Author: Nancy Ares
Publisher: Springer
ISBN: 9463009779
Category : Education
Languages : en
Pages : 259
Book Description
This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities. States, cities, and school boards are being given more responsibility and power in determining curriculum content and standards, accompanied by increasing privatization of public education through the rise of charter schools and for-profit organizations’ incursion into managing schools. Given these pressures, critical geography’s unique approach to spatial constructions of schools is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces operating on such things as schools, communities, people, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape are shaped by processes and outcomes of school reform.
Deterritorializing/Reterritorializing
Author: Nancy Ares
Publisher: Springer
ISBN: 9463009779
Category : Education
Languages : en
Pages : 259
Book Description
This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities. States, cities, and school boards are being given more responsibility and power in determining curriculum content and standards, accompanied by increasing privatization of public education through the rise of charter schools and for-profit organizations’ incursion into managing schools. Given these pressures, critical geography’s unique approach to spatial constructions of schools is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces operating on such things as schools, communities, people, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape are shaped by processes and outcomes of school reform.
Publisher: Springer
ISBN: 9463009779
Category : Education
Languages : en
Pages : 259
Book Description
This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities. States, cities, and school boards are being given more responsibility and power in determining curriculum content and standards, accompanied by increasing privatization of public education through the rise of charter schools and for-profit organizations’ incursion into managing schools. Given these pressures, critical geography’s unique approach to spatial constructions of schools is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces operating on such things as schools, communities, people, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape are shaped by processes and outcomes of school reform.
Reterritorializing Linguistic Landscapes
Author: David Malinowski
Publisher: Bloomsbury Publishing
ISBN: 1350077984
Category : Language Arts & Disciplines
Languages : en
Pages : 431
Book Description
A historically, spatially and methodologically rich sub-field of sociolinguistics, Linguistic Landscapes (LL) is a rapidly evolving area of research and study. With contributions by an international team of experts from the USA, Europe, the UK, South Africa, Israel, Hong Kong and Colombia, this volume is a cutting-edge, interdisciplinary account of the most recent theoretical and empirical developments in this area. It covers both the conceptual tools and methodologies used to define and question, and case studies of real-world phenomena to showcase Linguistic Landscapes methods in action. Divided into four parts, chapters bring into dialogue themes relating to reterritorialization practices and the productive nature of boundaries and spaces. This book considers the contemporary challenges facing the field, the politics and processes of identifying and demarcating 'sites of research', and the ethics and pedagogical applications of LL research. With comprehensive lists of further reading, extended discussion questions and suggestions for independent research at the end of each chapter, this is an essential reference work for all LL scholars and students who wish to keep abreast of the current state of the art.
Publisher: Bloomsbury Publishing
ISBN: 1350077984
Category : Language Arts & Disciplines
Languages : en
Pages : 431
Book Description
A historically, spatially and methodologically rich sub-field of sociolinguistics, Linguistic Landscapes (LL) is a rapidly evolving area of research and study. With contributions by an international team of experts from the USA, Europe, the UK, South Africa, Israel, Hong Kong and Colombia, this volume is a cutting-edge, interdisciplinary account of the most recent theoretical and empirical developments in this area. It covers both the conceptual tools and methodologies used to define and question, and case studies of real-world phenomena to showcase Linguistic Landscapes methods in action. Divided into four parts, chapters bring into dialogue themes relating to reterritorialization practices and the productive nature of boundaries and spaces. This book considers the contemporary challenges facing the field, the politics and processes of identifying and demarcating 'sites of research', and the ethics and pedagogical applications of LL research. With comprehensive lists of further reading, extended discussion questions and suggestions for independent research at the end of each chapter, this is an essential reference work for all LL scholars and students who wish to keep abreast of the current state of the art.
What Do We Mean by That?
Author: Laura Rychly
Publisher: Stylus Publishing, LLC
ISBN: 1975505867
Category : Education
Languages : en
Pages : 213
Book Description
What Do We Mean by That?: Interrogating Familiar Expressions in Education is a collection of essays that opens a space for all educational workers—teachers, teacher educators, administrators, politicians, and others—to unpack commonly used educational phrases and ideas. The idea is to carefully examine what we say to one another when we talk about schools, curriculum, students, and other educational problems or issues—when we say things like “We have to meet students where they are,” and “All children can learn,” or “What does the data say?” What Do We Mean by That? challenges and clarifies such phrases and the how, and why, that they shape educational policies and practices. The influential curricular theorist Dwayne Huebner charged us to always be aware of our “man-made tools,” such as language, and said that since “all educators attempt to shape the world; theorists should call attention to the tools used for the shaping in order that the world being shaped can be more beautiful and just.” Language is a tool in educational practice in myriad ways: between administrators and teachers, teachers and students, teachers and parents, and students and students, as examples. A scripted curriculum is a tool intended to provide fixed language to teachers. It is normal for phrases to make their way into our everyday practices and get lodged there. But we need opportunities to interrupt ourselves and study our language tools to ensure they help create beauty and justice. This collection of thoughtful essays seeks to be this interruption. It is an invaluable tool for improving the educational experience of students and schools. Perfect for courses such as: Foundations of Education; Curriculum Studies; Diversity in Education; Educational Rhetoric and Policy
Publisher: Stylus Publishing, LLC
ISBN: 1975505867
Category : Education
Languages : en
Pages : 213
Book Description
What Do We Mean by That?: Interrogating Familiar Expressions in Education is a collection of essays that opens a space for all educational workers—teachers, teacher educators, administrators, politicians, and others—to unpack commonly used educational phrases and ideas. The idea is to carefully examine what we say to one another when we talk about schools, curriculum, students, and other educational problems or issues—when we say things like “We have to meet students where they are,” and “All children can learn,” or “What does the data say?” What Do We Mean by That? challenges and clarifies such phrases and the how, and why, that they shape educational policies and practices. The influential curricular theorist Dwayne Huebner charged us to always be aware of our “man-made tools,” such as language, and said that since “all educators attempt to shape the world; theorists should call attention to the tools used for the shaping in order that the world being shaped can be more beautiful and just.” Language is a tool in educational practice in myriad ways: between administrators and teachers, teachers and students, teachers and parents, and students and students, as examples. A scripted curriculum is a tool intended to provide fixed language to teachers. It is normal for phrases to make their way into our everyday practices and get lodged there. But we need opportunities to interrupt ourselves and study our language tools to ensure they help create beauty and justice. This collection of thoughtful essays seeks to be this interruption. It is an invaluable tool for improving the educational experience of students and schools. Perfect for courses such as: Foundations of Education; Curriculum Studies; Diversity in Education; Educational Rhetoric and Policy
Speculation
Author: Glyn Daly
Publisher: Northwestern University Press
ISBN: 0810139375
Category : Philosophy
Languages : en
Pages : 320
Book Description
Speculation: Politics, Ideology, Event develops Hegel’s radical perspective of speculative thought as a way of reclaiming and revitalizing the sense of the future and its possibilities. Engaging with such figures as Alain Badiou, Quentin Meillassoux, Ernesto Laclau, Slavoj Žižek, and Fredric Jameson, Glyn Daly articulates the distinctness of speculative philosophy and draws its implications for new debates in areas of science, politics, capitalism, ideology, ethics, and the event. In a confrontation with today’s fatalistic milieu, principal emphasis is given to Hegel’s idea of infinity as the intrinsic dimension of negativity within all finitude. Against the modern era’s paradigmatic tendency to externalize social problems in the form of antagonism and Otherness, Daly argues for a renewal of utopian thought based on Hegelian reconciliation and the affirmation of excess as the essence of all being. On these grounds, he advances a new kind of political imagination that in speculative terms centers on uncompromising notions of truth and reason.
Publisher: Northwestern University Press
ISBN: 0810139375
Category : Philosophy
Languages : en
Pages : 320
Book Description
Speculation: Politics, Ideology, Event develops Hegel’s radical perspective of speculative thought as a way of reclaiming and revitalizing the sense of the future and its possibilities. Engaging with such figures as Alain Badiou, Quentin Meillassoux, Ernesto Laclau, Slavoj Žižek, and Fredric Jameson, Glyn Daly articulates the distinctness of speculative philosophy and draws its implications for new debates in areas of science, politics, capitalism, ideology, ethics, and the event. In a confrontation with today’s fatalistic milieu, principal emphasis is given to Hegel’s idea of infinity as the intrinsic dimension of negativity within all finitude. Against the modern era’s paradigmatic tendency to externalize social problems in the form of antagonism and Otherness, Daly argues for a renewal of utopian thought based on Hegelian reconciliation and the affirmation of excess as the essence of all being. On these grounds, he advances a new kind of political imagination that in speculative terms centers on uncompromising notions of truth and reason.
Decolonizing Place in Early Childhood Education
Author: Fikile Nxumalo
Publisher: Routledge
ISBN: 042976412X
Category : Education
Languages : en
Pages : 179
Book Description
This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.
Publisher: Routledge
ISBN: 042976412X
Category : Education
Languages : en
Pages : 179
Book Description
This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.
Rethinking School Spaces for Transgender, Non-binary, and Gender Diverse Youth
Author: Jennifer Ingrey
Publisher: Taylor & Francis
ISBN: 1000903346
Category : Education
Languages : en
Pages : 249
Book Description
Positing the washroom as an onto-epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives. Drawing on media-policy analysis, empirical study, and arts-based methodologies, it demonstrates how school spaces must be re-thought via a trans-centred epistemology, to be reflected in teacher education, policy, and curricula. Beginning with a review of the theoretical constellation of the heterotopia and critical trans-ing informing the analysis of data, it moves to offer a critical media and policy analysis of how trans and gender-diverse students are de-limited, erased, or harmed. This position is supported by analysis of empirical data from a school bathroom project, including student photographs of washrooms, and other visual expressions of gender-diverse and gender-complex individuals. These elements—the media-policy analysis, the empirical study, and the archival online material—ultimately combine to offer new justifications for critical trans-informed policies and practices in education that recognize and centre trans and gender-diverse knowledges, expressions, and experiences. Centring the specific and nuanced debates around trans phenomena via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender-inclusive bathrooms, as well as trans rights to self-identification. As such, it will appeal to scholars, postgraduates, educators, and faculty working in the area of gender and sexuality in education, with interests in trans phenomena.
Publisher: Taylor & Francis
ISBN: 1000903346
Category : Education
Languages : en
Pages : 249
Book Description
Positing the washroom as an onto-epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives. Drawing on media-policy analysis, empirical study, and arts-based methodologies, it demonstrates how school spaces must be re-thought via a trans-centred epistemology, to be reflected in teacher education, policy, and curricula. Beginning with a review of the theoretical constellation of the heterotopia and critical trans-ing informing the analysis of data, it moves to offer a critical media and policy analysis of how trans and gender-diverse students are de-limited, erased, or harmed. This position is supported by analysis of empirical data from a school bathroom project, including student photographs of washrooms, and other visual expressions of gender-diverse and gender-complex individuals. These elements—the media-policy analysis, the empirical study, and the archival online material—ultimately combine to offer new justifications for critical trans-informed policies and practices in education that recognize and centre trans and gender-diverse knowledges, expressions, and experiences. Centring the specific and nuanced debates around trans phenomena via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender-inclusive bathrooms, as well as trans rights to self-identification. As such, it will appeal to scholars, postgraduates, educators, and faculty working in the area of gender and sexuality in education, with interests in trans phenomena.
Images of Power and the Power of Images
Author: Judith Kapferer
Publisher: Berghahn Books
ISBN: 085745515X
Category : Social Science
Languages : en
Pages : 164
Book Description
Real places and events are constructed and used to symbolize abstract formulations of power and authority in politics, corporate practice, the arts, religion, and community. By analyzing the aesthetics of public space in contexts both mundane and remarkable, the contributors examine the social relationship between public and private activities that impart meaning to groups of people beyond their individual or local circumstances. From a range of perspectives—anthropological, sociological, and socio-cultural—the contributors discuss road-making in Peru, mass housing in Britain, an unsettling traveling exhibition, and an art fair in London; we explore the meaning of walls in Jerusalem, a Zen garden in Japan, and religious themes in Europe and India. Literally and figuratively, these situations influence the ways in which ordinary people interpret their everyday worlds. By deconstructing the taken for- granted definitions of social value (democracy, equality, individualism, fortune), the authors reveal the ideological role of imagery and imagination in a globalized political context.
Publisher: Berghahn Books
ISBN: 085745515X
Category : Social Science
Languages : en
Pages : 164
Book Description
Real places and events are constructed and used to symbolize abstract formulations of power and authority in politics, corporate practice, the arts, religion, and community. By analyzing the aesthetics of public space in contexts both mundane and remarkable, the contributors examine the social relationship between public and private activities that impart meaning to groups of people beyond their individual or local circumstances. From a range of perspectives—anthropological, sociological, and socio-cultural—the contributors discuss road-making in Peru, mass housing in Britain, an unsettling traveling exhibition, and an art fair in London; we explore the meaning of walls in Jerusalem, a Zen garden in Japan, and religious themes in Europe and India. Literally and figuratively, these situations influence the ways in which ordinary people interpret their everyday worlds. By deconstructing the taken for- granted definitions of social value (democracy, equality, individualism, fortune), the authors reveal the ideological role of imagery and imagination in a globalized political context.
Italian Experiences of Trauma through Film and Media
Author: Alberto Baracco
Publisher: Cambridge Scholars Publishing
ISBN: 1527580970
Category : Social Science
Languages : en
Pages : 220
Book Description
This volume offers new approaches to considering Italy’s traumatic experiences through a wide array of media, including film, documentaries, docufiction, websites, YouTube videos, advertisements, newspapers, and literature, that have not yet been fully analyzed. It looks at the trauma inflicted on Italians not, simply, as national or cultural traumas but, rather, as the creation/identification of subnational and transnational communities shaped by these trauma cases. The term “subnational”, or “transnational”, community is used mostly in reference to human beings, as they form those communities; however, they are also connected to a specific place, namely Italy. In addition, whereas “things” cannot become traumatized, this book also considers “living things,” such as the environment and the nature, which may create further trauma(s) for people.
Publisher: Cambridge Scholars Publishing
ISBN: 1527580970
Category : Social Science
Languages : en
Pages : 220
Book Description
This volume offers new approaches to considering Italy’s traumatic experiences through a wide array of media, including film, documentaries, docufiction, websites, YouTube videos, advertisements, newspapers, and literature, that have not yet been fully analyzed. It looks at the trauma inflicted on Italians not, simply, as national or cultural traumas but, rather, as the creation/identification of subnational and transnational communities shaped by these trauma cases. The term “subnational”, or “transnational”, community is used mostly in reference to human beings, as they form those communities; however, they are also connected to a specific place, namely Italy. In addition, whereas “things” cannot become traumatized, this book also considers “living things,” such as the environment and the nature, which may create further trauma(s) for people.
The Routledge Handbook of Ecofeminism and Literature
Author: Douglas A. Vakoch
Publisher: Taylor & Francis
ISBN: 1000634418
Category : Literary Criticism
Languages : en
Pages : 881
Book Description
The Routledge Handbook of Ecofeminism and Literature explores the interplay between the domination of nature and the oppression of women, as well as liberatory alternatives, bringing together essays from leading academics in the field to facilitate cutting-edge critical readings of literature. Covering the main theoretical approaches and key literary genres of the area, this volume includes: Examination of ecofeminism through the literatures of a diverse sampling of languages, including Hindi, Chinese, Arabic, and Spanish; native speakers of Tamil, Vietnamese, Turkish, Slovene, and Icelandic Analysis of core issues and topics, offering innovative approaches to interpreting literature, including: activism, animal studies, cultural studies, disability, gender essentialism, hegemonic masculinity, intersectionality, material ecocriticism, postcolonialism, posthumanism, postmodernism, race, and sentimental ecology Surveys key periods and genres of ecofeminism and literary criticism, including chapters on Gothic, Romantic, and Victorian literatures, children and young adult literature, mystery, and detective fictions, including interconnected genres of climate fiction, science fiction, and fantasy, and distinctive perspectives provided by travel writing, autobiography, and poetry This collection explores how each of ecofeminism’s core concerns can foster a more emancipatory literary theory and criticism, now and in the future. This comprehensive volume will be of great interest to scholars and students of literature, ecofeminism, ecocriticism, gender studies, and the environmental humanities.
Publisher: Taylor & Francis
ISBN: 1000634418
Category : Literary Criticism
Languages : en
Pages : 881
Book Description
The Routledge Handbook of Ecofeminism and Literature explores the interplay between the domination of nature and the oppression of women, as well as liberatory alternatives, bringing together essays from leading academics in the field to facilitate cutting-edge critical readings of literature. Covering the main theoretical approaches and key literary genres of the area, this volume includes: Examination of ecofeminism through the literatures of a diverse sampling of languages, including Hindi, Chinese, Arabic, and Spanish; native speakers of Tamil, Vietnamese, Turkish, Slovene, and Icelandic Analysis of core issues and topics, offering innovative approaches to interpreting literature, including: activism, animal studies, cultural studies, disability, gender essentialism, hegemonic masculinity, intersectionality, material ecocriticism, postcolonialism, posthumanism, postmodernism, race, and sentimental ecology Surveys key periods and genres of ecofeminism and literary criticism, including chapters on Gothic, Romantic, and Victorian literatures, children and young adult literature, mystery, and detective fictions, including interconnected genres of climate fiction, science fiction, and fantasy, and distinctive perspectives provided by travel writing, autobiography, and poetry This collection explores how each of ecofeminism’s core concerns can foster a more emancipatory literary theory and criticism, now and in the future. This comprehensive volume will be of great interest to scholars and students of literature, ecofeminism, ecocriticism, gender studies, and the environmental humanities.
Black Lives Matter in US Schools
Author: Boni Wozolek
Publisher: State University of New York Press
ISBN: 1438489196
Category : Education
Languages : en
Pages : 261
Book Description
Winner of the 2023 Outstanding Book Award presented by the Division B of the American Educational Research Association Black Lives Matter in US Schools critically examines the relationship between schooling and sociocultural abolitionist movements such as #BlackLivesMatter. Aligning with a long history of education scholars who have insisted on the enmeshed nature of schools and society, the book addresses the role of various forms of curricula that perpetuate anti-Blackness while simultaneously shaping Black ways of being, knowing, and doing. While its focus tends toward issues of normalized violence, Black Lives Matter in US Schools is equally concerned with possibilities for justice stemming from curricular change and affects like hope and love that are central to radical acts of resistance to oppression. Themes range from critical literacies to IQ tests, from Afro-surrealism to historiography, as the book strategically tacks between traditional forms of qualitative and quantitative research and more personal narratives. Black Lives Matter in US Schools speaks powerfully against the continued onslaught of inequities in schools and their communities, working to create space for forms of learning that are responsible to and for Black lives.
Publisher: State University of New York Press
ISBN: 1438489196
Category : Education
Languages : en
Pages : 261
Book Description
Winner of the 2023 Outstanding Book Award presented by the Division B of the American Educational Research Association Black Lives Matter in US Schools critically examines the relationship between schooling and sociocultural abolitionist movements such as #BlackLivesMatter. Aligning with a long history of education scholars who have insisted on the enmeshed nature of schools and society, the book addresses the role of various forms of curricula that perpetuate anti-Blackness while simultaneously shaping Black ways of being, knowing, and doing. While its focus tends toward issues of normalized violence, Black Lives Matter in US Schools is equally concerned with possibilities for justice stemming from curricular change and affects like hope and love that are central to radical acts of resistance to oppression. Themes range from critical literacies to IQ tests, from Afro-surrealism to historiography, as the book strategically tacks between traditional forms of qualitative and quantitative research and more personal narratives. Black Lives Matter in US Schools speaks powerfully against the continued onslaught of inequities in schools and their communities, working to create space for forms of learning that are responsible to and for Black lives.