Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children.
The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing.
Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education.
Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.
New digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology.
Contributors are: Miriam Adamková, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinská, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerová, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsová, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Kateřina Jančaříková, Konstantinos Katzis, Lilla Korenova, Utku Köse, Zoltán Kovács,Blanka Kožík Lehotayová, Maria Kožuchová, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Álvaro Martínez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirháčová Lapšanská, Stavros Pitsikalis, Corinne Raffin, Tomás Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bágyi.
It is now recognized that language teachers and learners are both users and creators of knowledge in socially, culturally, politically, materially complex, and unpredictable environments. With this in mind, an increasing number of researchers in Second Language Education have progressively broken away from traditional ways of studying educational practices to find novel, and more complex ways to conceptualize and study language teachers’ and learners’ teaching and learning practices and knowledge development.
This book is in line with these trends, and should be considered as the actualization of experimentations with novel ways to apprehend the interrelationships between language and education by drawing on the conceptual repertoire of French philosopher Gilles Deleuze and his collaborator Félix Guattari. To guide us through this reflexive journey ten scholars, specialized in the field of Second Language Education, call on their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs).
Through this book, new insights and lines of thought are generated on how research and educative practices can be transformed to reimagine second language teaching, learning, and research to think differently about the experiences of language teachers, learners, and researchers, and disrupt the processes that may prevent us from innovating and seizing future opportunities.
Contributors are: Francis Bangou, Maria Bastien-Valenca, Joff P. N. Bradley, Martina Emke, Douglas Fleming, Roumiana Ilieva, Brian Morgan, Enrica Piccardo, Aisha Ravindran, Gene Vasilopoulos and Monica Waterhouse.
Critical media literacy is a necessary part of young people’s education and can foster the space for a more thoroughly informed and involved citizenry. In order to make critical media literacy sustainable in K-12 classrooms, learning and application of it must begin with teachers, preferably during their formal schooling.
Educating Media Literacy is a manifesto for the inclusion of media literacy in teacher education and, by extension, in K-12 classrooms. Through a discussion of critical media literacy’s aims and the role of teacher education in the United States, this book argues for the inclusion of critical media literacy in teacher education.
Educating Media Literacy addresses two separate topics – teacher education and media literacy – and illustrates how they are intertwined: The United States struggles simultaneously with how best to train and retain prospective teachers and how to foster a better understanding of mainstream media. These two struggles can join forces and move towards a solution through the following: The inclusion of critical media literacy in teacher education programs.
Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners.
Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research.
Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research.
The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods.
Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.
Teachers are not automatons. An educator’s personal values, concerns, and aspirations cannot be cleaved from one’s professional life without impacting the quality and relevance of the teaching experience. This book examines spaces where the personal and professional intersect, thereby deepening our understanding of the nuances and complexities of a teacher’s work. It draws readers into places of vulnerability—moments of grieving. As a teacher’s curriculum—as a curriculum of life—grief has much to teach about sympathy, compassion, and resilience.
Educational philosophy, literary analysis, and reflective practice are used to explore ways grief can help us better ascertain the scope and depth of the educators we are and have the potential to become. Pieces of literature used include works by Pat Conroy, Charles Dickens, Stephen King, Rabindranath Tagore, Virgil, Franz Wedekind, and Virginia Woolf. Also included are ideas from a diverse set of educational philosophers, social and cultural commentators, poets, and more. Chapters conclude with "Topics for Reflection" for further individual and/or collective reflection and discourse.
Educators at all stages of their careers will benefit from this study that demonstrates the impact personal grieving can have on remembering, recovering, and reidentifying with one’s mission and vision. As a resource for pre-service or veteran teachers, the text celebrates the power of introspection to transform our work, our lives, and the lives of our students. It is equally relevant for parents, coaches, mentors, and anyone who takes on the kinds of teacher roles that impact, nourish, and inspire the lives of others.
The transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the ‘problems’ of education.
This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives.
Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of ‘transformation’ to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all.
Its contributors include not only scholars, but also professional experts and young people. The book’s aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education.
In 2015, Laura Rumbley put forward the notion that higher education—in a highly complex, globally interdependent world—would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.
Conversations related to epistemology and methodology have been present in comparative and international education (CIE) since the field’s inception. How CIE phenomena are studied, the questions asked, the tools used, and ideas about knowledge and reality that they reflect, shape the nature of the knowledge produced, the valuing of that knowledge, and the implications for practice in diverse societies. This book is part of a growing conversation in which the ways that standardized practices in CIE research have functioned to reproduce problematic hierarchies, silences and exclusions of diverse peoples, societies, knowledges, and realities. Argued is that there must be recognition and understanding of the negative consequences of hegemonic onto-epistemologies and methodologies in CIE, dominantly sourced in European social science traditions, that continue to shape and influence the design, implementation and dissemination/application of CIE research knowledge. Yet, while critical reflection is necessary, it alone is insufficient to realize the transformative change called for: as students, researchers, practitioners and policymakers, we must hear and heed calls for concrete action to challenge, resist and transform the status quo in the field and work to further realize a more ethical and inclusive CIE.
Interrogating and Innovating Comparative and International Research presents a series of conceptual and empirically-based essays that critically explore and problematize the dominance of Eurocentric epistemological and methodological traditions in CIE research. As an action-oriented volume, the contributions do not end with critique, rather suggestions are made and orientations modelled from different perspectives about the possibilities for change in CIE.
Contributors are: Emily Anderson, Supriya Baily, Gerardo L. Blanco, Alisha Braun, Erik Jon Byker, Meagan Call-Cummings, Brendan J. DeCoster, D. Brent Edwards Jr., Sothy Eng, Ameena Ghaffar-Kucher, Jeremy Gombin-Sperling, Kelly Grace, Radhika Iyengar, Huma Kidwai, Lê Minh Hằng, Caroline Manion, Patricia S. Parker, Leigh Patel, Timothy D. Reedy, Karen Ross, Betsy Scotto-Lavino, Payal P. Shah, Derrick Tu, and Matthew A. Witenstein.
Power has been a defining and constitutive theme of adult education scholarship for over a century and is a central concern of many of the most famous and influential thinkers in the field. Adult education has been particularly interested in how an analysis of power can be used to support transformative learning and democratic participation. In a fragile and interdependent world these questions are more important than ever. The aim of this collection is to offer an analysis of power and possibility in adult education which acknowledges, analyzes and responds to the complexity and diversity that characterizes contemporary education and society.
Power and Possibility: Adult Education in a Diverse and Complex World explores the topic of power and possibility theoretically, historically and practically through a range of perspectives and in relation to varied areas of interest within contemporary adult education. It is concerned with addressing how power works in and through adult education today by exploring what has changed in recent years and what is shaping and driving policy. Alongside this the book explores ways of theorizing learning, power and transformation that builds and extends adult education philosophy. In particular it takes up the themes of diversity and solidarity and explores barriers and possibilities for change in relation to these themes.