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This edited volume powerfully captures autoethnographies of international doctoral students in the U.S. and unravels a plethora of their experiences that oscillate between challenges and triumphs of navigating in-betweenness in their unique journeys. The concepts of border-crossing and in-betweenness encapsulate more than just a mere geographic displacement. Rather, they delineate the intricate dance of cultural, emotional, intellectual, and oftentimes, spiritual, transitions, often fraught with tension and self-reflection. As such, 12 chapters in this book will provide the readers with invaluable insights and foster a deeper empathy and understanding of the complexities faced by international students in the U.S.

Contributors are: Saurabh Anand, Nadia Bhuiyan, Miriam Furlan Brighente, Heewon Chang, Suparna Chatterjee, Hanh Dinh, Sumeyra Gok, Monisha Issano Jackson, Grace Jue Yeon Kim, Nasiba Norova, Luis Javier Pentón Herrera, Lakmini Grant Siriwardana, Natalie Thibault, Ethan Trinh, Ngoc Tung Vu, Abir Ward, Zhenjie Weng, Bedrettin Yazan, Eun Young Yeom, Jing Yu and Jingyi Zhu.
An Expanded Glossary of Key Terms and Concepts
Volume Editor:
This book presents concise definitions and illustrative contexts for many approaches, ideas, and paradigms related to digital education. Unlike existing glossaries that often focus solely on technical terminology, this resource uniquely integrates pedagogical, technological, and socio-cultural perspectives. It not only defines terms but also critically examines their implications for teaching and learning, providing a more holistic understanding of digital education.

Contributors are: Isabel Balteiro, Miguel Ángel Campos-Pardillos, Ka Long Roy Chan, Salvatore Ciancitto, Liubov Darzhinova, Derya Duran, Georgios Ellinas, Stella Hadjistassou, Pascal Hohaus, Teppo Jakonen, Marjut Johansson, Merve Kıymaz, Ioannis Lefkos, Ruslana Margova, Claudia Mustroph, Maarit Mutta, Svitlana Nasakina, Liisa Peura, Alessandro Puglisi, Violeta Stojičić, Ralia Thoma, Outi Veivo, Johanathan Woodworth and Siyang Zhou.
Author:
This book explores the dynamic interplay between educational leadership, sustainable development, and quality education. Drawing on postcolonial and development theories, it examines the colonial legacies and lingering neocolonial influences on postcolonial Pakistan’s development and education. Situated in a close analysis of Aga Khan Schools in Chitral District in Khyber Pakhtunkhwa Province, it analyses the key challenges and opportunities educational leaders face in realising the promise of quality education for all. The author critically engages with the global SDG frameworks and simultaneously examines the locally sensitive strategies educational leaders employ to promote access to quality education for sustainable development (ESD).
Putting Curriculum Theory to Work
In recent decades, TV has depicted schooling in wildly different ways. During this time, the field of Curriculum Studies has evolved with the generation and incorporation of different theories. This book puts those theories to work by providing examples of how they could be used to read scenes of schooling on TV through a series of short, accessible essays. How would Jean Anyon think of schooling and class relations in Diff’rent Strokes? What does a queer reading of Buffy The Vampire Slayer tell us about students’ relationship to authority? What does a cartoon created by one of Hip Hop’s most imaginative minds offer to burned-out teachers? The book also includes essays from “guest stars” (well-known scholars in the field) and several “commercial breaks” that provide additional resources for those interested in Curriculum Studies.

Guest stars are: Wayne Au, Denise Taliaferro Baszile, Esther Ohito, Rachel Talbert, Roozbeh Shirazi, Kate Strom and Boni Wozolek.
Situating Responsibility as an Engaging Way for Students to Transform School Cultures
Volume Editor:
What can schools do differently to reach more students? What can educators do to address an urgent need to provide meaningful, memorable and fulfilling learning experiences? By viewing curriculum through a lens of ‘situated responsibility’, it is possible to engage students in authentic and purpose-based learning. This book is about expanding the student identity to include that of becoming service providers, injustice responders, action researchers, designers, apprentices and teachers. This book features a collection of international stories written by students and their advisors who care deeply about their education and supporting others. There is much we can do.

Contributors are: Erin Calley, Susana Calley, Trish Cislak, Nethra Dave, Cierra Gee, Craig Griffie, James Hay, Steven Klein, Vama Kothari, Carla Johnson, Michael Johnson, Jose Antonio Gordillo Martorell, Laird McGraw, Zander Moricz, Kristy Pagnutti, Talithia Palmer, Helen Pereira-Raso, Kendahl Pollock, Vaishnave Raina, Barbara J. Smith, Kenzy Soror, Ted Spear, Stephanie Stephens, Gemma Tabet, Kyle Wagner, Emily Walton-Doris and Lauren Willms
Teaching English Language Arts in Search of Hope Moments
Volume Editor:
Writing Hope Found in Uncertain Times is a book written by and for preservice and inservice English language arts teachers and teacher educators looking to share stories and strategies of hope found in educational contexts, leading to a hopefulness in life too. This book is a physical manifestation of hoping aloud and answers intentional hope inquiries including, "How can hope, the action-based hope that moves systems and circumstances forward, be found and grown in vulnerable times through education and writing in ELA classrooms?" Arguably, action-based hope may be one of the most valuable outcomes educational systems can offer students, teachers, staff, and administrators. This collection of research-based, narrative-driven essays is one "hope moment" in time that can lead to other explorations and destinations of hope in education and beyond. Each chapter is a story, with retelling, remembering, and celebrating hope found.

Contributors are: Sean Brady, Emily Carty, Kerrin Denue, Nicole DuBois-Grabkowitz, Lindsey Gordon, Jonathan Hock, Katie Hoffmann, Diana Jones-Sukhram, Elizabeth A. Morphis, Kate Oberg, Cait O'Connor, Kasey O'Connor, Josefa Pace, Jenna Palmeri, Christopher Perkowski, Heather Lynn Rieger, Jake Roche, and Nicole Sieben.
How to Design Curriculum for Human Flourishing
Author:
Since the Delors report, education reformers have been working to create curricula that allow human beings to flourish. Schools should not only be places where we learn to be and learn to live together, but also places where the way we assess students valorises the diverse range of human gifts within them.

Yet, most schools remain locked in a 19th-century assessment structure that prevents young people from exploring the full variety and extent of their talents, forcing them to perform on a narrow, high-stakes track. When will this change?

In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It is a brave, beautifully written treatise that anyone interested in education and assessment should read.

— Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education Sector)
This book contains detailed theoretical information as well as practical strategies, techniques and pedagogical tips. It also includes analysis to the problems and challenges that face ESL/EFL students in general and Arab learners in specific. The book could be of interest not only to EFL researchers in academic writing, writing instructors, EFL educators at the college level, policymakers, and undergraduate and graduate students, but also for any second or foreign language teachers.
Volume Editors: and
This book is for anyone interested in these topics, whether they are veterans or relative newcomers to the field because the editors have assembled a stellar group of seventeen international contributors. There are four sections devoted, respectively, to philosophical perspectives, developmental psychology, educational practices, and assessment. Each section consists of three initial chapters followed by a commentary that highlights notable themes and gives guidance for further inquiry.

Along with the Introduction and Epilogue contributed by the editors, Daniel Fasko and Frank Fair, the chapters develop themes such as the role of the ideas of Aristotle and Kant in shaping our moral development and educational practices. Here readers will encounter informative discussions of, among other things, “The 4Es of Virtuous Purpose,” “The Rational Construction of Morality,” and “Philosophy Goes to High School.” Readers are also led to consider “Measures of Moral Identity,” “The EQUIP Program,” and “Assessing Value Clarity and Moral Blueprints.”

The diversity of expertise and the international vantage points of the contributors make this book an informative overview for the expert and a useful introduction for the beginning student concerning the issues involved.

Contributors are: Jennifer Baker, Marvin W Berkowitz, M. Neil Browne, Michael W. Creane, Juan P. Dabdoub, Frank Fair, Daniel Fasko, Jr., John C. Gibbs, David Kaspar, Ján Knapík, Martina Kosturková, Shane McLoughlin, Chad Miller, Benjamin Mitchell-Yellin, David Moshman, G. Felicitas Munzel, Renee B. Patrick, Timothy S. Reilly and Di You.