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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.
Volume Editor:
Arts-Based Research and the Practice of Freedom in Education advocates for the inclusion of arts-based research in doctoral education programs and, indeed, in educational programs at all levels. The doing of art to investigate ideas, situations, and experiences embraces bell hooks’ concept of education as the practice of freedom, a practice in which everyone can learn and every voice counts.

Through the use of photography, collage, painting, sculpture, textile arts and dance, 10 current and former doctoral students who had enrolled in an arts-based research course show and write about how arts-based methods enriched their educational experiences, celebrated their wholeness by dissolving the barriers between their scholar-artist-teacher-activist selves, and affirmed the inner-artist even in those who doubted they had one. Furthermore, their work establishes that arts-based research can reveal dimensions of experience that elude traditional research methods.

Contributors are: Michael Alston, Kelly Bare, Shawn F. Brown, Nicholas Catino, Christopher Colón, Abby C. Emerson, Gene Fellner, Francie Johnson, Rendón Ochoa, Mariatere Tapias and Natalie Willens.
Sparking Transformation in Education
Volume Editors: and
In the Critical Storytelling series, this latest book elevates the voices of a myriad of authors, using empathetic storytelling to spark transformation in education. Stories connect us through the meaning we make, intricately woven in a diverse tapestry of shared experiences held together with the delicate thread of our humanity. Uncovering implicit biases and choices inherent in the two themes of belonging and identity, and caring and relationships, the editors offer concrete strategies for classroom teachers, professors, educational leaders, and policy makers to use storytelling to complement awareness and discourse with calls to action.

Contributors are: Noor Ali, Eisa Al-Shamma, Carol Battle, Anne René Elsbree, Ana M. Hernández, Mark Hevert, Edward D. Kim, Viviane King-Adas, Amanda Moody Maestranzi, Lily Mittnight, Jaclyn Murawska, Sean Nank, Jackie Palmquist, Michael Palmquist, MJ Palmquist, Rania Saeb, Karen Toralba, Suzanne M. Van Steenbergen and Sarah Catherine Vaughan.
The magical images and protest tools of Artemisia Gentileschi to Amanda Yates Garcia, also known as the Oracle of LA, are revealed in this book. Art Witches have created powerful images that resonate with beauty and activism, from Italian courtrooms in the 1500s to binding spells for the US Trump presidency in 2016.

For the first time, this book connects the genealogy of the image of the witch from historical to contemporary artists. It intertwines artistic purpose with social ills and equity issues and probes how this narrative is exposed and curated in museums and memorials focused on witchcraft.

The collection of images, artist interviews, and a case study of the two artists that make up Hilma’s Ghost provide recognition and a new context for this important and rapidly growing art movement.
Educational Insights from Australia, New Zealand and Germany
The meaning of being Muslim has undergone enormous changes in the aftermath of the bombings in New York in 2001. The initial reaction of media outlets was to portray them as a global threat. In social-cultural and political context, they were thought to be unable to fit into Western societies. For example, in a major survey, over half of Australians preferred that their relatives not to marry into a Muslim family.

This book examines the extent to which falsehoods relate attitudes and perceptions of young Muslim and Western students in German, Australian and New Zealand educational institutions to each other. It also addresses the views, pressures, unconscious biases, presumptions and expectations, social cultural and religious influences that drive the relationship between the two communities.
Unexpected lists that propel your teaching into refreshingly new directions!

From lesson planning and assessment strategies to ideas for changing the world, there is something for everybody at every level and age of mathematics – entertaining humor, deeply serious provocations to push you out of the box, and good, clean wholesome tips for creative experiments in classroom organization.
Volume Editors: and
Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership.

Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.