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Challenges and Remedies
Author:
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.
Challenges and Remedies
Author:
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.
Reflections from a Doctoral Course
Volume Editor:
This book 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.
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.
Reflections from a Doctoral Course
Volume Editor:
This book 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.
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.
Teaching and Learning Social Justice in Qualitative Research
Though qualitative research methods shape scholarship around the globe, and institutions worldwide offer qualitative coursework, there is very little explicit discussion on how to effectively teach qualitative research. Instead, a standard approach is for instructors to gain in-depth expertise in qualitative methodologies, with little or no pedagogical training. The effect is a continuous and nearly exclusive emphasis on content knowledge that undermines the preparation of novice researchers as both teachers and learners.
This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students’ responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted.
Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson.
This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students’ responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted.
Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson.
Teaching and Learning Social Justice in Qualitative Research
Though qualitative research methods shape scholarship around the globe, and institutions worldwide offer qualitative coursework, there is very little explicit discussion on how to effectively teach qualitative research. Instead, a standard approach is for instructors to gain in-depth expertise in qualitative methodologies, with little or no pedagogical training. The effect is a continuous and nearly exclusive emphasis on content knowledge that undermines the preparation of novice researchers as both teachers and learners.
This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students’ responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted.
Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson.
This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students’ responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted.
Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson.
Insights and Advances
As we navigate post-pandemic educational recovery and future-oriented design, the Handbook of Research in Online Learning: Insights and Advances emerges as a scholarly authority to illuminate existing questions and catalyze conversations on imperative transformations in education. Tailored for researchers, designers, educators, administrators, and stakeholders, this handbook delves into the nuanced landscape of online learning.
Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the impact of digital learning on diverse student populations, or delving into the transformative potential of AI, each chapter illuminates critical aspects of online education. It merges current significant works with unpublished manuscripts, embodying the interdisciplinary essence of online learning research. Grounded in diverse theoretical frameworks and research methods, it offers theoretical insights and actionable guidance for cutting-edge educational methodologies.
This handbook is not just a compendium; it's an indispensable guide for shaping the future of education.
Contributors are: Michael Ahlf, Stephen Allen, Tonya Amankwatia, Fatih Ari, Ismahan Arslan-Ari, Michael K. Barbour, Gail Alleyne Bayne, Karen Bellnier, M. Aaron Bond, Victoria Brown, George Bradford, William Cain, Sumie Chan, Lauren Cifuentes, Laura DaVinci, Gina Deckard, Shernette Dunn, Anne Fensie, Holly Fiock, Sara Flowers, Carla Karen Fortune, Theodore Frick, Michael M. Grant, Alexis Guethler, Dan He, Atsusi "2c" Hirumi, Charles B. Hodges, Stephanie Hostetter, Michael Houdyshell, Fethi A. Inan, Frank Jamison, Amir Kalan, Meryl Krieger, Jessica Lantz, Mary Lefaiver, Juhong Christie Liu, Noble Lo, Barbara Lockee, Fatemeh Marzban, Trey Martindale, Sara McNeil, Laura McNeill, Stephanie Moore, Martha Lorena Obermeier, Larisa Olesova, Jennifer Jihae Park, Sanghoon Park, Yujin Park, AnthTony Pina, Drew Polly, Yingxiao Qian, Thomas Reeves, Christiane Reilly, Jennifer Richardson, Aubrey Rogowski, Leanne Rutherford, Kay Seo, Sanga Song, Edwin Teye Sosi, Stefan Stenbom, Sharon Stidham, David Tai, Hengtao Tang, Torrey Trust, Shannon Tucker, Denis Unal, Lucas Vasconcelos, Charles Xiaoxue Wang, Florence Williams, Ying Xie and Fan Xu.
Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the impact of digital learning on diverse student populations, or delving into the transformative potential of AI, each chapter illuminates critical aspects of online education. It merges current significant works with unpublished manuscripts, embodying the interdisciplinary essence of online learning research. Grounded in diverse theoretical frameworks and research methods, it offers theoretical insights and actionable guidance for cutting-edge educational methodologies.
This handbook is not just a compendium; it's an indispensable guide for shaping the future of education.
Contributors are: Michael Ahlf, Stephen Allen, Tonya Amankwatia, Fatih Ari, Ismahan Arslan-Ari, Michael K. Barbour, Gail Alleyne Bayne, Karen Bellnier, M. Aaron Bond, Victoria Brown, George Bradford, William Cain, Sumie Chan, Lauren Cifuentes, Laura DaVinci, Gina Deckard, Shernette Dunn, Anne Fensie, Holly Fiock, Sara Flowers, Carla Karen Fortune, Theodore Frick, Michael M. Grant, Alexis Guethler, Dan He, Atsusi "2c" Hirumi, Charles B. Hodges, Stephanie Hostetter, Michael Houdyshell, Fethi A. Inan, Frank Jamison, Amir Kalan, Meryl Krieger, Jessica Lantz, Mary Lefaiver, Juhong Christie Liu, Noble Lo, Barbara Lockee, Fatemeh Marzban, Trey Martindale, Sara McNeil, Laura McNeill, Stephanie Moore, Martha Lorena Obermeier, Larisa Olesova, Jennifer Jihae Park, Sanghoon Park, Yujin Park, AnthTony Pina, Drew Polly, Yingxiao Qian, Thomas Reeves, Christiane Reilly, Jennifer Richardson, Aubrey Rogowski, Leanne Rutherford, Kay Seo, Sanga Song, Edwin Teye Sosi, Stefan Stenbom, Sharon Stidham, David Tai, Hengtao Tang, Torrey Trust, Shannon Tucker, Denis Unal, Lucas Vasconcelos, Charles Xiaoxue Wang, Florence Williams, Ying Xie and Fan Xu.
Insights and Advances
As we navigate post-pandemic educational recovery and future-oriented design, the Handbook of Research in Online Learning: Insights and Advances emerges as a scholarly authority to illuminate existing questions and catalyze conversations on imperative transformations in education. Tailored for researchers, designers, educators, administrators, and stakeholders, this handbook delves into the nuanced landscape of online learning.
Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the impact of digital learning on diverse student populations, or delving into the transformative potential of AI, each chapter illuminates critical aspects of online education. It merges current significant works with unpublished manuscripts, embodying the interdisciplinary essence of online learning research. Grounded in diverse theoretical frameworks and research methods, it offers theoretical insights and actionable guidance for cutting-edge educational methodologies.
This handbook is not just a compendium; it's an indispensable guide for shaping the future of education.
Contributors are: Michael Ahlf, Stephen Allen, Tonya Amankwatia, Fatih Ari, Ismahan Arslan-Ari, Michael K. Barbour, Gail Alleyne Bayne, Karen Bellnier, M. Aaron Bond, Victoria Brown, George Bradford, William Cain, Sumie Chan, Lauren Cifuentes, Laura DaVinci, Gina Deckard, Shernette Dunn, Anne Fensie, Holly Fiock, Sara Flowers, Carla Karen Fortune, Theodore Frick, Michael M. Grant, Alexis Guethler, Dan He, Atsusi "2c" Hirumi, Charles B. Hodges, Stephanie Hostetter, Michael Houdyshell, Fethi A. Inan, Frank Jamison, Amir Kalan, Meryl Krieger, Jessica Lantz, Mary Lefaiver, Juhong Christie Liu, Noble Lo, Barbara Lockee, Fatemeh Marzban, Trey Martindale, Sara McNeil, Laura McNeill, Stephanie Moore, Martha Lorena Obermeier, Larisa Olesova, Jennifer Jihae Park, Sanghoon Park, Yujin Park, AnthTony Pina, Drew Polly, Yingxiao Qian, Thomas Reeves, Christiane Reilly, Jennifer Richardson, Aubrey Rogowski, Leanne Rutherford, Kay Seo, Sanga Song, Edwin Teye Sosi, Stefan Stenbom, Sharon Stidham, David Tai, Hengtao Tang, Torrey Trust, Shannon Tucker, Denis Unal, Lucas Vasconcelos, Charles Xiaoxue Wang, Florence Williams, Ying Xie and Fan Xu.
Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the impact of digital learning on diverse student populations, or delving into the transformative potential of AI, each chapter illuminates critical aspects of online education. It merges current significant works with unpublished manuscripts, embodying the interdisciplinary essence of online learning research. Grounded in diverse theoretical frameworks and research methods, it offers theoretical insights and actionable guidance for cutting-edge educational methodologies.
This handbook is not just a compendium; it's an indispensable guide for shaping the future of education.
Contributors are: Michael Ahlf, Stephen Allen, Tonya Amankwatia, Fatih Ari, Ismahan Arslan-Ari, Michael K. Barbour, Gail Alleyne Bayne, Karen Bellnier, M. Aaron Bond, Victoria Brown, George Bradford, William Cain, Sumie Chan, Lauren Cifuentes, Laura DaVinci, Gina Deckard, Shernette Dunn, Anne Fensie, Holly Fiock, Sara Flowers, Carla Karen Fortune, Theodore Frick, Michael M. Grant, Alexis Guethler, Dan He, Atsusi "2c" Hirumi, Charles B. Hodges, Stephanie Hostetter, Michael Houdyshell, Fethi A. Inan, Frank Jamison, Amir Kalan, Meryl Krieger, Jessica Lantz, Mary Lefaiver, Juhong Christie Liu, Noble Lo, Barbara Lockee, Fatemeh Marzban, Trey Martindale, Sara McNeil, Laura McNeill, Stephanie Moore, Martha Lorena Obermeier, Larisa Olesova, Jennifer Jihae Park, Sanghoon Park, Yujin Park, AnthTony Pina, Drew Polly, Yingxiao Qian, Thomas Reeves, Christiane Reilly, Jennifer Richardson, Aubrey Rogowski, Leanne Rutherford, Kay Seo, Sanga Song, Edwin Teye Sosi, Stefan Stenbom, Sharon Stidham, David Tai, Hengtao Tang, Torrey Trust, Shannon Tucker, Denis Unal, Lucas Vasconcelos, Charles Xiaoxue Wang, Florence Williams, Ying Xie and Fan Xu.
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.
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.
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.
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.
Visual Research Methods in Education
Volume Editor:
In today's digital age, visual representation plays a significant role in shaping our world. This book explores the topic of visual research methods and their relevance to education. It highlights the use of visual media, such as images and videos, to enhance our understanding of complex concepts and phenomena. By integrating visual research into education, we can gain a comprehensive understanding of abstract ideas, leading to better retention and application of knowledge. Additionally, visual research methods provide multiple perspectives on social phenomena, motivating us to initiate social change.
The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research.
Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research.
Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.
The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research.
Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research.
Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.
Visual Research Methods in Education
Volume Editor:
In today's digital age, visual representation plays a significant role in shaping our world. This book explores the topic of visual research methods and their relevance to education. It highlights the use of visual media, such as images and videos, to enhance our understanding of complex concepts and phenomena. By integrating visual research into education, we can gain a comprehensive understanding of abstract ideas, leading to better retention and application of knowledge. Additionally, visual research methods provide multiple perspectives on social phenomena, motivating us to initiate social change.
The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research.
Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research.
Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.
The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research.
Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research.
Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.
Analyse d’une contribution à l’islamologie
Author:
À la faveur d’éléments historiques et biographiques inédits, cet ouvrage offre une analyse approfondie de l’œuvre consacrée par Louis Massignon (1883-1962) à la mystique musulmane. Il souligne l’importance de certaines découvertes de l’islamologue pour les études islamiques concernant la période formative du soufisme. Plus encore, ce livre sonde le regard porté par Massignon sur les vocations mystiques en islam et examine à la lumière des travaux récents sa vision de la « sainteté » et de la figure d’al-Ḥallāj (mort en 309/922). Par suite, ce travail fait émerger la question de la posture du chercheur en sciences des religions ainsi que celle des précautions à adopter afin que sa subjectivité ne reconstruise pas le réel, mais l’éclaire et le révèle.
This book provides an extensive analysis of the work of Louis Massignon (1883-1962) on Muslim mysticism, based on previously unpublished historical and biographical elements. It highlights the importance for Islamic Studies of certain discoveries made by the Islamicist concerning the formative period of Sufism. More than that, this book probes Massignon’s view of mystical vocations in Islam and examines, in the light of recent work, his vision of "holiness" and the figure of al-Ḥallāj (d. 309/922). This work opens, more broadly, the question of the posture of the researcher in the study of religion and the precautions to be adopted so that their subjectivity does not reconstruct reality, but illuminates and reveals it.
This book provides an extensive analysis of the work of Louis Massignon (1883-1962) on Muslim mysticism, based on previously unpublished historical and biographical elements. It highlights the importance for Islamic Studies of certain discoveries made by the Islamicist concerning the formative period of Sufism. More than that, this book probes Massignon’s view of mystical vocations in Islam and examines, in the light of recent work, his vision of "holiness" and the figure of al-Ḥallāj (d. 309/922). This work opens, more broadly, the question of the posture of the researcher in the study of religion and the precautions to be adopted so that their subjectivity does not reconstruct reality, but illuminates and reveals it.
Analyse d’une contribution à l’islamologie
Author:
À la faveur d’éléments historiques et biographiques inédits, cet ouvrage offre une analyse approfondie de l’œuvre consacrée par Louis Massignon (1883-1962) à la mystique musulmane. Il souligne l’importance de certaines découvertes de l’islamologue pour les études islamiques concernant la période formative du soufisme. Plus encore, ce livre sonde le regard porté par Massignon sur les vocations mystiques en islam et examine à la lumière des travaux récents sa vision de la « sainteté » et de la figure d’al-Ḥallāj (mort en 309/922). Par suite, ce travail fait émerger la question de la posture du chercheur en sciences des religions ainsi que celle des précautions à adopter afin que sa subjectivité ne reconstruise pas le réel, mais l’éclaire et le révèle.
This book provides an extensive analysis of the work of Louis Massignon (1883-1962) on Muslim mysticism, based on previously unpublished historical and biographical elements. It highlights the importance for Islamic Studies of certain discoveries made by the Islamicist concerning the formative period of Sufism. More than that, this book probes Massignon’s view of mystical vocations in Islam and examines, in the light of recent work, his vision of "holiness" and the figure of al-Ḥallāj (d. 309/922). This work opens, more broadly, the question of the posture of the researcher in the study of religion and the precautions to be adopted so that their subjectivity does not reconstruct reality, but illuminates and reveals it.
This book provides an extensive analysis of the work of Louis Massignon (1883-1962) on Muslim mysticism, based on previously unpublished historical and biographical elements. It highlights the importance for Islamic Studies of certain discoveries made by the Islamicist concerning the formative period of Sufism. More than that, this book probes Massignon’s view of mystical vocations in Islam and examines, in the light of recent work, his vision of "holiness" and the figure of al-Ḥallāj (d. 309/922). This work opens, more broadly, the question of the posture of the researcher in the study of religion and the precautions to be adopted so that their subjectivity does not reconstruct reality, but illuminates and reveals it.
From-the-Field Challenges of a Non-Dualist Methodology
Cultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated.
Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
From-the-Field Challenges of a Non-Dualist Methodology
Cultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated.
Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.