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Championing Diversity in Scholarship on Growing Older with Chronic Illness
Statistical data suggest that many people with chronic health conditions pass away at much younger ages than their peers. Yet large quantitative datasets that address aging with chronic illness often do not capture the diversity of people with chronic diseases and their experiences of growing older. The assumptions built into many core data resources on aging often erase the journeys of people occupying marginalized social locations. Likewise, these same assumptions can result in omission of people who survive for long amounts of time while managing conditions with relatively short median life expectancies.

These barriers to understanding diverse experiences of aging with chronic illness are endemic but not unique to quantitative research. Qualitative data collection can indeed offer richer insight into both of these intersecting sets of aging experiences. However, even more in-depth approaches to inquiry with smaller groups of people require asking questions that explicitly explore and affirm the diversity of identities and health statuses held by older adults. A more constructive and impactful approach to capturing meaningful data on diverse experiences of aging with chronic disease is thus to focus on affirming study architecture, rather than viewing one particular set of methods as a panacea for exclusion.

With this new edited volume, the editors support the broader goal of expanding knowledge on diverse trajectories of aging with chronic health conditions. Contributed chapters range from critical reviews to methods primers to empirical investigations. The authors focus synergistically on amplifying the attributes and experiences of diverse social populations and on highlighting journeys of longevity with chronic disease.

Contributors are: Nicholas B. DiCarlo, Angela Hunt, Ian M. Johnson, Nat Jones, Kristen D. Krause, Nik M. Lampe, Ginny Natale, Audria LB, Kirsten Ostergren Clark, Manacy Pai, Michele Wise Wright and Terry Gene Wright.
This book challenges earlier understandings of early modern dissertations as unimaginative academic exercises. It argues for their continuous importance in scholarly and scientific discourse, and describes the richness and diversity of their subjects and themes. The book contains a complete catalogue of the almost 20,000 Swedish dissertations defended in Uppsala, Lund and Åbo, 1600 to 1820. The catalogue includes longer comments and descriptions of a few thousand of these dissertations, and also gives an analysis of how different subjects have evolved over time.
This book challenges earlier understandings of early modern dissertations as unimaginative academic exercises. It argues for their continuous importance in scholarly and scientific discourse, and describes the richness and diversity of their subjects and themes. The book contains a complete catalogue of the almost 20,000 Swedish dissertations defended in Uppsala, Lund and Åbo, 1600 to 1820. The catalogue includes longer comments and descriptions of a few thousand of these dissertations, and also gives an analysis of how different subjects have evolved over time.
Learn to Change the World
Volume Editors: and
Just as Harvard University is a place “where world-class professors, innovative research, and a dynamic student community come together to advance education and foster change in the world”, Harvard Graduate School of Education (HGSE), founded in 1920, grants students and visiting scholars who are determined to “learn to change the world” valuable opportunities to meet great professors and participate in shaping meaningful research.

The book’s twenty interviews are organized into five parts: Values and Goals, Development, Media, Student Life and Institutions, and Putting Learning into Practice—Engineering Education. While our team of interviewees consists largely of HGSE professors and administrators, it also includes world-renowned professors and deans from other Harvard schools, as well as an outstanding representative of global engineering education transformation. Each chapter consists of an interviewee profile, editors’ note, the interview dialogue itself, references, and notes, so that our dear readers can experience the impact of the interviewees’ ideas and reliably trace their sources. While each individual interview is an instructive snapshot of a specific area of educational research and practice, we hope that the collection as a whole will enlighten and inspire each of our readers to do their part to improve the world.

Contributors are: Jane (Chao) Bai, Joseph Blatt, Jack (Jiajie) Chen, Chris Dede, Catherine Elgin, Tracy Elizabeth, Tianyu Fu, Yidan Gao, Hunter Gehlbach, Paul Harris, Helen Haste, Mingzhu He, Thomas Hehir, Siang Huat (Jason Hong), Arthur Kleinman, Charles H. Langmuir, Stephen Lassonde, Harry Lewis, Yinqi Li, Yi (Elaine) Lin, Jed F. Lippard, Richard K. Miller, Siwen Zhang Minero, Samuel Odamah, Robert L. Selman, Nancy Sommers, Justin M. Thomas, Sonia Maria Pereira Vidigal, Lianjiang Wang, Richard Weissbourd, Gary Yu, Haiqin Yu, Ting Zhang, Jing Zhao, Qiuzi Zhou, Songyu Zhu and Yun Zhu.
While earning your doctoral degree, what, why, and/or how did you learn?

This book series discovers the ways in which doctoral graduates have been able to successfully navigate throughout the many obstacles to complete the doctoral journey. A collective narrative is based on the successful stories of doctoral graduates in the field of education from around the world. Each narrative will disseminate notable messages about the circumstances, situations, challenges, feats, etc. experienced prior to, during, and/or following the ‘Doctoral Journey.’ This book series is an essential piece of literature for graduate students wishing to learn what can occur throughout the ‘Doctoral Journey.’ The books are insightful, practical, and highly motivating as (1) a perfect entry point for individuals considering a doctoral degree, (2) a positive ‘nudge’ for doctoral students requiring a motivational boost, and (3) a unique view for those looking for personal insights into the doctoral journey so they can offer positive, constructive—not negative, destructive—support (e.g., new graduate supervisors, family members of graduate students). Further, this book series will offer a vast number of personal accounts and ideas that serves to be a comprehensive overview of what it is like to travel along the doctoral journey in the field of education.

This book series has been prompted by the 2021 edited volume The Doctoral Journey: International Educationalist Perspectives by Brent Bradford. This book includes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student.

Authors are cordially invited to submit proposals by e-mail to Acquisitions Editor Athina Dimitriou or Series Editor Brent Bradford.
The series Higher Education. Linking Research, Policy and Practice investigates and discusses a diverse range of topical themes in the broad field of Higher Education, such as: trends in strategic management and governance, new insights in (digital) teaching and learning methods, sustainable HR policy, research excellence, third mission policy, or renewed approaches to transnational cooperation and internationalisation. The books in this series form a unique compilation of selected papers presented at the yearly EAIR-forum, which is an international association for higher education researchers, practitioners, students, managers and policy-makers. Herewith the books not only bring together a range of well-selected topical papers, but also a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and/or policymakers’ perspectives on the daily practice and management of higher education institutions and systems. In line with the history of EAIR, the series aims to cross boundaries between types of activities and seeks to cater for a mix of contributors.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Athina Dimitriou or Series Editor-in-Chief Bruno Broucker.

Previously published in the EAIR-forum tradition are:

2019: The Three Cs of Higher Education: Competition, Collaboration and Complementarity
2019: Under Pressure: Higher Education Institutions Coping with Multiple Challenges
2017: Collaboration, Communities and Competition: International Perspectives from the Academy
2016: Positioning Higher Education Institutions: From Here to There
2015: Diversity and Excellence in Higher Education: Can the Challenges be Reconciled?
2013: Resilient Universities: Confronting Changes in a Challenging World
Revisiting Critical Event Narrative Inquiry
This thought-provoking research anthology adopts a postmodern stance and fills in a gap of knowledge for the education of professional development in teacher education, health sciences and the arts. Allowing subjectivity and multiple voices, the authors add to the intimate and negotiated knowledge of being and becoming – indigenous, architect, mother, teacher, health researcher, and supervisor. In fifteen chapters, the authors share knowledge of pain and reward in critical events in the realm of professional identity formation. The book provides a selection of personal and far-reaching stories and adds to the reflexivity of memories of critical events.

Contributors are: Geir Aaserud, Åsta Birkeland, Bodil H. Blix, Sidsel Boldermo, Mimesis Heidi Dahlsveen, Nanna Kathrine Edvardsen, Rikke Gürgens Gjærum, Tona Gulpinar, Carola Kleemann, Tove Lafton, Mette Bøe Lyngstad, Elin Eriksen Ødegaard, Anna-Lena Østern, Alicja R. Sadownik, Tiri Bergesen Schei and Vibeke Solbue.
Conceptualized as a tool to expand creativity, questioning, and experimentation in arts research, Disruption and Convergences: Generating New Conversations through Arts Research offers timely narratives, musings, and descriptions of experimental and scholarly practice that ignite new creative considerations for graduate students and aspiring arts research practitioners.

The book features a collection of practice-based research projects for which the experiential unfolding leads to unexpected outcomes. In its openness and generativity, this mode of questioning removes the need for conclusive findings. Prominent threads that emerged from the collection encompass collaboration and interconnectedness, disputed and shared spaces, and transformation through storytelling. Contributors to the book address ways of knowing that complicate familiar categories, learning with and listening to the fragile, the provisional, and heralding unthought futurity.

Disruption and Convergences offers a scholarly and artistic exchange through dialogues between contributors and invites artful and multisensorial expressions, imaginative experimentations, poetic and critical propositions that carry the voices of creators at different stages in their research careers. This form of publication is itself an international symposium of sorts, and therefore an opportunity for readers to engage in wide-ranging approaches to making, writing, and arts thinking.

Contributors are: Cathy Adams, Jelena Aleksic, Carolina Bergonzoni, Rébecca Bourgault, Rachel Epp Buller, Aurora Del Rio, Christine D’Onofrio, Hannah L. Drake, Emese Hall, Damali Ibrek, Rabeya Jalil, Estée Klar, Linda E. Kourkoulis, David LeRue, Stephanie Loveless, Katri Naukkarinen, Yolanda M. Manora, Rachel Payne, Patti Pente, Nicole Rallis, Roni Raviv, Catherine M. Roach, Catherine Rosamond, Myrtle Sodhi and Alice Wexler.
To solve the global challenges of the present society, contemporary scholarship requires that all diverse social groups are included in knowledge production through education. Professionalisation is one way in which diverse social groups can engage in knowledge production in higher education. While all kinds of professionalisation produce citizens who can contribute to the social, political and economic development, the teaching profession is foundational as most people have come through the hands of teachers from basic to higher education.

Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field.

Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author’s nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.