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Lessons from Founders E. Franklin Frazier, W.E.B. Du Bois, and the Atlanta School of Sociology
In Introduction to Africana Demography: Lessons from Founders E. Franklin Frazier, W.E.B. Du Bois, and the Atlanta School of Sociology scholars from across the country wed Black Sociology with critical demography within an Africana Demography framework. Contributors speak to innovative ways to address pressing issues and have the added benefit of affording many of the scholars denied their rightful place in the sociological and demographic canons. Specifically, the book includes an introduction outlining Africana demography and chapters that provide a critique of conventional demographic approaches to understanding race and social institutions, such as the family, religion, and the criminal justice system.


Contributors include: Lori Latrice Martin, Anthony Hill, Melinda Jackson-Jefferson, Maretta McDonald, Weldon McWilliams, Jack S. Monell, Edward Muhammad, Brianne A. Painia, Tifanie Pulley, David I. Rudder, Jas Sullivan, Arthur Whaley, and Deadric Williams.
From the 16th through to the 18th century, printed disputations were the main academic output of universities. This genre is especially attractive as it deals with the most significant cultural and scientific innovations of the early modern period, such as the printing revolution, and the development of new methods in philosophy, education and scholarly exchange (via personal networks).
Until recently, academic disputations have attracted comparatively little scholarly attention. This volume provides for the first time a comprehensive study of the early modern disputation culture, both through theoretical discussions and overviews, and numerous case studies that analyze particular features of disputations in various European regions.
In Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens.

Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klondiana Kolomitro,Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corrine Laverty, Elizabeth Lee, Körkkö Minna, Narell Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West, and Cherie Woolmer.
Delivering Flexibility in Learning through Online Learning Communities
Flexibility has long been a feature of the delivery of learning in higher education, particularly with the rise in importance of technology in giving learners greater choice over when, where and how they engage in learning. Recent analysis has sought to look beyond its significance in learning delivery to its value as a personal attribute of both learners and educators. Flexibility is now a key feature of debates addressing the role of universities in producing graduates with the capability to become change agents in increasingly dynamic workplaces and the wider world.

Flexibility and Pedagogy in Higher Education explores flexibility in learning in the context of online learning communities, in relation to the delivery of learning and as a means of promoting the development of flexibility as a personal attribute. Essays draw on examples involving students from foundation up to postgraduate level in curricular and co-curricular settings.

The essays collected in this volume examine the practical application of flexibility in learning through the use of online learning communities. It provides best practice examples for educators looking to use innovative pedagogies to develop flexible learning experiences, thereby building on recent studies on the place of flexibility in the future development of higher education.
The idea of transformation in higher education underpins all policy documents, academic literature and on-going debates in South Africa. Transforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa’s higher education stands across the continent and globally, particularly within the country’s efforts to overcome decades of socio-economic imbalances. It addresses the question of whether South Africa’s transformation strategy from apartheid to democracy was simply a symbolic new flag-raising and new anthem singing exercise reflecting a transition akin to those limited decolonization projects elsewhere in the world, or whether something more fundamental was possible and was achieved with political and policy implications for other countries in Africa and globally. This volume's ultimate purpose is to provide a basis for imagining new futures in which South Africa higher education in the context of Africa and the global world takes centre stage.
The Art of Writing for Educators
Writing in Education: The Art of Writing for Educators focuses on educators’ professional journeys and discoveries about teaching, learning, writing, and self. This book offers insightful discussions about teaching practices, reflective writing, and digital and nondigital representations of meaning. It explores practical matters facing teachers and teacher candidates, such as communicating about one’s practice, writing beyond content and page, or conducting classroom observations and maintaining field notes. This volume is divided into three main parts, each of which spotlights a Featured Assignment that examines an area of writing in education. The sample student work that is highlighted in each chapter is designed to support teachers and teacher candidates as they consider the importance and forms of writing as professionals in the field, as well as the roles of writing in their own current or future classrooms.
Advcance Student-Scientist Partnerschips beyond the Status Quo
Author: Pei-Ling Hsu
Working with scientists has been suggested as a powerful activity that can stimulate students’ interest and career aspirations in science. However, how to address challenges of power-over issues and communication barriers in youth-scientist partnerships? In Youths’ Cogenerative Dialogues with Scientists, the author describes a pioneering study to improve internship communications between youth and scientists through cogenerative dialogues. The findings show that cogenerative dialogues can help youth and scientists recognize, express, and manage their challenges and emotions as they arise in their internships. As a result, cogenerative dialogues help youth and scientists work productively as a team and enhance their social boding. Suggestions are also provided for science educators to design more innovative and effective projects for future youth-scientist partnerships.
Academic Activism in the Neoliberal Era
Author: Philippe Peycam
In Educating for Social Justice: Field Notes from Rural Communities, educators from across the United States offer their experiences engaging in rural, place-based social justice education. With education settings ranging from university campuses in Georgia to small villages in New Mexico, each chapter details the stories of teaching and learning within the often-overlooked rural areas of the United States.

Attempting to highlight the experiences of rural educators, this text explores the triumphs, challenges, and hopes of teachers who strive to implement justice pedagogy in their rural settings.

Contributors are: Carey E. Andrzejewski, Hannah Carson Baggett, Sarah N. Baquet, T. Jameson Brewer, Brianna Brown, Christian D. Chan, Elizabeth Churape-García, Jason Collins, María Isabel Cortés-Zamora, Jacqueline Daniel, Joanna Davis-McElligatt, Katy Farber, Derek R. Ford, Sheri C. Hardee, Jehan Hill, Lynn Liao Hodge, Renee C. Howells, Adam W. Jordan, Rosann Kent, Shea N. Kerkhoff, Jeffery B. Knapp, Peggy Larrick, Leni Marshall, Kelly L. McFaden, Morgan Moore, Kaitlinn Morin, Nora Nuñez-Gonzalez, Daniel Paulson, Emma Redden, Angela Redondo, Gregory Samuels, Hiller Spires, Ashley Walther, Serena M. Wilcox, Madison Wolter, and Sharon Wright.
Challenges and Directions in a Multicultural World
This book intends to find a common path for diverse approaches meant to reach a better vision on the future of education, to adapt it to the most spectacular and rapid changes in the modern world. Remarkable education specialists bring their research into this volume that collects the best ideas and solutions presented in the 19th Biennial Conference of the International Study Association on Teachers and Teaching (Sibiu, Romania, July 2019). The 17 chapters of this book promote a hopeful vision on the future of education as proclaimed in the title: Education beyond Crisis: Challenges and Directions in a Multicultural World.

The volume focuses on three major ideas: defining directions for the future of teaching, challenges of the contemporary teaching context, and teaching in a multicultural world. The volume itself stands for the multicultural approach of education, as the contributors propose a unitary picture on education, in the contexts of national educative programs or inclusive education for the refugee children.

Well-known researchers answer important questions on the effectiveness of educational reforms and education policies in different countries. They take into account the student voice or the teachers' opinions in teaching and designing the new curriculum. The volume includes researches based on case studies, interviews, surveys, qualitative analysis, and original researching instruments. Readers will find here not only the vision of a multicultural world, but also valuable ideas on education in Austria, Brazil, Canada, Portugal, Germany, Greece, India, Italy, the Netherlands, Pakistan, Serbia, Spain, Singapore, Romania, Turkey, and the United States.

Contributors are: Christiana Deliewen Afrikaner, Laura Sara Agrati, Ana Flavia Souza Aquiar, Neelofar Ahmed, Douwe Beijaard, Terence Titus Chia, Cheryl J. Craig, Feyza Doyran, Estela Ene, Maria Assunção Flores, Maria Antonella Galanti, Paula Martín Gómez, Christos Govaris, Heng Jiang, Stavroula Kaldi, Ria George Kallumkal, Manpreet Kaur, Julia Köhler, Malathy Krishnasamy, Virginia Grazia Iris Magoga, Maria Ines Marcondes, Paulien C. Meijer, Juanjo Mena, Raluca Muresan, Ingeborg van der Neut, Ida E. Oosterheert, Darlene Ciuffetelli Parker, Loredana Perla, Cui Ping, Snežana Obradović-Ratković, Maria Luisa Garcia Rodriquez, Minodora Salcudean, Gonny Schellings, Antonis Smyrnaios, Sydney Sparks, Alexandra Stavrianoudaki, Vassiliki Tzika, Evgenia Vassilaki, Viviana Vinci, Kari-Lynn Winters, Vera E. Woloshyn, Tamara Zappaterra, and Gang Zhu.