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The title concept ‘in-between’ (metaxu) refers to identity that remains in perpetual disjunction, dispersion and crisis. This book proves that ‘in-between’ is not an empty space, but a productive mode of creating new qualities, experiences, ideas and representations. The authors of individual chapters interpret selected aspects of metaxu in relevant to contemporary cultural communication areas, i.e. linguistic and more broadly semiotic, and make contemporary discourses the object of exploration. Most of the analyses are based on the Polish-language linguistic context; however, they refer to a universal perspective of culture and communication.
Issues Vital to Address
This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends.
Eine Grounded Theory zu Haltungen und Praxis pädagogischer Fachkräfte
Author:
In ihrer Studie geht Jasmin Zimmer der Frage nach, was pädagogische Fachkräfte dazu bewegt, digitale Medien in ihrer täglichen Arbeit mit den Kindern einsetzen zu wollen oder sich dagegen zu positionieren. In einem Mixed-Methods-Ansatz entwickelt sie auf Grundlage umfassender quantitativer und qualitativer Analysen eine empirisch gestützte Theorie (Grounded Theory), die das individuelle Bildungsverständnis der Fachkräfte als wesentliche Ursache für ihre jeweilige Haltung zur Verwendung dieser Medien ausmacht. Bisher in der Literatur diskutierte Begründungen für die häufig beobachtete Verweigerung des Medieneinsatzes wie mangelnde Medien- oder medienpädagogische Kompetenzen erweisen sich hierbei als nachrangig. Der Autorin gelingt es, das multidimensionale Gefüge von ursächlichen, intervenierenden und rahmenden Bedingungen der Haltung von Fachkräften zu einem pädagogischen Einsatz digitaler Medien in der Kita darzulegen und empirisch zu untermauern.
Social Histories in Times of Colonization and Post Independence (1920s - 1970s)
Who were the actors involved in colonial and post-independence education in Africa? This book on the history of education in Africa gives a special attention to narratives of marginalized voices. With this original approach and cases from ten countries involving four colonial powers it constitutes a dynamic and rich contribution to the field.
The authors have searched for narratives of education 'from below' through oral interviews, autobiographies, films and undiscovered archival sources. Throughout the book, educational settings are approached as social spaces where both contact and separtation between colonisers and colonised are constructed through social interaction, negotiations, and struggles.

Contributors include Antónia Barreto, Lars Folke Berge, Clara Carvalho, Charlotte Courreye, Pierre-Éric Fageol, Frédéric Garan, Esther Ginestet, Pedro Goulart, Pierre Guidi, Lydia Hadj-Ahmed, Kalpana Hiralal, Mamaye Idriss, Mihary Jaofeno, Raoul Kahuma, Rehana Thembeka Odendaal, Roland Rakotovao, Maria da Luz Ramos, Ellen Vea Rosnes, Caterina Scalvedi, Eva Van de Velde, Pieter Verstraete.
In the twenty years since Ray Land and Erik Meyer published their first paper on Threshold Concepts, there has been a steady stream of papers mulling over their original suggestions that learning, far from proceeding in an orderly fashion, is instead a process of struggle – perhaps alienation and confusion – that puts students in a troublesome liminal ‘in-between’ state. As their understanding develops, liminality gives way to transformational insight whereby a whole field of study comes, often quite abruptly, into focus. There is a gain but often also a loss: in this new world, old certainties, assumptions and even aspects of our identity can be left by the wayside.

Threshold Concepts in the Moment is the sixth collection in the series on the subject of Threshold Concepts, following the 8th Biennial Conference held in 2021, anchored at London’s UCL but running online across the world. Its contributors, who range from ‘old hands’ to new members of the community finding their feet, mull over the insights of the threshold concepts framework in higher education, scrutinise their own fields of study, explore the implications of liminality for pedagogy and becoming professional practitioners, and consider the broad implications for pedagogy of factoring in the troublesomeness of knowledge and learning.
Series Editors: , , and
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.
Comparative and International Education: The Hispanic Americas aims to publish work by academics working in institutions in the Hispanic (Spanish and Portuguese speaking) Americas in order to reflect the theoretical and policy characteristics and priorities of the region. These can be quite different to those of researchers from the region now working in Australian, North American and European institutions. By placing the series in the broader series context, it avoids the titles being overlooked by researchers, teachers and students of comparative and international education who miss locating and additional C & I Education series listing.
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.
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.
Die von Erik Ode und Michael Obermaier herausgegebene Reihe Pädagogische Diskurse vertritt die Erziehungs- und Bildungswissenschaften in ihrer ganzen disziplinären Breite und besteht sowohl aus Monografien als auch aus Sammelbänden. Im Zentrum stehen theoriegeleitete, methodologische sowie praxisorientierte Auseinandersetzungen mit pädagogischen Grundfragen und -problemen, mit den soziokulturellen Bedingungsgefügen von Betreuung, Erziehung und Bildung über die Lebensspanne sowie kritische Analysen ihrer institutionellen und außerinstitutionellen Orte und Praxen.