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Esports is a global phenomenon that has attracted the attention of multiple interested parties—from investors to K-12 schools and universities. This text chronicles the multitude of ways that people are making meaning within and around the esports ecosystem. Literacies that occur in the esports ecosystem are the result of a collision of diverse experiences, actions, peoples, games, software, hardware, and roles. These literacies are multifaceted, multilayered, and multifarious. By acknowledging the call that these literacies hold, stakeholders can argue for their appreciation at all levels of the ecosystem. Literacies of the Esports Ecosystem answers this call.

Contributors are: Anthony Betrus, Andrew Cochran, Luis E. Pérez Cortés, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.
Translator:
Japanese youth, like everywhere else, are trying to build their future despite the crises that are shaking their world, the latest being the triple disaster of Fukushima. Often considered to be more focused on a personal or even hedonistic life, they surprised the media when a student movement took the floor to criticize the Abe government's security and Self-Defense Forces bills in 2015. The so-called SEALDs movement (Student Emergency Action for Liberal Democracy) was formed some time after the Indigenous or Occupy Wall Street movements, but it shares similar concerns.
Understanding the SEALDs' experience from the perspective of John Dewey's philosophy allows us to highlight once again the dangers that digital technology poses to individuals, the collective and their values.
South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged.

Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.
Volume Editors: , , and
At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.

In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.

Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
At the dawn of the new millennium, immigration means a new beginning for many Cabo Verdean youth who arrive in Boston, Massachusetts. This new generation of Cabo Verdeans, however, faces different sets of challenges—ranging from family separation and reunification, to emerging street violence, to “sweeps” that culminate in deportation. This book chronicles the journey of Cabo Verdean young men as they negotiate their feelings around family, school, and neighborhood contexts. Ambrizeth Helena Lima discusses in depth the factors within these contexts that compel some of the young men to thrive and succeed, and others to spiral into a cycle of violence and eventual deportation. Lima also shows the young men’s vulnerability in their urban neighborhoods, as one of them declares that in this journey “you’re on your own.” The young men in her book discuss their dreams, love for their family and culture, and the struggle to become “American.” As with other racialized immigrant youth from places as diverse as the Caribbean and South Asia, these young men face racial, ethnic, and gender stereotypes that are grounded in America’s white/black racial rationalization process. Their journey is marked with emotional and psychological upheaval as they strive to find a path that leads to the better life that America promised them.
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The situation of young people in Europe has been significantly impacted by recent changes that have taken place in the job market. Young people’s life trajectories and transitions to adulthood are increasingly less linear, more segmented, and more reversible, with a rise in unemployment and the NEET (Not in Education, Employment or Training) phenomenon. This book aims to investigate the youth policies implemented in Europe and how they are integrated in the socio-economic contexts of the various member states and their welfare regimes, educational systems, and skills markets.

A significant number of young adults neither study nor work, and live in a constant state of discouragement and inactivity, giving up on their search for job opportunities. The strategic choices implemented at the European level in response to this problem promote ALMPs (Active Labour Market Policies), including the creation of the Youth Guarantee Program, which is examined here both at the European level and, specifically, in the Italian context.
Connecting Theory and Practice (4th Edition)
Authors: and
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 Editor:
How would you implement Critical Digital Literacies in your own classrooms and educational programs?

You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling.

Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.
A Critical Review for Educators, Librarians, Families, Researchers & Writers