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Volume Editors: Radhika Iyengar and Christina T. Kwauk
The global education community, guided for decades by the concept of Education for Sustainable Development, has done little to support the radical transformation of education systems needed to respond to climate change. Part of this inertia rests in five roadblocks to quality education identified in a Brookings report, and about which stakeholders from the fields of ESD, GCED, GE, and HR education came together in April 2020 to begin discussing ways of addressing.

This edited volume picks up that conversation by laying out elements of a shared vision, or roadmap, for the global education sector in climate action. The volume includes perspectives that span multiple continents, disciplines, and positionalities within the education system – from policymakers to teachers to youth. It curates exiting literature, surfaces in-depth case studies, and presents overviews of conceptual frameworks on a diverse range of topics relating to systems transformation, monitoring and accountability mechanisms, lessons from the field, teacher support, as well as activism and advocacy by students.

Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change offers researchers, practitioners, donors, and decisionmakers insights into entry points for education systems change needed to reorient our relationship with our planetary systems.
Volume Editor: Lauren Cifuentes
The rapid rise of e-learning worldwide means that campuses are creating new positions in distance learning leadership, often at the vice-president or vice-provost level. Frequently, those applying for such positions are recently graduated doctoral students or faculty members who have never served in administration. Unlike any other book to date, this Guide to Administering Online Learning provides easy access to an overview of tasks to be accomplished or maintained and perspectives to consider in order to direct dynamic online initiatives. In it, experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning, including theoretical insights as well as practical principles. They provide comprehensive guidelines for addressing issues and needs that distance learning administrators currently face: barriers to adoption, policies, legalities, ethics, strategic planning, emerging technologies, design of professional development, management of the course development process, quality assurance, student support, and recruitment and marketing. This book is a timely offering from those who have effectively led distance learning initiatives for those who are interested in leading distance learning for the next generation of learners. Each chapter includes questions, prompts, or activities to help readers relate the concept to their own experiences.
Author: Nancy A. Wasser
“I just cannot write” or “I am not a good writer” are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, the author argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write.

The author explains how teaching and regular practicing of how to write from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process.

Good writers are not born that way, but made through effort and practice. Changes in the U.S. curriculum may not only lead to better-expressed citizens, but also to a more equal society in which both teachers and children have a voice.
Selected Papers of Mark Olssen
Author: Mark Olssen
Inspired by the writings of Michel Foucault, Olssen’s writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen’s writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault’s challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, “Olssen uses Foucault to explore issues… Olssen’s Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation – our relation to ourselves and always, to others."
Author: Patricia Leavy
Tess Lee is a world-famous novelist. Her inspirational books explore people’s innermost struggles and the human need to believe that there is light at the end of the tunnel. Jack Miller is a former federal agent. After spending decades immersed in a violent world, a residue remains. The night Tess and Jack met, their connection was palpable. She examined the scars on his body and said, “I’ve never seen anyone whose outsides match my insides.” The two embarked on an epic love story. Now in their fourth, blissful year of marriage, one catastrophic event will change everything and push their relationship to the brink. Can Tess move through this new trauma? Will Jack’s need for vengeance destroy their relationship? When trust is violated, can there be forgiveness? In order to find their way through to the end, Tess and Jack will need to go back to the beginning.

Supernova is a novel about walking through our past traumas, moving from darkness to light, and the ways in which love—from lovers, friends, or the art we experience—heals us and helps us learn to forgive ourselves and others. Written as unfolding action, Supernova is a poignant novel that moves fluidly between melancholy, humor, and joy. It can be read entirely for pleasure, selected for book clubs, or used as supplemental reading in a variety of courses in communication, psychology, social work, sociology, or women’s studies/gender studies.
Author: Augie Fleras
The multiculturalization of Canada has catapulted it into the front ranks of countries in advancing a principled diversity governance. Fifty years after the inception of a multicultural governance model that seemingly works and is relatively popular, Canada remains one of the few countries in the world to believe in multiculturalism. Yet the irony is inescapable: Notwithstanding its lofty status as a Canadian icon and an aspirational ideal, an official multiculturalism remains misunderstood both in Canada and abroad in terms of what it means, how it works and for whom, and why it endures. If anything, as the book explains, the idea of multiculturalism remains shrouded in the conceptual fog of a ‘riddle wrapped in a mystery inside an enigma’. An interplay of polite fictions that mask inconvenient truths puts the onus on deconstructing Canadian multiculturalism by conceptualizing strengths (including a probe into why multiculturalism ostensibly works in Canada but rarely elsewhere), analyzing weaknesses, critically assessing its worth, and envisioning its future in responding to the new realities and demands of a post-multicultural world. That Canada’s multiculturalism remains a work in progress, albeit one with innovative possibilities, provides a fitting tribute.
Connecting Theory and Practice (4th Edition)
Authors: Wendy Patton and Mary McMahon
This fourth edition of the book represents a milestone in the history of the Systems Theory Framework of career development that attests to its continuing influence and contemporary relevance. It emphasises changes in career development theory, practice, and research since its first edition in 1999. At that time, the publication of the STF was described by reviewers as a “groundbreaking departure from traditional counseling texts”, a “landmark work leading to the convergence of career development theories”, and as a “rare book that not only illuminates a field of study but also advances it”. Subsequent commentary attests to the strength of the metatheoretical contribution of the STF and its facilitation of links between theory, research, and practice. This book introduces systems theory and the STF, and comprehensively overviews traditional and contemporary career theory and analyses it through the metatheoretical lens of the STF. It then describes applications of the STF by applying systems thinking, systems mapping and experiential learning. Finally, the contributions and future directions of the STF are highlighted. This book provides a record of almost 30 years of contribution of the STF to career theory, research, and practice.
Volume Editors: Linda Ware and Janet Story Sauer
This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education.

Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole.