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The Swing of the Pendulum

The Urgency of Arts Education for Healing, Learning, and Wholeness

Edited by Diane Caracciolo

Current educational policies, particularly in the United States, have swung so far in the direction of overtly politicized and decontextualized testing, that we are losing opportunities to support the imaginative and expressive capacities of a generation of children and adolescents with implications for our individual and collective health. Enter arts education and the healing arts as urgently needed remedies for this imbalance, to swing the pendulum of educational practices back to a place of balance and wholeness.Informed by an arts-based sensibility, this book explores how imaginative, creative, and artistic experiences can heal, and why we urgently need them at the heart of our educational discourses and practices. The narratives and case studies included here are of interest for any arts-based qualitative research course as an example of narrative inquiry, and in arts and general education programs for their pedagogical implications.

“As Blake invited us to find the world in a grain of sand and showed us how poetry could materialize this, so too these storytellers discover and shape their personal meanings in ceramic pots, paintings, poems, drama, and poetry. While the stories told here are deeply ingrained interior journeys, all reflect ways of observing and embracing the world of others, of becoming wise, becoming self, and becoming skilled practitioners of meaning making. By naming and framing they suggest that clarity becomes possible and personal freedom achieved.” – Judith M. Burton, Teachers College, Columbia (from the Foreword)

“This anthology offers a substantial number of narratives that represent seeking wholeness, sustenance, and renewal. In many cases, the authors provide a tribute to those who have impacted their lives in profound ways. This is an important contribution to both art education and literary education in the world of scholarly research.” – Laurel H. Campbell, Purdue University

EqualBITE

Gender equality in higher education

Edited by Judy Robertson

“The ivory tower, like other stately homes in the UK, might present a grand façade to the world but closer inspection reveals a dark, spidery basement full of inequalities.”

Gender imbalances still exist across all areas of higher education. From salaries and promotion, to representation in the curriculum, formal approaches and good intentions rarely address the full complexity. EqualBITE digs into the messy reality of higher education gender issues, presenting people’s stories, experiences and frustrations and – more importantly – what can be done. University of Edinburgh students and staff share real-life experiences of gender challenges and opportunities, and their constructive responses. The book condenses current academic research into practical actions that do make a difference.

EqualBITE is a pragmatic and positive response to gender issues in academia – a catalyst for creating a culture which is better for everyone.

“We were so pleased to see this new guide to one aspect of diversity—gender equality—and to see how good it is: the book is comprehensive; it is raw, honest and personal; and it is very well written. It is a book both for reading cover-to-cover and for dipping into, and it will be enormously influential.” – Jim Smith Director of Science, Wellcome Trust & Gemma Tracey Diversity & Inclusion Programme Manager – Science & Research, Wellcome Trust

“The balance between data and lived experience equip the reader with the vital understanding of the depth of institutionalised inequality…This is recommended reading for anyone working in higher education who truly wants to create a fairer culture of women.” – Talat Yaqoob Director, Equate Scotland

“I really enjoyed reading the recipes - they combine humour with practical advice on how to tackle important gender issues.” – Fiona Watt Vice-Dean Research and Impact, Faculty of Life Science and Medicine, King's College London


Empowering Students as Self-Directed Learners of Qualitative Research Methods

Transformational Practices for Instructors and Students

Series:

Edited by Janet C. Richards and Wolff-Michael Roth

Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners. Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research.

Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research.

The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods.

Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.

The Balancing Act

International Higher Education in the 21st Century

Mary Gene Saudelli

Why is it important to learn about higher education in international contexts? Why learn about curriculum, teaching, and learning at Dubai Women’s College of the Higher Colleges of Technology? Global education systems have remarkable contributions to make to understandings of 21st century curriculum, teaching, and learning.
Adult educators across the globe are exploring how to make learning meaningful in a world that is experiencing change, global migration, rapid development, cross-cultural communication demands, and systems with mandates for accountability and international standardized measures of quality. Dubai is an Emirate in the United Arab Emirates that has experienced these issues, which have had a profound impact on higher education for Emirati women.
The international educators who contributed to this book reveal how they designed and implemented a curriculum that represented a complex balancing act replete with recognition of local, global, religious, cultural, and societal implications. There is no other book like The Balancing Act: International Higher Education in the 21st Century. It reveals the nature of a highly devoted team of international educators who designed a contextually and globally relevant transdisciplinary, 21st century curriculum.

Edited by Neil Taylor, Frances Quinn and Chris Eames

Education for Sustainability is a key priority in today’s schools, as our society seeks to find a balance between environmental, social, cultural, political and economic imperatives that affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so that they can learn to make informed decisions and take positive action for a sustainable world. Teachers are ideally placed to educate for sustainability issues, and indeed have a responsibility to do so. However, they often lack support and experience in this area, and constraints of current curriculum priorities can inhibit Education for Sustainability being taught effectively in many classrooms.
Educating for Sustainability in Primary Schools: Teaching for the Future addresses this problem by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in the Australian and New Zealand contexts. The book provides a range of educational approaches and examples of activities to support teachers in addressing national requirements for teaching the major primary curriculum learning areas, while simultaneously educating for sustainability. This integrative approach to primary education can promote knowledge of, positive attitudes towards and suitable action for sustainability in relevant, meaningful, enjoyable and creative ways. This book is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.

Navigating International Academia

Research Student Narratives

Edited by Jill Brown

These narratives recount what it means to be a research student at an Australian university. They unpack the complex pathways that have lead the authors to this place, the early imaginings, the attempts to achieve the dream and the challenges that come with that achievement. These students bring a range of life skills and experiences to their studies and need to balance competing financial, family and employment related demands on their time and attention. For the international students whose voices dominate this text, there are also barriers of culture, language and physical and emotional dislocation. Students from Vietnam, Indonesia, Bangladesh, Iraq and Romania recount the personal and academic challenges they have faced and the ways in which they have struggled to find a way of being in academia which both accommodates their sense of self and allows them to be recognised as researchers in the international arena. An Australian student adds her voice to the collection.

Their stories all combine the intensely personal with the academic. There is the joy of finding libraries full of books, of making friends with strangers, of managing to be student, partner and parent. There is pride in the achievement of children coping with school and gratitude for the support of family and fellow students. There is also developing confidence in their ability to contribute to research in the international arena and increasing authority in the ownership of their research.

As a collection these narratives offer insight into both the student travellers and the academic and personal journeys being taken.

Erik Ode

Equinox – An Educational Approach following Jan Patočka’s »Ketzerische Essays«

Equinox describes the moment when daytime and nighttime are of exact equal duration, which occurs only twice a year. In his »Heretical Essays« the Czech Philosopher Jan Patočka (1907–1977) tries to explain the traumatic experiences of the Twentieth Century with the subtle displacement of the ›Night‹ as a symbol of deficient knowledge since the age of Enlightenment. This article tries to develop a pedagogical approach which refers to his idea of human existence as ›Movement‹ in order to create a new balance of light and darkness.

Øyvind Heimset Larsen, Jon Gunnar Nesse and Synnøve Rubach

The concept of triple helix (TH) cooperation was introduced about two decades ago, as a method of enhancing innovation and value creation. A good networking practice for knowledge-based development should identify the correct balance between business, research and government. The TH model for cooperation embodies an argument for public initiatives in business networks. The purpose of this paper is to test the public role in TH efforts in Norway. This paper therefore poses the following question: What is the public sector’s role in network development and cooperation in Norway when the initiative is based on the triple helix model? Data from five different business networks in Norway has been collected and analysed to answer this question. The results indicate that the public engagement in the different networks varied with the life cycle phase of the network and the public sector’s position in the value chain. The balance between the public and private sphere may vary from as little engagement as possible (laissez-faire) to being an equal TH partner.

Loet Leydesdorff and Han Woo Park

Triple Helix arrangements of bi- and trilateral relations can be considered as adaptive ecosystems. During the last decade, we have further developed a Triple Helix indicator of synergy as reduction of uncertainty in niches that can be shaped among three or more sets of relations. Reduction of uncertainty can be generated in correlations among distributions of relations, but this (next-order) effect can be considered as a feedback counterbalancing the uncertainty generated in the localized relations. We first explain the indicator and then review possible results when this indicator is applied to (i) co-author networks of academic, industrial, and governmental authors and (ii) synergies in the distributions of firms over geographical addresses, technological classes, and industrial-size classes for a number of nations. Co-variation is then considered as a measure of relationship. The balance between globalizing and localizing dynamics can be quantified. Too much synergy locally can also be considered as lock-in. Tendencies are different for the globalizing knowledge dynamics versus locally retaining wealth from knowledge in industrial innovations.

Was sollen und was müssen Familien?

Erziehungswissenschaftliche Perspektiven auf gesellschaftliche Normierungen und auf immanente normative Strukturen der Familie

Dominik Krinninger

institutioneller Zugriff auf die Kinder. Lange fasst dies kritisch und pointiert als ein staatliches Interesse an der »De-Familialisierung von Kindheit« (ebd.). Entsprechende Politiken und Arrangements bringen nicht nur eine Unwucht in die familial zu justierende Balance von Geltung und Relativierung