-Christine Deyrich, Amen Dhahri, Panagiota Diamanti, Heidi Flavian, Joanna Frątczak-Müller, Becca Friesen, Robert Grant, Josh Gray, Elisabeth Issaieva, Axelle James, Stavroula Kaldi, Adam Kaszuba, Ștefania Kifor, Magdalena Kohout-Diaz, Mariusz Kwiatkowski, Pascal Legrain, Mimi Masson, Anna Mielczarek-Żejmo, Patricia-Gabriela Mociar, Fernando Naiditch, Carrie Nepstad, Frances Rust, Sophie Sanchez-Larréa, Fiona Smythe, Martin Strouhal, Vassiliki Tzika, Aikaterini Vassiou, Efstathios Xafakos and Diane Yendol-Hoppey.
Contributors are: Laura Agrati, Daniela Roxana Andron, Stephanie Arnott, Dorota Bazuń, Maria Chatzi, Cheryl J. Craig, Stella Danou, Marie-Christine Deyrich, Amen Dhahri, Panagiota Diamanti, Heidi Flavian, Joanna Frątczak-Müller, Becca Friesen, Robert Grant, Josh Gray, Elisabeth Issaieva, Axelle James, Stavroula Kaldi, Adam Kaszuba, Ștefania Kifor, Magdalena Kohout-Diaz, Mariusz Kwiatkowski, Pascal Legrain, Mimi Masson, Anna Mielczarek-Żejmo, Patricia-Gabriela Mociar, Fernando Naiditch, Carrie Nepstad, Frances Rust, Sophie Sanchez-Larréa, Fiona Smythe, Martin Strouhal, Vassiliki Tzika, Aikaterini Vassiou, Efstathios Xafakos and Diane Yendol-Hoppey.