Browse results

Restricted Access
Restricted Access

Critical Storytelling in Millennial Times

Undergraduates Share Their Stories of Struggle

Series:

Edited by Carmella J. Braniger and Kaytlin M. Jacoby

Critical stories are more than just anecdotes or tales. They are narratives that raconter, or recount, the author’s own experiences, situating them in broader cultural contexts. Just as the autoethnographer situates the self in relation to the “others” of which the self is both a part and from which it is distinct, the critical storyteller situates his or her story of conflict in relation to the broader reality from which the conflict arises. The key is the reality that is being related and the perspective from which it is being shared.

In Critical Storytelling in Millennial Times, marginalized, excluded, and oppressed people share insights from their liminality and help readers learn from their perspectives and experiences. Examples of stories in this volume range from undergraduate perspectives on financial aid for college students, to narratives on first-hand police brutality, to heartbreaking tales about addiction, bullying, and the child sex trade in Cambodia. Undergraduate authors relate their stories and pose important questions to the reader about inciting change for the future. Follow along in their journeys and learn what you can do to make a change in your own reality.

Contributors are: Ben Brawner, Dwight Brown, Bryce Cherry, Kaytlin Jacoby, Jimmy Kruse, Dean Larrick, Bric Martin, Kara Niles, Claire Parrish, Grace Piper, Claire Prendergast, Alexsenia Ralat, Alec Reyes, Stephanie Simon, Sarah Suits, Katy Swift, Morgan Vogels, and Brittany Walsh.
Restricted Access

The Gold and the Dross

Althusser for Educators

Series:

David I. Backer

In the last decade, there has been an international resurgence of interest in the philosophy of Louis Althusser. New essays, journalism, collections, secondary literature, and even manuscripts by Althusser himself are emerging, speaking in fresh ways to audiences of theorists and activists. Althusser is especially important in educational thought, as he famously claimed that school is the most impactful ideological state apparatus in modern society. This insight inspired a generation of educational researchers, but Althusser’s philosophy—unique in a number of ways, one of which was its emphasis on education—largely lost popularity.

Despite this resurgence of interest, and while Althusser’s philosophy is important for educators and activists to know about, it remains difficult to understand. The Gold and the Dross: Althusser for Educators, with succinct prose and a creative organization, introduces readers to Althusser’s thinking. Intended for those who have never encountered Althusser’s theory before, and even those who are new to philosophy and critical theory in general, the book elaborates the basic tenets of Althusser’s philosophy using examples and personal stories juxtaposed with selected passages of Althusser’s writing. Starting with a beginner’s guide to interpellation and Althusser’s concept of ideology, the book continues by elaborating the epistemology and ontology Althusser produced, and concludes with his concepts of society and science. The Gold and the Dross makes Althusser’s philosophy more available to contemporary audiences of educators and activists.
Restricted Access

No BS (Bad Stats)

Black People Need People Who Believe in Black People Enough Not to Believe Every Bad Thing They Hear about Black People

Ivory A. Toldson

What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.
Restricted Access

Understanding Israel/Palestine

Race, Nation, and Human Rights in the Conflict (Second Edition)

Eve Spangler

The Israeli-Palestinian conflict is the longest, ongoing hot and cold war of the 20th and 21st centuries. It has generated more refugees than any other current conflict, fully one quarter of all refugees world-wide. Everyone knows that the Israeli-Palestinian conflict is an important topic, but most people shy away from thinking about it, believing it is “just too complicated” to understand. This book is written for people who want a point of entry into the conversation. It offers both a historical overview and a moral framework, arguing that human rights standards (which have never been tried) are the only basis for creating a just and durable peace. Readers, whether students, parishioners, neighbors, voters, or dinner guests will find here an analysis of the commonest Israel voices and also the Palestinian points of view we seldom hear. This book will be useful for classes in Middle East Studies, Middle East and Colonial History, Peace and Conflict Studies, Sociology of Race, and Political Science. It can be useful to church groups, labor groups, or other grass roots organizations committed to social justice, and for all readers who wish to be informed about this controversial topic.
Restricted Access

Series:

Edited by Sue Vella, Ruth Falzon and Andrew Azzopardi

The study of wellbeing is not new. Over two millennia ago, the Ancient Greeks were already debating different conceptions of the good life, and how it may be fostered, albeit a debate for the privileged in ancient Greek society. More recently, the post-WWII concern with economic scarcity gave way – as prosperity rose in the later 20th century – to values such as personal growth and social inclusion. In parallel, research has increasingly turned its focus to wellbeing, going beyond traditional measures of income, wealth and employment. Greater attention is now paid to the subjective experience of wellbeing which, it is broadly agreed, has many dimensions such as life satisfaction, optimal functioning and a good quality of life.

Perspectives on Wellbeing: A Reader brings together a number of chapters that examine wellbeing from different disciplinary perspectives. A number of the chapters take the angle of human flourishing, looking at the respective contributions of belonging, emotional resilience, spirituality, prosocial behaviour, literacy and leisure. Others look at wellbeing through a social relations lens, including family relations, youth, persons with disability and gender. Finally, a chapter on wellbeing and economics illustrates different approaches to measuring wellbeing and identifying its determinants. The book concludes with a chapter that argues for the enduring importance of the welfare state if the wellbeing of all is to be ensured.

This book is likely to be of interest to both undergraduate and postgraduate students in the social sciences as well as to a general readership.

Contributors are: Angela Abela, Andrew Azzopardi, Paul Bartolo, Marie Briguglio, Amy Camilleri Zahra, Joanne Cassar, Marilyn Clark, Ruth Falzon, Vickie Gauci, Ingrid Grech Lanfranco, Natalie Kenely, Mary Anne Lauri, Marceline Naudi, Claudia Psaila, Clarissa Sammut Scerri, Sandra Scicluna Calleja, Barbara Stelmaszek, Sue Vella, and Val Williams.
Restricted Access

The Labour of Words in Higher Education

Is it Time to Reoccupy Policy?

Sarah Hayes

As Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change.

Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students.

This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.
Restricted Access

The Reflexivity of Pain and Privilege

Auto-Ethnographic Collections of Mixed Identity

Edited by Ellis Hurd

The Reflexivity of Pain and Privilege offers a fresh and critical perspective to people of indigenous and/or marginalized identifications. It highlights the research, shared experiences and personal stories, and the artistic collections of those who are of mixed heritage and/or identity, as well as the perspectives of young adolescents who identify as being of mixed racial, socio-economic, linguistic, and ethno-cultural backgrounds and experiences. These auto-ethnographic collections serve as an impetus for the untold stories of millions of marginalized people who may find solace here and in the stories of others who are of mixed identity.
Restricted Access

Series:

Edited by Peter Charles Taylor and Bal Chandra Luitel

In a rapidly globalizing world, the pressing challenge for science and mathematics educators is to develop their transdisciplinary capabilities for countering the neo-colonial hegemony of the Western modern worldview that has been embedded historically, like a Trojan Horse, in the international education export industry. Research as Transformative Learning for Sustainable Futures introduces the world to next-generation multi-worldview research that empowers prospective educational leaders with a vision and voice for designing 21st century educational policies and practices that foster sustainable development of the diverse cultural capital of their multicultural societies. At the heart of this research are the principles of equity, inclusiveness and social justice.

The book starts with accounts of the editors' extensive experience of engaging culturally diverse educators in postgraduate research as transformative learning. A unique aspect of their work is combining Eastern and Western wisdom traditions. In turn, the chapter authors – teacher educators from universities across Asia, Southern Africa, the Middle East, and the Pacific – share their experience of research that transformed their philosophies of professional practice. They illustrate the following aspects of their engagement in research as transformative learning for sustainable futures: excavating auto|ethnographically their lifeworld experiences of learning and teaching; developing empowering scholarly perspectives for analysing critically and reflexively the complex cultural framings of their professional practices; re-visioning their cultural and professional identities; articulating transformative philosophies of professional practice; and enacting transformative agency on return to their educational institutions.

Contributors are: Naif Alsulami, Shashidhar Belbase, Nalini Chitanand, Alberto Felisberto Cupane, Suresh Gautam, Bal Chandra Luitel, Neni Mariana, Milton Norman Medina, Doris Pilirani Mtemang'ombe, Emilia Afonso Nhalevilo, Hisashi Otsuji, Binod Prasad Pant, Sadruddin Qutoshi, Yuli Rahmawati, Indra Mani Rai (Yamphu), Siti Shamsiah Sani, Indra Mani Shrestha, Mangaratua Simanjorang, and Peter Charles Taylor.
Restricted Access

Series:

Edited by Sulochini Pather and Roger Slee

It is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.