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K-8 Lesson Plans for Ecological and Social Change
Eco-Mathematics Education strives to show how everyone can experience the embedded connection between mathematics and the natural world. The authors’ sincere hope is that by doing so, we can radically change the way we come to understand mathematics, as well as humanity’s place in the ecosystem. The book hopes to accomplish this by providing in-depth lesson plans and resources for educators and anyone interested in teaching and learning mathematics through an ecological aesthetic perspective. All lessons are based on the inquiry method of teaching, aligned to standards, incorporate art projects inspired by famous artists, and utilize recycled and/or natural materials as much as possible.
This volume offers a Naming praxis with which teachers might more closely align with their ethical ideals in the midst of their daily practice and relationships with students. Framed ontologically in Maxine Greene’s existential-phenomenological notion of Becoming, the author explicates Greene’s Naming as a praxis within her own early teaching experiences through the interpretive methods of currere and teacher lore. This study evolves in epistolary conversation with Maxine Greene, teacher colleagues, and new teachers. It demonstrates the possibilities of applying critical reflective and discursive dialogue to the tensions of a teacher’s life of practice in order to identify the obstacles to and the opportunities of the Becoming of the teacher and the student(s) in the educational encounter.
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.
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.
Volume Editors: Linda Ware and Janet Story Sauer
The COVID-19 pandemic interrupted a chaotic political and social landscape within the United States. Its arrival revealed cracks in longstanding neoliberal narratives. In this book, the authors utilize critical theory to analyze the collapse of these hyper-individualistic narratives within the media, in the broad areas of economics, the nuclear family, and authoritarian populism and through the topics of scapegoating China, capitalist class economic messaging, the essential worker, the family under shutdown, the spread of conspiracy theories, and the ideologies of the COVID-19 protests. The book conclude with commentary on the significance of the George Floyd protests and their connection to the pandemic.
Chapter 7 Beyond Truth

Abstract

This chapter is focused on adult professional learning in healthcare by focusing on an innovative narrative-based training platform for seniors that uses transformative learning theory to better support person-centered healthcare. It is suggested that adopting the theoretical framing of pragmatism can support professionals to move beyond dualistic thinking with respect to medical knowledge and the lived experiences of patients. Adopting a pragmatist perspective in this sense can therefore have practical consequences that supports the over-arching aims of the training, which is to move professionals from categorical to cognizant thinking.

It is suggested that the tenets of pragmatism offer adult learners a highly practical set of concepts that could support interpretive, narrative-based learning and more particularly the likelihood of transformative learning. Considering knowledge in action and for use, dialogue based on a pragmatist approach can facilitate the opportunity for narrative knowledge that broadens the conception of what knowledge itself it. This is reassuring the healthcare practitioner in how connected meaning frames are with many aspects of lived experience, and how complex, drawing on multiple levels of micro, meso and macro. Such a connection between research, theory and practice can facilitate a better ecology of learning in this area.

Open Access
In: Discourses, Dialogue and Diversity in Biographical Research
Chapter 2 Biographical Interviews and the Micro Context of Biographicity
Author: Rob Evans

Abstract

The chapter examines the capacity of the biographical/life history interview for understanding closely heard talk in interaction. The chapter seeks to question how the emergence and sharing of biographical discourse in interview talk may be identified and described; what evidence is found in interview talk of biographical self or ‘biographicity’, a concept derived from , ); what is the relation between language and voice in a biographical narrative, with particular reference to the notions of ‘synthesis’ () and ‘verbalisation’ (). To do this, the author presents experiences related and shared in the micro context of interview interaction and for this purpose, a section of a biographical narrative of a Polish teacher is introduced and discussed. The private history of the teacher Daria is understood as biographised talk, which is structured both temporally and sequentially. Through the changing interaction between Daria and the researcher and through the wider out-of-frame interaction of both with their respective social worlds, it can be seen that strong elements of interdiscursivity and insight into wider ecologies of learning and living enrich the work of meaning-making that learning biographies represent.

Open Access
In: Discourses, Dialogue and Diversity in Biographical Research
Chapter 4 Biographical Research at the Boundary
Author: Kjetil Moen

Abstract

Death is an intrinsic part of the ecology of life. Yet in Western societies, end-of-life care has to a large degree moved out of the home and into institutions. A pressing question for educational institutions and employing healthcare organizations is how to train for and facilitate quality and resilience among those working at the boundary between life and death. Any such endeavor must rest on knowledge about how encounters with the death of others inform the self-understanding and praxis of end-of-life care professionals.

Applying a biographical narrative approach to the narrative accounts of healthcare workers from palliative care and intensive care units, the chapter undertakes a careful reading of free-associative narratives, in order to elicit the entangled relation between the subject and his or her contexts, past and present. The chapter is thus an empirically based exploration of how the individual’s fear of death (micro), organizational feeling rules (meso), and societal discourse (macro) simultaneously and mutually inform the life and narrative of the end-of-life care professionals.

Open Access
In: Discourses, Dialogue and Diversity in Biographical Research