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Arts, Creativities, and Learning Environments in Global Perspectives aims at investigating the encounters that can occur between the arts and creativities in various learning environments and cultural contexts. The series intends to explore the multiplicity of these approaches by presenting perspectives from diverse learning environments, not solely formal institutions like schools, universities, academies, and colleges, but also non-formal ones (cultural institutions, libraries, museums, theatres, orchestras, archives, organisations, and work-places) or informal ones (play and games, community projects, amateur art, and clubs). This means that a pluralistic view on the artS – indeed, plural – is being embraced by including artistic expressions from all genres and artistic encounters at all levels, including the arts-based, artist-led, arts-inspired, arts-integrated. We encourage contributions from all over the world, in order to challenge a well-established Western-centred understanding of creativity and art (singular). This series will strongly support global perspectives, cross-cultural studies, critical theories, creative dissemination and a broader re-framing of the role of the arts for learning and for society.
The Beijing Normal University International Education Series selects special issues of the Beijing International Review of Education as an occasional volume in international educational theory and empirical education science. It will focus on the contribution of education to society, culture, and economy and looks to publish monographs that develop cutting-edge new research of interest to academics, policy makers, teachers and postgraduate students. When necessary, the series will expand upon previous issues of the journal by offering additional content and/or contextualizing the set of chapters in current research and methodology.
Brill's Educational Research E-Books Online, is the electronic version of the book publishing program of Brill in the field of Educational Research.
Coverage: General Education, Learning, Art Education, Language Education, Mathematics Education, Science Education, Youth Education, Higher Education, Adult Education, Educational Technology, Educational Theory, Educational Philosophy, Research Methodology, Comparative Education, Teacher Education, Professional Development, Education Policy & Politics, Educational Leadership, Culture and Education, Gender and Education, Inclusive Education.
The list of titles per collection can be found here.
Coverage: General Education, Learning, Art Education, Language Education, Mathematics Education, Science Education, Youth Education, Higher Education, Adult Education, Educational Technology, Educational Theory, Educational Philosophy, Research Methodology, Comparative Education, Teacher Education, Professional Development, Education Policy & Politics, Educational Leadership, Culture and Education, Gender and Education, Inclusive Education.
The list of titles per collection can be found here.
Leadership and Best Practices in Educational Technology Management provides a collaborative effort between the AECT and Brill to present opportunities for focused writings on leadership within the field and within the organization. The mission of the series is to document leadership, management and administration issues, best practices, and research within the field of educational technology (digital learning, e-learning, online/distance/blended learning, etc.). Volumes are published on a variety of topics and may include:
• Distance education leadership and administration
• Leading program development
• Leading innovation and change
• Diffusion and scaling of innovations
• Leading within the field of educational technology
• Mentoring within the field of educational technology
• International Perspectives and Leadership Issues
• Educational technology policy, regulatory and accreditation issues
• Establishing, leading and managing multi-institutional initiatives
• Establishing and leading competency-based and micro-credential
• Leading departments and centers for instructional design, teaching and learning, online learning, faculty development, etc.
• Distance education leadership and administration
• Leading program development
• Leading innovation and change
• Diffusion and scaling of innovations
• Leading within the field of educational technology
• Mentoring within the field of educational technology
• International Perspectives and Leadership Issues
• Educational technology policy, regulatory and accreditation issues
• Establishing, leading and managing multi-institutional initiatives
• Establishing and leading competency-based and micro-credential
• Leading departments and centers for instructional design, teaching and learning, online learning, faculty development, etc.
Series Editors:
Ulrich Riegel, and
Die Pluralität religiöser und nichtreligiöser Weltanschauungen gilt als eine zentrale Herausforderung der Gegenwart. Theorien der religiösen Pluralisierung und Individualisierung haben früher geläufige Säkularisierungserwartungen relativiert und ausdifferenziert. Entsprechend stellt sich die Frage, wie Religionspädagogik in einer solchen gesellschaftlichen, kulturellen und religiösen Situation in Theorie und Praxis gestaltet werden kann. Was bedeutet religiöse Bildung in einer pluralen Welt? In dieser Reihe werden Bände veröffentlicht, die zur Entwicklung einer pluralitätsfähigen Religionspädagogik als Praxis und Theorie beitragen. Dazu gehören ebenso allgemein-pädagogische wie religionspädagogische Analysen und Entwürfe, aber auch historische, empirische und systematische Untersuchungen zu Einzelfragen, die für eine pluralitätsfähige Religionspädagogik relevant sind.
Series Editor:
Advances in Teaching and Teacher Education is an international book series that aims to provide an important outlet for sharing the state-of-the-art research, knowledge, and practices of teaching and teacher education. The series helps promote the discussion, improvement, and assessment of teachers’ quality, teaching, and instructional innovations including technology integration at all school levels as well as through teacher education around the world. With no specific restriction to disciplines, the series strives to address and synthesize different aspects and stages in teaching and teacher professional development both within and across disciplines, various interactions throughout the process of instructional activities and teacher education from various theoretical, policy, psychological, socio-cultural, or cross-cultural perspectives. The series features books that are contributed by researchers, teacher educators, instructional specialists, and practitioners from different education systems.
The Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Athina Dimitriou.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Athina Dimitriou.
Series Editor:
The series critically investigates and informs the construction of youth identity and identity in general through the study of various forms of contemporary media. It will expand the notions of critical media literacy and its implications for multiple understandings of culture and youth. Since popular culture (including media texts) is one of the primary sites of education for our youth, and all of us, it is crucial for those scholars involved in critical media studies to discuss these issues in book form. The scope of books in this series will include scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple critical readings of these artifacts within the context of critical/transformational media literacy. How do multiple interpretations of popular culture within conceptualizations of media enhance our understandings of education and how can critical pedagogy, in the Freirian sense, be expanded to develop a student’s critical consciousness of the texts (books, films, games, social media, etc.) that surround them in popular culture.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Athina Dimitriou or Series Editor William M. Reynolds.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Athina Dimitriou or Series Editor William M. Reynolds.
The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
Members of the ISATT represent a diverse group of teacher educator researchers and scholars from across the world who have interests in advancing understandings and practices related to teaching and teacher education. This ISATT Members Book series serves as a medium through which innovative research on teacher education theory and practice is mobilised and made accessible to scholars and practitioners. This book series features cutting edge scholarship that addresses ongoing and emerging challenges in teaching and teacher education.