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1
Pazuhina, Svetlana. Psychological and pedagogical theories and technologies of primary education (tasks and exercises for practical classes and independent work of students). INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002499.
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The educational and methodological manual on the discipline "Psychological and pedagogical theories and technologies of primary education" includes the development of practical classes; a set of tasks and exercises of different types for performing in the course of classroom and extracurricular work in subgroups, pairs, individually; a set of diagnostic and control and evaluation materials. Using the tasks developed by the authors in the course of organizing independent work will allow you to build an individual learning trajectory for each student, implement a differentiated approach in practice, introduce modern technologies for evaluating the educational achievements of future teachers and identifying the level of professional competencies. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the bachelor's degree programs "Pedagogical education", "Psychological and pedagogical education".
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Slowey, Maria, ed. Comparative Adult Education and Learning. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-422-0.
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This volume explores the topics of adult learning and education through the specific lens of comparative research. The book is divided into four chapters comprising two parts: an analytic essay followed by an anthology of readings from a selection of key texts intended to illustrate different perspectives, theories and/or approaches from varying perspectives in different countries. The book represents the second of a series dedicated to adult learning and education and developed within the ESRALE European project. Its companion books are: Empirical Research Methodology in Adult Learning and Education. Authors and Texts and Researches in Adult Learning and Education: the European dimension.
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Privalov, Nikolay. Methodology of scientific research. Moral Science. INFRA-M Academic Publishing LLC., 2024. https://doi.org/10.12737/2009646.
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The textbook systematically combines topical issues of the methodology of scientific research, taking into account the achievements of classical political economy, the German historical school, institutionalism and non-economic disciplines (history, political science, sociology, cybernetics, biology, psychology, mathematics, law, etc.). The main methodological principles of interdisciplinary relations are: consistency, focus on achieving social balance and morality. The instruments of scientific research are analyzed in the light of their adaptation to the cultural traditions of Russia by taking into account the institutional factors affecting the economy. The traditions of the university textbook are complemented by elements of monographic research, in particular on the creation of a new human model — the "traditional man" (homo traditium). The paper attempts to return to the roots of classical economic theories — the works of ancient Greek authors, A. Smith, A. Marshall and others, who combined their scientific methodological principles with morality and other non-traditional disciplines for modern economic theory, for example biology. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying economics and for anyone interested in the problems of the modern economy and Russia's place in world geopolitics.
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Chemodurov, Vladimir, and Ella Litvinova. Physical and mathematical modeling of building systems. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1014191.
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Physical and mathematical modeling is widely used in scientific research. This is due to the fact that field experiments on real construction sites are often impossible to organize for various reasons. The material included in the textbook is a summary of the authors ' experience in the field of system analysis. In the first section, the regularities of physical modeling of the functioning of objects based on the similarity and dimension theorems are considered. The second section presents modern models and methods for choosing optimal solutions: linear, nonlinear, stochastic, and statistical. The third section deals with experimental methods of system optimization based on the theory of experimental planning. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training 08.04.01 "Construction", and graduate students of higher educational institutions. It will be useful for specialists in the field of mathematical methods for the study of complex systems and their applications.
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Privalov, Nikolay. The philosophy of the economy. Moral Economics. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1946203.
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The textbook systematically combines topical issues of methodological and philosophical foundations of economics, taking into account the achievements of classical political economy, the German historical school, institutionalism and non-economic disciplines (history, political science, sociology, cybernetics, biology, psychology, law, etc.). The main methodological principles of interdisciplinary communication are consistency, focus on achieving social balance and morality. The instruments of scientific research are adapted to the cultural traditions of Russia by taking into account the institutional factors affecting the economy. Russian Russian cosmism The concept of philosophy of economy presented in the textbook (philosophy of the third way, or moral and religious neo-institutionalism) is in line with the tradition of Russian existentialism (Russian cosmism). The traditions of the university textbook are complemented by elements of monographic research, in particular, on the creation of a new model of man — the "traditional man" (homo traditium). The paper attempts to return to the roots of classical economic theories — the works of ancient Greek authors, A. Smith, A. Marshall and others, who combined their scientific methodological principles with morality and other non-traditional disciplines for modern economic theory, for example biology. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying economics and anyone interested in the problems of the modern economy and Russia's place in world geopolitics.
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Shishkin, Andrey. Introduction to the axiomatic theory of elementary functions. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1209581.
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Contains an exposition of the basic concepts and theorems of the axiomatic theory of the basic elementary functions of real and complex variables. The textbook is written on the basis of lectures given by the author for a number of years at the Armavir State Pedagogical University, at the Slavyansk-on-Kuban State Pedagogical Institute and at the branch of the Kuban State University in Slavyansk-on-Kuban. It is intended for students of natural-mathematical profiles of preparation of the direction "Pedagogical education". It can be used in the study of mathematical analysis, the theory of functions of a real variable, the theory of functions of a complex variable, etc.
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Elatskov, Aleksey. General Geopolitics: Theoretical and Methodological Issues in Geographical Interpretation. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2033550.
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This text is dedicated to the development of the general theory of geopolitics as a scientific discipline. The author discusses what geopolitics is, as well as its content and methodology, and investigates the principles of geopolitical zoning and modelling, the content and essence of geopolitical relations, geographical and geopolitical spaces, geopolitical thinking and geopolitical idealised models. Activity-geospatial and geo-adaptation approaches are utilised while considering geopolitical phenomena. The first focuses attention on the geopolitical relations existing between political activity and geographical space. This forms the methodological basis of the concept of the geospatial self-organisation of a society as a new theoretical paradigm regarding political geography and geopolitics. The book consists of the Introduction, four chapters and contains 41 figures, 9 tables and an extensive reference list. The first chapter deals with the basic theoretical questions of political geography and geopolitics: the concept of geopolitics, the essence of politics and political actors, the concept and structure of geographical space, as well as geopolitical space as a set of geopolitical relations. The author describes several types of geopolitical relations with sensitivity to distance and borders. It has been proven that the “geopolitical relations” category forms the basis for both geopolitics and political geography theories. The second chapter is dedicated to discussing the study of geopolitical space. The geo-adaptation (geoadaptation) approach is proposed for the study of geopolitics and related problems. Geopolitics is understood as a political type of geo-adaptation of society. The author argues that any geopolitical relations represent a kind of societal geo-adaptational relations. The author also discusses the concept of territory (in the Russian sense) and zoning principles. An extended typology of geographical regions has been proposed, which more accurately reflects specific geopolitical phenomena. Along with nodal (functional) and uniform (formal) regions, the author also proposes relational ones. In addition, the concept of geopolitical field as a field of geopolitical relations is described. The author examines the assessment types of fragmentation and integration of geopolitical spaces or fields, and also discusses the principles of research geopolitical location of a country. The third chapter examines the essence, genesis, levels, and types of geopolitical thinking from the viewpoint of the proposed approach. The author notes the principles of critical geopolitics and discusses the place of geopolitics in the system of scientific knowledge and its relation to current political geography, as well as the categorical framework of scientific geopolitics, the principles of forecasting and expert assessment, and special education issues. The fourth chapter discusses the essence of scientific geopolitical laws and principles of modelling. The author argues that the majority of "geopolitics laws" are statements that describe various types of geopolitical strategies. In addition, the author considers numerous idealised geopolitical models of natural-geographic, human-geographic, spatial-activity, functional-activity and chrono-geopolitical types in terms of the geo-adaptation approach. The effect of geographic isomorphisms in geopolitical models is also discussed. The fundamental concepts of physical geography and geomorphology may be used in conceptualising geopolitics. The book is intended for scientists, researchers, and students in the field of geopolitics and political geography. The book is available online at the electronic library system Znanium.com.
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Brooks, Jacqueline Grennon, and Martin G. Brooks. In Search of Understanding: The Case for Constructivist Classrooms, with a New Introduction By the Authors. Association for Supervision & Curriculum Development, 1999.
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Lampert, Jo, ed. Oxford Encyclopedia of Global Perspectives on Teacher Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/acref/9780190670221.001.0001.
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85 entries This collection of essays on teacher education encompasses the breadth of significant scholarship from some of the best-known educational scholars and emerging researchers in the field. It includes new foundational essays on the most pressing issues impacting teacher education and includes authors from across the globe. The collection offers critical overviews of key theories and methods in preparing effective teachers, global and comparative perspectives on contemporary issues and debates, and crucial essays on social justice and equity in teacher education, and features a number of scholars from Indigenous communities and the Global South.
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Elliott, Willliam, and Melinda Lewis. Making Education Work for the Poor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190621568.001.0001.
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Making Education Work for the Poor identifies wealth inequality as the gravest threat to the endangered American Dream. Though studies have clearly illustrated that education is the primary path to upward mobility, today, educational outcomes are more directly determined by wealth than innate ability and exerted effort. This accounting directly contradicts Americans' understanding of the promise the American Dream is supposed to offer: a level playing field and a path towards a more profitable future. In this book, the authors share their own stories of their journeys through the unequal U.S. education system. One started from relative privilege and had her way to prosperity paved and her individual efforts augmented by institutional and structural support. The other grew up in poverty and had to fight against currents to complete higher education, only to find his ability to profit from that degree compromised by student debt. To directly counter wealth inequality and make education the 'great equalizer' that Americans believe it to be, this book calls for a revolution in financial aid policy, from debt dependence to asset empowerment. The book examines the evidence base supporting Children's Savings Accounts, including CSAs' demonstrated potential to improve children's outcomes all along the 'opportunity pipeline': early education, school achievement, college access and completion, and post-college financial health. It then outlines a policy that builds on CSAs to incorporate a sizable, progressive wealth transfer. This new policy, Opportunity Investment Accounts, is framed as the cornerstone of the wealth-building agenda the nation needs in order to salvage the American Dream. Written by leading CSA researchers, the book includes overviews of the major children's savings legislation proposed in Congress and the key features of prominent CSA programs in operation around the country today, as well as new qualitative and quantitative CSA research. The book ultimately presents a critical development of the theories that, together, explain how universal, progressive, asset-based education financing could make education work equitably for all American children.
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Martin, Jennifer L., and Sarah E. Torok-Gerard. Educational Psychology. ABC-CLIO, LLC, 2019. http://dx.doi.org/10.5040/9798400644078.
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A comprehensive introduction to educational psychology, this volume is inclusive of all of the essentials—covering history, profiles, theories, applications, research, case studies, current events, issues, controversies, and more. Focused on human learning and teaching, the field of educational psychology informs a range of educational challenges, including instructional design, curriculum development, organizational learning, special education, student motivation, and classroom management. In this book, two veteran professors in the fields of education and psychology, offer a clear and concise yet comprehensive overview of this growing specialty. This volume will be valuable not only to university students aiming to understand psychology's subfields and to choose a major or a specialty, but also to classroom teachers, school administrators, and school social workers aiming to make teaching more effective and learning more thorough and lasting. Topics include the field's history, primary figures theories, research, theories, applications, issues, and controversies. Authors Martin and Torok-Gerard also explain current issues of social justice and educational equity, citing means that have been used to meet those goals in schools. The text additionally analyzes special education as a civil rights issue as well as equity and fairness for LGBTQ+ students in the context of social justice. The text ends with emerging research and predictions for the future of educational psychology.
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Wildman, Wesley J., and F. LeRon Shults. Modeling Religion. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350367333.
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What role has religion played in the major civilizational transformations associated with the Neolithic Revolution, the Axial Age, and Modernity? This book introduces new methodological tools and material insights for guiding conversations about these debates. The authors introduce a new branch of computational humanities, using computational modeling to simulate civilizational transformations. They integrate multiple theories across many disciplines, including the scientific study of religion, and evaluate the relative importance of those causal theories in processes of civilizational change. Materially, the book sheds new light on major debates among historians, archaeologists, and other social theorists on the role of religion within these major transitions. The book tackles the urgent question of what sort of civilizational transformations might be possible in a world where the influence and significance of religion continues to decline wherever technology, education, freedom, and cultural pluralism are most advanced.
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Dietrich, Julia, and Katariina Salmela-Aro. Emerging Adults and Work. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.25.
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The transition from education to work is a key developmental task of emerging adulthood. In this chapter, the authors approach this transition from an engagement perspective, presenting a model of phase-adequate engagement that links career development, developmental regulation, and identity development theories in the context of the education-to-work transition. Taking a phase-adequate engagement perspective, they then review the literature on emerging adults’ transition from education to work and the role of interpersonal contexts. The authors conclude with suggestions for future research, emphasizing that a holistic view is needed in the study of emerging adults’ engagement, one taking more into account the structural, institutional, and cultural contexts that emerging adults are exposed to when transitioning from education to work.
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Manna, Paul. Education Policy. Edited by Donald P. Haider-Markel. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199579679.013.027.
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This chapter explores education policy as a primary function of state and local government and examines the recent creep of national government into this policy jurisdiction. The author argues that any scholar hoping to understand state and local politics and policymaking needs a basic understanding of education policy, simply because it dominates so much of state budget politics and policy. In addition, the incredible variation in education politics and policy allows fertile ground for testing a vast array of social science theories.
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Papa, Rosemary, ed. The Oxford Encyclopedia of Educational Administration. Oxford University Press, 2021. http://dx.doi.org/10.1093/acref/9780190857547.001.0001.
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129 entries The Oxford Encyclopedia of Educational Administration is a first-of-its-kind transnational survey of the field of educational administration and leadership. The Encyclopedia’s 125+ overview articles, written and reviewed by recognized scholars from around the world, are intended for professors, practitioners, and university-level readers, including advanced undergraduates, graduate students, and researchers in education and adjacent fields. The articles provide a critical examination of the history, progress, direction, and debates about perspectives in a given topic, surveying developments and tensions, and discussing important contributors and contributions. Authors were sought to cover the breadth of schools/universities and leadership practices at both the micro and macro levels, from theories of administration, management, and leadership to practices in specific contexts. The Encyclopedia provides a wide breadth of concepts and themes in the hopes of serving the complex world of practitioners and research scholars with courage, curiosity, and imagination.
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Wasmuth, Helge, Ulf Sauerbrey, and Michael Winkler. Finding Froebel. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350269279.
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Friedrich Froebel, the ‘father of kindergarten’, is one of the most influential educationalists of the 19th century, but relatively little is known about his life, and his successes and failures. Based on his letters which have never been translated into English, this book reveals Froebel as a brilliant and flawed man who only began to receive real recognition for his work at the end of his life and then increasingly after his death. Beginning with his childhood and the early death of his mother, and his difficult relation with his father and ‘evil’ stepmother, we see the early seeds of Froebel’s interest in children and the training of carers. Throughout his life, including his career as a teacher, he lacked basic academic knowledge and understanding due to his poor early education. Nevertheless, he developed ground-breaking educational theories about play and pedagogy and authored multiple books including The Education of Man. The authors describe his complicated relationships with his siblings, nieces and nephews, and his relationship with the mother of one of his pupils, Caroline von Holzhausen. We learn of his early unsuccessful attempts to establish the kindergarten and how the Prussian government banned it in 1851. The final chapter and conclusion look at the global spread of Froebel’s ideas, including his teachings about play, charting the spread of kindergartens throughout the world, and in the UK, the USA and Japan in particular.
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Boaler, Jo. Multiple Perspectives on Mathematics Teaching and Learning. Praeger, 2000. http://dx.doi.org/10.5040/9798400688362.
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Multiple Perspectives on Mathematics Teaching and Learningoffers a collection of chapters that take a new look at mathematics education. Leading authors, such as Deborah Ball, Paul Cobb, Jim Greeno, Stephen Lerman, and Michael Apple, draw from a range of perspectives in their analyses of mathematics teaching and learning. They address such practical problems as: the design of teaching and research that acknowledges the social nature of learning, maximizing the impact of teacher education programs, increasing the learning opportunities of students working in groups, and ameliorating the impact of male domination in mixed classrooms. These practical insights are combined with important advances in theory. Several of the authors address the nature of learning and teaching, including the ways in which theories and practices of mathematics education recognize learning as simultaneously social and individual. The issues addressed include teaching practices, equity, language, assessment, group work and the broader political context of mathematics reform. The contributors variously employ sociological, anthropological, psychological, sociocultural, political, and mathematical perspectives to produce powerful analyses of mathematics teaching and learning.
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Farnham, Nicholas H., and Adam Yarmolinsky, eds. Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.001.0001.
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Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.
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McFerran, Katrina, Philippa Derrington, and Suvi Saarikallio, eds. Handbook of Music, Adolescents, and Wellbeing. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198808992.001.0001.
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The Handbook of Music, Adolescents, and Wellbeing explores how young people use music to work with emotions, identity construction, and connectedness, drawing on perspectives from music therapy, music psychology, music education, and music sociology. Authors provide examples of how theory and research is applied in the practice of music therapists working with groups of adolescents and individuals in schools, communities, hospitals, and other institutions. Research into music and emotions is synthesized, and theories about music and identity construction are provided. The ways that young people use music for connections is explored with a particular emphasis on technology, as well as traditional face-to-face connectedness. The Handbook is written for those interested in promoting adolescent wellbeing using music.
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Larsen, Timothy. Train Up a Child in the Way He Should Go. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198753155.003.0002.
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This chapter presents Mill’s precocious learning as a child—he famously was reading Greek at the age of three—as well as his father’s and Jeremy Bentham’s interest in shaping the boy in the light of their theories and beliefs. It traces how much religious education Mill actually did receive, and what books he read that helped to form his views on religion and Christianity. Despite Alexander Bain’s claim to the contrary, Mill read theology throughout his life. He spoke approvingly of the religious works of a range of authors, especially liberal Anglicans such as F. D. Maurice, Charles Kingsley, Florence Nightingale, and Baden Powell, but also the Quaker John Woolman and even the Roman Catholic W. G. Ward. This chapter also argues that Mill lacked a devotional sense.
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Dandago, Kabiru Isa. Time management in the life of a scholar. UUM Press, 2015. http://dx.doi.org/10.32890/9789670876221.
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Time management is a subject that concerns everybody: Male and female; rich and poor; young and old; leaders and followers; educated and uneducated; etc.It is a challenge that has to be faced squarely by everyone who is interested in accomplishing his/her tasks within the limited time available, and this time is equally endowed. This book is specifically focused on scholars, as role models for effective time management.These scholars could be at the primary school level, secondary school level, tertiary educational institutions (universities, polytechnics, colleges of education, etc.), research institutes/centers, etc.It is a challenge for them to lead other time users on effective management and utilization of time and also to go deep into research on various aspects of time management, so as to establish acceptable principles, models and theories on the subject matter.Although the book has the scholar in mind, other users of time in the various sectors of any economy would find this book very interesting and very useful.Good time management is the key factor to achieve so much more within the 24-hour-period endowed equally to mankind.Over the 24 years of his working life in the University, the authors has come to realist that most scholars in educational system and those in other levels of the educational sector are not according time management the attentions it deserves.The required attentions are: (i) in respect of its effective management to achieve desire results; and (ii) in respect of promoting it an a subject of study at various levels.This book is an attempt to address these two issues.
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McLevey, John, Allyson Stokes, and Amelia Howard. Bourdieu’s Uneven Influence on Anglophone Canadian Sociology. Edited by Thomas Medvetz and Jeffrey J. Sallaz. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199357192.013.4.
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Pierre Bourdieu is one of the most influential and widely cited figures in anglophone Canadian sociology. Since the first decade of the twenty-first century, in particular, his theories have guided research in areas such as the sociology of culture, education, social theory, social networks, and social capital. This chapter presents a content analysis of journal articles to better understand Bourdieu’s influence on anglophone Canadian sociology. Many citations to Bourdieu are ritualistic and occasionally are characterized by misreadings. Furthermore, interpretations and applications of Bourdieu’s ideas have been limited by a methodological division of labor. Quantitative research has primarily been concerned with cultural and social capital, with qualitative and historical research placing more emphasis on habitus and fields. The authors suggest several ways to expand the engagement with Bourdieu’s work, and to move beyond the current methodological division of labor.
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Barrett, Justin L., ed. The Oxford Handbook of the Cognitive Science of Religion. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780190693350.001.0001.
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This edited volume represents a snapshot the current state cognitive science of religion with contributions from many well-established contributors to the field as well as a few newcomers. The first section broadly sets the historical and theoretical stage. Its three chapters introduce readers to the historical, theoretical, and methodological foundations of CSR. Next, rather than treating “religion” as a whole, the topical space is divided into religious concepts, actions, objects, and experiences. With these pieces in place, authors in the subsequent section consider how various components combine to form religious systems, and conditions under which religious systems change or fail. Several chapters offer comparisons between cognitive science of religion and neighboring efforts including psychology of religion, neuroscience of religion, and evolutionary studies of religion. The final section of the book introduces the growing scholarly attention concerning the philosophical, theological, and education implications of CSR’s findings and theories.
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Barrett, Justin L., ed. The Oxford Handbook of the Cognitive Science of Religion. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780190693350.001.0001.
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This edited volume represents a snapshot the current state cognitive science of religion with contributions from many well-established contributors to the field as well as a few newcomers. The first section broadly sets the historical and theoretical stage. Its three chapters introduce readers to the historical, theoretical, and methodological foundations of CSR. Next, rather than treating “religion” as a whole, the topical space is divided into religious concepts, actions, objects, and experiences. With these pieces in place, authors in the subsequent section consider how various components combine to form religious systems, and conditions under which religious systems change or fail. Several chapters offer comparisons between cognitive science of religion and neighboring efforts including psychology of religion, neuroscience of religion, and evolutionary studies of religion. The final section of the book introduces the growing scholarly attention concerning the philosophical, theological, and education implications of CSR’s findings and theories.
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Miller, Peggy J., and Grace E. Cho. Origins of the Self-Esteem Imaginary. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199959723.003.0001.
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Chapter 1, “Origins of the Self-Esteem Imaginary,” traces the social imaginary of childrearing and self-esteem to its origins in the writings of William James and other nineteenth-century visionaries. This is the first of two chapters that sketch the intellectual history of self-esteem and its intersection with progressive childrearing. Although psychologists “invented” self-esteem, propounded a host of theories, and conducted the first major study of children’s self-esteem, bestselling novelists and authors of popular childrearing manuals played an important role in spreading these ideas to the reading public in the mid-twentieth century. At the same time, children’s self-esteem became a critical piece of evidence in the landmark Brown v. Board of Education decision that dismantled the legal basis for racial segregation. Countering assaults to self-esteem became part of the discourse of the social justice movements of the 1960s and 1970s.
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Luo, Jia. Social Structuration in Tibetan Society. Published by Lexington Books, 2016. https://doi.org/10.5040/9781978731257.
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This volume is unique in the literature concerning both the sociology of education and Tibetan society. It aims to propose a Tibetan sociology of education, something that no other author has attempted, as well as to provide insights into the nature of Tibetan society both historically and currently through the application of Giddens’ structuration theory supplemented by the work of ancient Tibetan philosopher Je TsongKhapa. Previous Western accounts of Tibetan history and society have lacked “insider” perspectives as well as access to original documentation in the Tibetan language. The author of this volume is Tibetan and does not experience these limitations. He has also taught sociology at the university level and in 1999 published a general textbook on sociology in Tibetan, which attempted to draw on Western theories and apply them to the Tibetan context. In short, the author appears to be highly credible in taking on this extremely ambitious project.
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Applegate, Edd C. Print and Broadcast Journalism. Praeger Publishers, 1996. http://dx.doi.org/10.5040/9798216982531.
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Beginning with an exposition of the four most widely argued theories of the press, this book goes on to explore several critical perspectives on the tasks and roles of print and broadcast news media in the United States. The author sets out critical analyses of several hotly debated issues, including news balance and objectivity, freedom of the press, and news coverage of minorities. After an appraisal of the present condition of journalism education in the United States, the author provides both complete and annotated professional guidelines and mission statements from key advertising, broadcasting, and print media organizations.
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Greer, Roger C., Robert J. Grover, and Susan G. Fowler. Introduction to the Library and Information Professions. 2nd ed. ABC-CLIO, LLC, 2013. http://dx.doi.org/10.5040/9798400672125.
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This comprehensive book prepares readers for a changing profession in the library and information field, presenting a holistic approach that examines theories and models and utilizes creative problem-solving strategies. In this rapidly changing, knowledge-based society, library and information professionals require a broad understanding of the profession. Introduction to the Library and Information Professions, Second Edition presents a toolbox of models that enable this essential understanding for undergraduate and graduate students in library and information science programs as well as practicing professionals seeking continuing education. The materials in this second edition reflect the latest trends in the library and information profession, including services and issues that stem from new advances in technology. The authors present ""big picture"" information that will allow readers to better plan and implement client-entered services, discussing topics such as the life cycle of information, the role of library and information professionals as change agents, models of information transfer, the national information infrastructure, and important trends and developments. The contents provide readers with clear guidance and a carefully explained rationale for lifelong careers as information professionals.
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Fuchsel, Catherine. Theoretical Background. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672829.003.0004.
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In this chapter, the theoretical foundation of the Sí, Yo Puedo (SYP) curriculum and program is examined. Intersectionality, which examines the intersection of concepts such as immigration status, domestic violence, race/ethnicity, and culture and is the main theory behind the development of the SYP curriculum and program, is explained and the author examines her own intersecting identities. Other theories that were used in the development of the SYP curriculum and program include feminist ideology, which examines power differences between genders and a patriarchal system; the family violence perspective; social work and therapeutic theories; group theory, which relates to knowledge of the group facilitator’s role and group work and dynamics; and the domestic violence empowerment framework, which raises awareness and provides education.
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Hoeveler, Diane Long, and Janet K. Boles, eds. Women of Color. Greenwood Publishing Group, Inc., 2001. http://dx.doi.org/10.5040/9798216037514.
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Beginning in the late 1960s, women's studies scholars worked to introduce courses on the history, literature, and philosophies of women. While these initial efforts were rather general, women's studies programs have started to give increasing amounts of attention to the special concerns of women of color. The topic itself is politically charged, and there is growing awareness that the issues facing women of color are diverse and complex. Expert contributors offer chapters on the major concerns facing women of color in the modern world, particularly in the United States and Latin America. Each chapter treats one or more groups of women who have been underrepresented in women's studies scholarship or have had their experiences misinterpreted, including African Americans, Latina Americans, Asian Americans, and Native Americans. Women of Color includes chapters on theories related to race, gender, and identity. One section provides discussions of literature by women of color, including works by such authors as Toni Morrison and Maxine Hong Kingston. The book also focuses on the place of women of color in higher education, including chapters on women of color and the women's studies curriculum, and the role of librarians in shaping women's studies programs.
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Subramaniam, Banu, ed. Through the Prism of Objectivity. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038655.003.0008.
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This chapter uses the author's memories as a graduate student in science to explore and theorize what these experiences can tell us about the culture of science. It contends that these experiences, while individual, point to how the histories, cultures, and epistemologies of science are operationalized within scientific life reproduced through the generations, sometimes with surprising fidelity. Moreover, personal narratives can reveal the personal, professional, and institutional connections that are underdeveloped in the field. Thus, this chapter explores differences among women of color with the complexities of gender, race, class, and nation as well as how presumptions of objectivity and rationality constrain and curtail originality and innovation in the culture of science, shaping normative expectations and scientific norms. Finally, and most important, this chapter argues that graduate education is a critical juncture in the educational ladder where students are “enculturated” into their professional identity as scientists.
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Padilla, Arthur. Portraits in Leadership. Praeger, 2005. http://dx.doi.org/10.5040/9798216192589.
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Leading complex organizations is never easy or simple. In this book, Padilla uses the university as the organizational vehicle through which to examine the phenomenon of leadership and followership in complex entities. The unique characteristics of universities as organizations are discussed and the leadership experiences of six well-known university presidents are analyzed within an orignal framework of leadership. Just as John Kennedy's Profiles in Courage considered the notion of political courage within the institutional setting of Congress, this book explores leadership within the context of the modern American university. The roles of persuasion and communication are highlighted as the author weaves the principal patterns from each of the six case studies to the situational conditions that faced these extraordinary individuals. Padilla offers valuable suggestions on how to improve selection of leaders and increase organizational effectiveness. The author's plan follows three circles that overlap to form its basic framework: 1. The university as a complex organization; 2. Leadership - its patterns, theories, and commonalities; and 3. Case studies of exemplary leaders, which highlight their early experiences and actions. The overlap of the three circles defines the conclusions and synthesis. Each leader's story covers four areas: Childhood background; formal schooling/education; senior leadership roles and major defining events, successes, and failures; and forecasts for higher education and its leadership. The book includes an assortment of public and private universities, which provides a diversity of leaders who face significant differences in terms of control, financing, and oversight. This diversity allows for more useful comparisons and contrasts. The author explains the enormous role that persuasion (rather than domination or power) plays in successful leadership. It is clear that persuasion is effective in many settings, and not just in the university environment, but it is particularly effective in the university environment because stakeholders are so varied, and there are so many of them.
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Smith II, Philip E., and Michael Helfand, eds. Oscar Wilde's Oxford Notebooks. Oxford University PressOxford, 2025. https://doi.org/10.1093/oso/9780198920731.001.0001.
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Abstract The Front Matter begins with A List of Scholarship on Sources and Corrections that directs readers to scholarly books and articles, published after the first printing of this book, containing additional sources for notebook passages and a few corrections of our misattributions of sources. Next, the Preface briefly describes the edited and annotated notebook texts and outlines in more detail the argument of our critical three-part critical monograph. We contend that the notebooks show the sources for Wilde’s philosophical synthesis of Hegelian idealism and evolutionary theory and that they reflect Wilde’s intellectual formation in his humanistic education at Trinity College, Dublin, in the Literae Humaniores curriculum at Oxford, and in readings from classical and 19th-century scientific, philosophical, historical, political, and aesthetic theories; we argue that Wilde’s dialectical theory of history, criticism, and art, first expressed in “The Rise of Historical Criticism,” came to be more fully expressed in his published criticism and fiction, especially Intentions, “The Portrait of Mr. W. H.,” “The Soul of Man Under Socialism,” and “The Picture of Dorian Gray.” Finally, the Front Matter includes the authors’ joint and individual acknowledgments as well as A Note on Collaboration outlining our methods of joint research and writing.
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Kassing, Gayle, and Danielle Jay-Kirschenbaum. Dance Teaching Methods and Curriculum Design. 2nd ed. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718237957.
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This new edition of Dance Teaching Methods and Curriculum Design is ideal for preparing undergraduate students to teach dance education. Students will learn a conceptual and comprehensive model of dance education that embraces dance as an art form and a lifelong physical activity. Students will gain the tools they need to teach various dance forms, create effective lesson and unit plans, and develop a curriculum that meets arts and education standards. The second edition of this foundational text uses a holistic approach to dance pedagogy for teaching children through adults in school and community environments. It also introduces theories from multiple disciplines and helps students apply those theories and processes when creating lesson and unit plans. New Material Dance Teaching Methods and Curriculum Design offers much new material: • Four new sample dance units (up from 10 in the previous edition) • Many useful instructor ancillaries, including an instructor guide, a presentation package, and a test package; students can submit their work electronically, and quizzes are automatically graded • Resources delivered on HKPropel, including a variety of projects, printable forms, and video clips that demonstrate selected steps, movements, exercises, and combinations of different dance forms • Beyond Technique assignments, which have been field tested in university courses, to help students see firsthand what a dance teacher does The sample dance units offer a comprehensive guide for teaching popular dance forms, and they now cover a greater diversity of styles, including hip-hop, Mexican folkloric, African, and line dance. In addition, the new ancillaries offer scope and sequence plans and block time plans for all 14 dance units, as well as all printable forms from the book. Dance Portfolio Another great feature of the book is the dance portfolio that students will create as they work through the text. This portfolio will help them demonstrate their ability to create lesson plans, a unit plan, and a complete dance curriculum. The students will develop these abilities as they complete chapters 1 through 13. Chapter 14 then walks students through assembling the sections of the portfolio. Projects the student can complete to include within their portfolio are available on HKPropel. Step-by-Step Approach Dance Teaching Methods and Curriculum Design offers students a step-by-step course of study for how to teach dance and create sustainable dance programs in schools. The authors synthesize a wide variety of research and resources to support dance pedagogy and curriculum development, provide the infrastructure to meet the changing needs of students to teach dance in the 21st century, and supply extensive references for students to use to increase their dance education knowledge. Book Organization The text is organized into three parts. Part I covers information specific to teaching dance and understanding learners from grades preK through 12. Part II focuses on applying the dance knowledge gained from part I to the teaching and learning process in the four categories of dance forms. In part III, students learn how to develop unit plans and choose a curriculum design for their dance programs. Filling a Void Dance Teaching Methods and Curriculum Design, Second Edition, addresses the knowledge, skills, processes, and content that students need as they prepare to teach dance in various settings. This text fills a void in dance education literature, studying all the steps as it provides students the foundational knowledge and practical know-how they need to confidently begin teaching dance in schools, recreation programs, or private dance studios. Note: A code for accessing HKPropel is included with all new print books.
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Aagaard, Jesper, Jan Kyrre Berg Friis, Jessica Sorenson, Oliver Tafdrup, and Cathrine Hasse, eds. Postphenomenological Methodologies. Lexington Books, 2018. https://doi.org/10.5040/9781978725508.
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This edited volume is the first publication to tackle the issue of researching human-technology relations from a methodological postphenomenological perspective. While the ‘traditional’ phenomenology of the 20th century, with figures like Husserl, Heidegger and Merleau-Ponty, provided valuable insights into the formal structures of essence, being and embodiment, etc. their mode of philosophizing mostly involved abstract ‘pure’ thinking. Although rooted in this tradition, the postphenomenological approach to the study of human-technology relations emphasizes the “empirical turn” and interdisciplinary work in the field of philosophy – and reaches out to other disciplines like anthropology, education, media studies, and science and technology studies (STS). The contributors discuss what it means for the field of postphenomenology to be empirically based and what kind of methodology is required in order for researchers to go out and study human-technology relations in this perspective. In many disciplines, methodology refers to the analytical approach taken – e.g. the analytical concepts you employ to make an analysis; in postphenomenology, these might include concepts such as multistability, variation, or mediation. In a discipline like anthropology, it also refers to reflections over the methods researchers use to approach an empirical field. Methods can include interviews of different kinds, participant observations, surveys, and auto-ethnography. Furthermore, methodology can include ethical issues tied to doing research in an empirical field. These practical aspects are not separate from, but rather connected to, theoretical approaches. This book ties together the methods, ethics, and theories of postphenomenology in a groundbreaking volume on methodology. With postphenomenological studies of education, digital media, biohacking, health, robotics, and skateboarding as points of reference, the authors of this volume, in twelve chapters, provide new perspectives on what a comprehensive postphenomenological research methodology must consist of.
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Lombardi, Elena. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818960.003.0002.
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This chapter explores a more concrete and historicized figure of the woman reader. It explores the forces that make her appear and disappear, and surveys the state of knowledge on medieval female literacy, and the documentary evidence on women readers. It investigates typically female modes of reading (such as the educational, the devotional, and the courtly) and the visual models that were available to vernacular authors to forge their imagined textual interlocutor. It shows how the protagonist of this book is the product of two cultural events within the history of reading and the material culture of the book: the raise of literacy among the laity and women in the years under consideration, and a changed scenario insofar as theories and practices of reading are concerned.
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Managing the Big Picture in Colleges and Universities. Praeger, 2005. http://dx.doi.org/10.5040/9798216192558.
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In the past, colleges and universities relied on small picture tactics to determine insititutional direction. Even now, many institutions are missing a big picture approach to leadership and management. In an environment where business continues to aggressively optimize the opportunities it sees in higher education, institutional leaders must adopt a more strategic approach to guiding colleges and universities into the future. Strategy must become an essential part of the organizational architecture of every college and university. This book is intended to serve as a road map for strategy creation and execution for leaders and decision makers who, by choice or by necessity, are looking to use strategy to optimize the development of their institutions. It is the first book of its kind to focus exclusively on strategy as it applies to postsecondary education. As the authors explain, strategy is a systematic way of positioning an institution within a context of community stakeholders. In today's competitive environment, higher education leaders must become adept at differentiating their institutions from competitors to obtain the resources necessary for growth and sustainable advantage. The book begins by explaining the concept of strategy and its application. The authors describe the evolution of modern strategy and how it is has been applied and developed by strategy theorists and practitioners. The book also explores how strategy is shaped by critical factors related to the mission, control and culture of the institution. For example, strategy that is appropriate in a liberal arts college may be completely inappropriate for community college or a teaching university. Real-world cases are employed to illustrate the applications of strategy in three different settings: a private liberal arts college, a comprehensive public institution, and a special purpose institution. The last section moves to the hands-on world of strategy formulation and implementation inside the institution. The authors end with an outline of key concepts for building a plan for implementing strategy and provide a framework for evaluating its impact.
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Pirelli, Gianni. Mental Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190630430.003.0003.
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In this chapter, the authors provide a broad overview of diagnosable psychiatric disorders, their symptoms, and examples of current theoretical and empirical thought underlying these conditions. In providing a primer concerning mental health, they first review the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5), with respect to how psychopathology is defined and the nature of the diagnostic system. They then shift to definitions, key examples, and example theories for (i) clinical disorders (e.g., depressive and anxiety disorders), (ii) personality disorders (with an emphasis on borderline and antisocial personality disorders), and (iii) substance use disorders. While this chapter draws heavily from the DSM-5, such is done primarily for educational and illustrative purposes within the broader context of discussing key issues related to the behavioral science of firearms.
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Ruiz-Funes, Marcela. On Teaching Foreign Languages. Greenwood Publishing Group, Inc., 2002. http://dx.doi.org/10.5040/9798216187479.
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The author reports on a qualitative, action-research project on theories and practices in foreign language education. The goal of the study was to relate the knowledge of foreign language teaching, learning, and acquisition gained through research to the beliefs and experiences of expert foreign language teachers. The four participating teachers represent real teachers who distinguish themselves from their peers for their excellence in teaching foreign languages and their success in serving as clinical teachers. Four theoretical issues are discussed in detail: the proficiency movement; the role of input; teaching language in context; and class participation, motivation, and discipline. These aspects were selected because (1) they pose major challenges to foreign language interns and (2) they play an essential role in the learning-acquisition process of second language students. The major contribution of this study is the integration of the theoretical and practical dimensions. The practical aspect is presented by the expert foreign language teachers who describe in their own words how and explain why they implement a given foreign language theory in their classrooms. This integration provides foreign language teachers with a realistic view of foreign language education and establishes a dialogue between the university and the school communities. A significant number of excerpts from discussion-interview sessions conducted with the teachers are included.
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Schwieter, John W., and Zhisheng (Edward) Wen, eds. The Cambridge Handbook of Working Memory and Language. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108955638.
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Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.
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Marshall, Helen, Kim Wilkins, and Lisa Bennett. Story Thinking and the Real-world Applications of Sci-Fi and Fantasy Writing. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350359291.
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In the 21st century, the rapid advance of technology and the existential threat of climate breakdown mean the real world increasingly resembles something out of fiction, filled with ambiguity and uncertainty. Such challenges need imaginative, creative solutions. To find them, teams of experts must pool their knowledge, make new connections, and forge paths forward. InStory Thinking, award-winning authors Helen Marshall, Kim Wilkins, and Lisa Bennett show how the principles of science fiction and fantasy writing – which speculate about and imagine different futures, people, and worlds - can enrich research in such areas as government policy, technology innovation, and healthcare within universities and various industries. When transferred to research, story thinking as a method can help to build teams with a shared sense of purpose, offer new patterns of thought for improvisation, rapid perspective shifts, worldbuilding, pleasure and playfulness. Split into two parts - conceptualizing story thinking and story thinking as it has been employed in the field - Marshall, Wilkins and Bennett bring together theories of creativity from business, psychology, futures studies, gaming, and medicine among others, with 4 key practices from SFF storytelling – envisioning, engaging, inhabiting, and empathizing. They then provide practical tools for collaborative problem solving alongside case studies of their own successful applications of Story Thinking in various fields, including defense innovation and future scenario modelling with world governments; developing empathy and enhancing well-being in medical education; designing gaming and simulation tools for researchers; and futureproofing digital identity technologies with the UNHCR, the agency responsible for protecting and aiding refugees Showing how writing can be adapted for new and exciting contexts,Story Thinkingbridges the gap between the humanities and outside fields and lays the foundations for more creative approaches that more deeply engage in the process of making a better future.
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Gibbs, John C. Moral Development and Reality. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190878214.001.0001.
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Moral Development and Reality explores the nature of morality, moral development, social behavior, and human connection. By comparing, contrasting, and going beyond the prominent theories mainly of Lawrence Kohlberg, Martin Hoffman, and Jonathan Haidt, the author addresses fundamental questions: What is morality, and how broad is the moral domain? Can we speak of moral development (Kohlberg, Hoffman), or is morality entirely relative to diverse cultures (Haidt)? What are the sources of moral motivation? What factors account for prosocial behavior? What are the typical social perspective-taking limitations of antisocial youths, and how can those limitations be remedied? Does moral development, including moments of moral inspiration, reflect a deeper reality? Exploring these questions elucidates the full range of moral development, from superficial perception to a deeper understanding and feeling. Included are foundations of morality and moral motivation; biology, social intuitions, and culture; social perspective-taking and development; the stage construct and developmental delay; moral exemplars and moral identity; cognitive distortions, social skills deficiencies, and cognitive behavioral interventions or moral education; and, finally, near-death experiences and the underpinnings of the social and moral world.
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Shally-Jensen, Michael, ed. Mental Health Care Issues in America. ABC-CLIO, 2013. http://dx.doi.org/10.5040/9798400684821.
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This two-volume encyclopedia examines the social, cultural, and political dimensions of mental illness in America. Americans are becoming more cognizant of the importance of mental wellness as incidents of bullying, random shootings, and eating disorders pervade our society. This comprehensive resource provides an expansive overview of mental health and illness in the United States, analyzing the current state of the health care system, and objectively examining the therapies and treatment options traditionally recommended by the medical community. Mental Health Care Issues in America: An Encyclopediacovers major mental disorders, theories, and treatments; delves into major advances and ongoing controversies in the field; and shares the most current research on the subject in varied disciplines, including ethnic studies, criminal justice, education, and social work. Each entry features a clear definition of the issue along with a brief review of its history. Additionally, the author situates the material within the mental health field, as well as within society in general. Organized alphabetically, topics include advocacy, legal issues, media portrayals of psychological disorders, and homelessness and mental illness.
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Melidoro, Domenico. Dealing with Diversity. Edited by Aakash Singh Rathore. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190121136.001.0001.
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The diversity of cultures, religions, and moral values and the ways in which liberalism deals with this plurality is the topic at the centre of this book. The author illustrates, in a critical and original way, the recent international debate on liberalism and diversity. In doing that, he discusses some controversial issues such as multiculturalism and minority rights, immigration, religious pluralism, children education, and the place of religion in society as well. After an analysis of some recent liberal theories, the book works out a solution to the problem of ensuring a peaceful and stable coexistence of different groups within the same institutional setting. It is a solution that is liberal in its general orientation, since it has a liberal allegiance to equality and individual rights. However, the proposed solution tries to recognize the due space to community loyalties, religious belongings, and cultural traditions. In addition to this, the author proposes a new theory of political obligation, namely of how a plural society can persist, notwithstanding deep cultural and religious pluralism. In this book, the analytical rigour typical of the philosophical tradition, is not separated from attention to social reality and its problems. In fact, particularly interesting is the way in which the book tests its theoretical achievements with the issue of religious pluralism in India. The outcome is that peaceful coexistence and respect for religious freedoms is possible even in a fragmented society such as India.
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Tutino, Stefania. Jesuit Probabilism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190694098.003.0003.
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This chapter examines the fullest formulation of probabilism as it was articulated by the Jesuit theorists and professors of theology at the Roman College, which by the end of the sixteenth century had become the center of Jesuit knowledge. This chapter focuses in particular on Francisco de Toledo, Gregorio de Valencia, Francisco Suárez, and Gabriel Vázquez. Through an analysis of a substantial number of these authors’ manuscripts alongside their printed work, this chapter shows how probabilism evolved into a coherent and wide-ranging intellectual system for dealing with human uncertainty. Furthermore, tracing the development of probabilism through the lecture notes of the Jesuit theologians who taught at the Roman College and moved within a larger, pan-European, educational and intellectual milieu allows us to understand how a distinctive, complex, and hugely influential school of theological thought took its shape.
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Steemers, Vivan. Francophone African Narratives and the Anglo-American Book Market. The Rowman & Littlefield Publishing Group, 2021. https://doi.org/10.5040/9781666990102.
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In recent years, the material circumstances governing the production of African literature have been analyzed from a variety of angles. This study goes one step further by charting the trajectories of a corpus of francophone African (sub-Saharan) narratives subsequently translated into English. It examines the role of various institutional agents and agencies—publishers, preface writers, critics, translators, and literary award committees—involved in the value-making process that accrues visibility to these texts that eventually reach the Anglo-American book market. The author evinces that over time different types of publishers dominated, both within the original publishing space as in the foreign literary field, contingent on their specific mission—be it commercial, ideological or educational—as well as on socioeconomic and political circumstances. The study addresses the influence of the editorial paratextual framing—pandering to specific Western readerships—the potential interventionist function of the translator, and the consecrating mechanisms of literary and translation awards affecting both gender and minority representation. Drawing on the work by key sociologists and translation theorists, the author uses an innovative interdisciplinary methodology to analyze the corpus narratives.
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Weissmark, Mona Sue. The Science of Diversity. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190686345.001.0001.
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Using a multidisciplinary approach, The Science of Diversity reveals the theories, principles, and paradigms that illuminate people’s understanding of the issues surrounding human diversity, social equality, and justice. Noted psychologist and educator Dr. Mona Weissmark assembles a rich array of research from anthropology, biology, religious studies, and the social sciences to write a scholarly diorama of diversity. This book contextualizes diversity historically, tracing the evolution of ideas about “the other” and about “we” and “them” to various forms of social organization—from the “hunter-gather,” face-to-face, shared resource model to the anomie of megacities. Moreover, it explicates the concept of diversity, analyzing its meaning over time, place, and polity—from ancient Greece to the time of Donald Trump, from biblical parables to United Nations pronouncements. Ultimately, drawing on the author’s groundbreaking research work with the children of Nazis and the children of Holocaust survivors, the book suggests that one potential antidote to ethnic strife lies in the pursuit of Immanuel Kant’s mandate, sapere aude (dare to know), combined with the development of compassion.
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Amster, Randall. Anarchism Today. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798400612671.
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With all of the provocative, sometimes highly destructive acts committed in the name of anarchy, this enlightening volume invites readers to discover the true meaning of anarchism, exploring its vivid history and its resurgent relevance for addressing today's most vexing social problems. In Anarchism Today, an acclaimed scholar and one of the world's foremost advocates for the anarchistic tradition cuts through common misconceptions and caricatures to explore what is perhaps the most poorly understood of all political theories. As author Randall Amster explains, rather than being an anti-everything rationale for defiance and destruction, anarchism is in fact a coherent set of values and practices with a rich history and contemporary relevance. Passionate and provocative, Amster's book offers readers an expert's perspective on what anarchism really means, including its relationship to other political approaches, its careful balancing of individual liberty and a functioning society, and its controversial image as a wellspring of violence. Along the way, Amster addresses a number of current issues from the perspective of anarchism, including corporate globalization, environmentalism, warfare, nationalism, education, technology, alternative economics, criminal justice, and even spirituality. He concludes with a frank assessment of anarchism's impact and the role it can play in building a more just, peaceful, and sustainable world.
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McManimon, Shannon K., Zachary A. Casey, and Christina Berchini, eds. Whiteness at the Table. The Rowman & Littlefield Publishing Group, 2018. https://doi.org/10.5040/9781978739239.
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Antiracist work in education has proceeded as if the only social relation at issue is the one between white people and people of color. But what if our antiracist efforts are being undermined by unexamined difficulties and struggles among white people? Whiteness at the Table examines whiteness in the lived experiences of young children, family members, students, teachers, and school administrators. It focuses on racism and antiracism within the context of relationships. Its authors argue that we cannot read or understand whiteness as a phenomenon without attending to the everyday complexities and conflicts of white people’s lives. This edited volume is entitled Whiteness at the Table, then, for at least three reasons. First, the title evokes the origins of this book in the ongoing storytelling and theorizing of the Midwest Critical Whiteness Collective—a small collective of antiracist educators, scholars, and activists who have been gathering at its founders’ dining room table for almost a decade. Second, the book’s authors are theorizing whiteness not just in terms of structural aspects of white power, but in terms of how whiteness is reproduced and challenged in the day-to-day interactions and relationships of white people. In this sense, whiteness is always already at the table, and this book seeks to illuminate how and why this is so. Finally, one of the primary aims of Whiteness at the Table is to persuade white people of their moral and political responsibility to bring whiteness—as an explicit topic, as perhaps the most important problem to be solved at this historical moment—to the table. This responsibility to theorize and combat whiteness cannot and should not fall only to people of color.
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MacNair, Rachel M. The Psychology of Peace. 2nd ed. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798216002789.
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Despite our advances in technology and education, we still live in a world permeated by violence. This introductory textbook in the field of peace psychology addresses the psychological causes of violence and nonviolence, conflict resolution, nonviolent struggle, and the confluence of public policy and private lifestyles. Just as health providers study disease and its prevention, understanding the causes of violent behavior and how to prevent such behavior is a basic cornerstone for those who are working towards a healthy society. Another parallel: maintaining physical health involves positive practices; similarly, positive nonviolent approaches need to be psychologically understood and encouraged. The second edition of The Psychology of Peace: An Introduction demonstrates what can be learned through the lens of peace psychology, providing a solid foundation in the psychological theories needed for building and maintaining a peaceful society and peaceful individuals. This second edition incorporates the tremendous amount of new research and subsequent events since 2003, including post-2003 violent and nonviolent revolutions, such as the ongoing war in Iraq and Afghanistan, and the nonviolent overthrowing of dictators in Tunisia and Egypt. Author MacNair again outlines why application of psychological study to the soundness of decision-making for public policy and to the policies themselves is crucial knowledge, and how applying the study to private practices and even art can help build up a peaceful society.