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Culture and Environment

Weaving New Connections

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Edited by David B. Zandvliet

The inspiration for this book arose out of a large international conference: the ninth World Environmental Education Congress (WEEC) organized under the theme of Culture/Environment. Similarly, the theme for this book focuses on the Culture/Environment nexus. The book is divided into two parts: Part 1 consists of a series of research studies from an eclectic selection of researchers from all corners of the globe. Part 2 consists of a series of case studies of practice selected from a wide diversity of K-Postsecondary educators. The intent behind these selections is to augment and highlight the diversity of both cultural method and cultural voice in our descriptions of environmental education practice. The chapters selected for inclusion in this volume focus on a multi-disciplinary view of Environmental Education with a developing view that Culture and Environment may be inseparable and arise from and within each other. Cultural change is also a necessary condition, and a requirement, to rebuild and reinvent our relationship with nature and to live more sustainably. All submissions address the spirit of supporting our praxis, therefore submissions are directed towards both an educator and researcher audience. Each submission describes original research or curriculum development work.

Contributors are: Mauricio Alarcon, Patricia Armstrong, Nelson Ávila, Kylyan Bisquert, Paulette Bynoe, German Vargas Calleja, Antonio Fernandez Crispin, Darja Dimec, Dirk Franco, Annette Gough, Carolyn Hayles, Thomas Hudspeth, Sophia Hunter, Adela Kincaid, Kuang-Chung Lee, Dylan Leech, Micheli Machado, Shiho Miyake, Kieu Lan Phuong Nguyen, Dien Olivier, Judith Priam, Margit Säre, Zuzana Vasko, Karin Ulbrich, Brian Waswala, Barry Wood, and David Zandvliet.
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Edited by Bernard W. Andrews

Arts education research has increased significantly since the beginning of the new millennium. This peer-reviewed book, the first of two volumes, captures some of the exciting developments in Canada. There is geographical diversity represented from across this large country, as well as theoretical and methodological diversity in the chapters. There is also a sense of togetherness with those, and other, diversities. There are calls to action and calls to play. We hear voices of artists, researchers, and artist researchers. The life histories of others, and of the self, are presented. Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape provides a wide spectrum of current research by members of the Arts Researchers and Teachers Society (ARTS)/La societé des chercheurs et des enseignants des arts (SCEA), a Special Interest Group (SIG) within the Canadian Association for Curriculum Studies (CACS), which is in turn, is a constituent association of the Canadian Society for the Study of Education (CSSE).

Contributors are: Bernard W. Andrews, Julia Brook, Susan Catlin, Genevieve Cloutier, Yoriko Gillard, Kate Greenway, Michael Hayes, Nané Jordan, Sajani (Jinny) Menon, Catrina Migliore, Kathryn Ricketts, Pauline Sameshima, and Sean Wiebe.
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Arts-Based Education

China and Its Intersection with the World

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Edited by Tatiana Chemi, Lihong Wang and Xiangyun Du

Core texts addressing creativity in a number of contexts show that creativity as a scientific subject has received principally the attention of Western scholars. Is this due to the fact that Western cultures are more creative or sensitive to creativity than the Eastern cultures? The editors strongly believe that this is more due to the differences in understanding and practising creativity in the West and East than to an Eastern indifference to creativity.

Arts-Based Education: China and Its Intersection with the World investigates the field of arts-based educational practices and research. It argues that reflections on these themes must necessarily be reframed and re-read beyond the limits of colonialist oppositions and suggests a constructive and reflexive approach to theory and methodology, which takes into account intercultural and critical perspectives in these studies.

This volume is the tangible product of the acknowledgement that China and Chinese culture deserves a more systematic and up-to-date dissemination through recent studies that bring together the arts, learning and creativity. It is clustered around two themes: (1) China and its communication with the world through arts-based education in international contexts, and (2) the development of arts education in China.
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The Writing Shop

Putting 'Shop' Back in Writing Workshop

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Suzanne Farrell Smith

Since the 1970s, writing workshop has been a go-to method for teaching writing. It’s helped students of all ages find their voices and stories while developing skills and craft. In The Writing Shop, the author reimagines what writing workshop can be. By studying workshops of different kinds—carpentry, textile, machine—she pushes us to see writing workshop the way other makers see their own shops, as places where creativity is fueled by the sensory experience. When the essential elements of all workshops are adopted in writing workshop, the author argues, writers will flourish.

The author builds on writing workshop literature to introduce the model to newcomers, while offering practical advice for those looking to strengthen their writing instruction. The Writing Shop illustrates what happens when writing is taught in an authentic shop: play is prioritized, all types of learners are included, and a host of skills beyond the mechanics of composition are embedded in the process of learning to write.

With its stories from diverse workshops and emphasis on exploration and experimentation, The Writing Shop shows us that learning to write can be, above all things, fun.
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Seungho Moon

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Seungho Moon

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Seungho Moon

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Seungho Moon

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Seungho Moon

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Three Theoretical Approaches to the ARtS

Where Our Conversation Begins

Seungho Moon