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Asian Perspectives on Education: Inclusivity and Diversity
Edited by
Jie Zhang, State University of New York (SUNY)
and Natalie Sarrazin, State University of New York (SUNY)
Availability: Forthcoming
$104 £84 €98
The idea of “Asia” is contested in the literature as a concept in terms of unification in any sense e.g., regionally, economically, and politically (see Duara [1995] 2019; Acharya, 2010), which makes a book of this nature challenging. The use of inclusion and diversity as a lens of discovery is not only synchronically topical but provides an important outlet for unheard voices and marginalized perspectives otherwise silenced or ignored in education and Asian literature. The lens by which the book is written combines multiple streams of diversity and inclusion with that of K-12 and higher education in an Asian context, and it allows room for individual Asian voices and perspectives both in and outside the classroom. Inspired by a panel presented at the 2021 New York Conference on Asian Studies (NYCAS) on the very topic of inclusivity and diversity in Asian education, the book broadened the original focus from the COVID-centered to one that allowed the exploration of a wider geographic area and cultural area as well as new subjects. Moreover, our text includes a focus on individuals with disabilities, multicultural education, and cross-disciplinary efforts across cultures. This book covers broader topics regarding inclusivity and diversity in education from multiple Asian perspectives and ranges from various educational levels (that is, elementary, secondary, and post-secondary institutions), different school settings (that is, public and private schools), and a variety of Asian countries and areas (that is, Bangladesh, China, India, Indonesia, Japan, Jordan, and Taiwan). This book gives a well-rounded representation of the issues through theoretical focus, practical applications, and research studies, contributed by authors from various international institutions and countries or countries of origin, including Bangladesh, China, Germany, India, Indonesia, Japan, Jordan, and the United States.
Style, Meaning and Pedagogy
Rachid Acim, Ibn Zohr University, Agadir, Morocco
Availability: In stock
186pp. ¦ $45 £36 €42
'Style, Meaning and Pedagogy' can be useful to students and researchers of different backgrounds; it can assist them to deeply fathom literary and non-literary texts and scaffold their critical thinking when approaching human language like poems, headlines, blurbs or paintings. Admittedly, the print and visual texts chosen in the book were produced in the 14th, 18th, 19th and early 20th centuries. Whereas some of them are up-to-date and timely as they tap upon the emotions of the last pandemic (i.e., “And the People Stayed Home”), others: - Provide a profound view of peace and fellowship (i.e., “Abou Ben Adhem”); - Introduce a description of the system of etiquette followed in 1918 (i.e., “Manners”); - Unravel the dichotomy of face and beauty (i.e., “Memory”); - Examine the dialectical relationship between rhetoric and metaphors (i.e., “How Do I Love Thee?”); - Stress the power of art and pedagogy in the medieval age (i.e., “Laurentius de Voltolina’s Painting”); - Revisit dialogism and intertextuality in Afro-American Literature (i.e., “Dreams”); - Stimulate students’ critical reflections (i.e., “Poem in Your Pocket”); - Showcase the informative and persuasive dimension of media discourse (i.e., “The NYT”); - Bring to the fore reader-response theory and positive self-talk (i.e., “Thinking”). The book is a gem for students pursuing their English Studies in Higher Education. It is a rich resource for novice researchers and university professors teaching courses such as Literary Linguistics, Discourse Analysis, Literary Criticism, Poetry, Rhetoric, to mention but a handful. With an exhaustive list of readings and references, insightful methodology and signposts for critical reflections, 'Style, Meaning and Pedagogy' proffers you a chance to question the textual and semiotic selections people dwell on to produce their own texts. And with the short tasks and exercises at the end of each chapter, you will be able to savour and simultaneously retain much of the invaluable input prepared just for you.
Global Perspectives on Online Education During a Time of Emergency: Conditions, Contexts and Critiques
Edited by
Patricia Marybelle Davies
Availability: Forthcoming
$101 £81 €94
‘Global Perspectives on Online Education During a Time of Emergency’ presents viewpoints on the unprecedented shift to online education as a result of the COVID-19 pandemic. It aims to broaden and deepen readers’ understanding of studies that could better address academic issues related to teaching and learning online. The pandemic triggered the disruption of national educational systems and a rapid transition to online education, but there were few guidelines on how to proceed. Consequently, the role of educational technologies and distinctions between formal and informal learning became blurred (Greenhow & Lewin, 2016). This volume examines how educators adopted new pedagogical practices, adapted to flexible working environments, and tackled new technologies to maintain educational systems following the global outbreak of the coronavirus. It showcases innovative practices and critiques several learning theories of online education. The chapters are developed using two main approaches: empirical investigations and reviews of existing research. The empirical chapters present significant new findings of broad relevance. The review chapters use established studies to describe recent developments of broad significance and highlight unresolved questions and future directions. The volume, as a whole, provides research-based insights on evidence on the contexts and conditions of the emergency transition to online education worldwide and useful recommendations on emergent directions in online education. This is a vital text for educational researchers, technologists, and practitioners. It includes empirical data, theoretical questions, and methodological approaches addressing online education. The volume explores flexible learning, alternative pedagogical practices, and changes in digital environments, examining futuristic approaches at a crucial moment of global reform in online education.
Untangling Whiteness: Education, Resistance and Transformation
Jennifer Gale de Saxe, Victoria University of Wellington
Availability: In stock
188pp. ¦ $57 £45 €53
With the prominence of workshops, trainings, and anti-racist books popping up over the past few years, it may seem confusing as to what it really means to engage in deliberate and meaningful learning that challenges the many facets of racism and whiteness. 'Untangling Whiteness' directly interrogates the assumption that the teaching and learning about race and whiteness, particularly within the university context, can be condensed to one course, one workshop, or even a few trainings. It is a life-long process that may begin in one university classroom, but must continue as part of who we are as unfinished and undetermined beings. Through a deep and multi-faceted interrogation of racism and white supremacy, this book untangles critical theories of race, whiteness and resistance in an accessible and dialogical manner. It also situates whiteness in Aotearoa, New Zealand, demonstrating the importance of context and location when working to undermine and challenge it. As a theoretical provocation of existing scholarship on race and white supremacy, 'Untangling Whiteness' is underpinned by educating for critical consciousness, as well as a phenomenological engagement that aims to both interpret the world differently and transform it.
The American Idea, Resilience, and Thrivancy Education
June 2024 / ISBN: 978-1-64889-948-5Availability: In stock
168pp. ¦ $55 £44 €51
This book is about a path forward, creating cultural resilience so rising generations of Americans can thrive. In 1995, William Strauss and Neil Howe predicted that by 2025, America would be in crisis. It has arrived on schedule. Do we have, or can we develop, the cultural resilience to navigate the crisis, protect and maintain the American Idea, and come out the other side in a better place than we are now? Our resilience depends on the number of alternative paradigms we have available to us, fewer paradigms, less resilience. For fifty years, there has been a dominant, white male, cultural paradigm, driving others to the margins, and slowly devolving into an ideology. Ideologies truncate resilience and preclude Thrivancy. How did we get here and how do we get out?
