Search

Browse

Anthropology (21) Art (109) Business and Finance (34) Cognitive Science and Psychology (37) Communication and Journalism (29) Economics (106) Education (41) History (97) Human Geography (18) Interdisciplinary (25) Language and Linguistics (105) Law (10) Music Studies (12) Philosophy (168) Political Science and International Relations (84) Sociology (254) Statistics and Quantitative Methods (17) Philosophy (46) Sociology (31) Series in Literary Studies (30) Education (30) Politics (20) Language and Linguistics (18) World History (18) Bridging Languages and Scholarship (16) Art (15) Cognitive Science and Psychology (14) Philosophy of Religion (14) Critical Perspectives on Social Science (12) Anthropology (11) Business and Finance (11) Economics (11) Cinema and Culture (10) Curating and Interpreting Culture (9) Music (9) Series in American History (8) History of Art (8) Series in Critical Media Studies (7) Economic Methodology (7) Law (7) Vernon Classics in Economics (6) Communication (6) Philosophy of Personalism (5) Series on Climate Change and Society (5) Economic Development (5) Economic History (5) Philosophy of Forgiveness (4) Performing Arts (4) Series in Creative Writing Studies (3) History of Science (3) Series in Built Environment (2) Series in Contemporary History (2) Series in Innovation Studies (2) Series in Philosophy of Science (2) Serie en Entorno Construido (1) Serie en Estudios Culturales (1) Serie en Filosofía (1) Serie en Solociología (1) Series in Classical Studies (1) Series in Design (1) Series in Heritage Studies (1) Series in Social Equality and Justice (1) Series in Urban Studies (1) The Interdisciplinary Built Environment (1) Economics of Technological Change (1) English Spanish
by Author


Browsing with filters

Subject: Education

The Hamilton Phenomenon

Edited by Chloe Northrop, Tarrant County College

ISBN: 978-1-64889-125-0
Availability: Pre-order
$83 £64 €71

'The Hamilton Phenomenon' brings together a diverse group of scholars including university professors and librarians, educators at community colleges, Ph.D. candidates and independent scholars, in an exploration of the celebrated Broadway hit. When Lin-Manuel Miranda’s musical sensation erupted onto Broadway in 2015, scholars were underprepared for the impact the theatrical experience would have. Miranda’s use of rap, hip-hop, jazz, and Broadway show tunes provides the basis for this whirlwind showcase of America’s past through a reinterpretation of eighteenth-century history. Bound together by their shared interest in 'Hamilton: an American Musical', the authors in this volume diverge from a common touchstone to uncover the unique moment presented by this phenomenon. The two parts of this book feature different emerging themes, ranging from the meaning of the musical on stage, to how the musical is impacting pedagogy and teaching in the 21st century. The first part places Hamilton in the history of theatrical performances of the American Revolution, compares it with other musicals, and fleshes out the significance of postcolonial studies within theatrical performances. Esteemed scholars and educators provide the basis for the second part with insights on the efficacy, benefits, and pitfalls of teaching using Hamilton. Although other scholarly works have debated the historical accuracy of Hamilton, 'The Hamilton Phenomenon' benefits from more distance from the release of the musical, as well as the dissemination of the hit through traveling productions and the summer 2020 release on Disney+. Through critically engaging with Hamilton these authors unfold new insights on early American history, pedagogy, costume, race in theatrical performances, and the role of theatre in crafting interest in history.

The Changing Faces of Higher Education

From Boomers to Millennials

Edited by Mitchell B. Mackinem, Wingate University et al.

ISBN: 978-1-64889-350-6
Availability: Pre-order
$84 £65 €72

In a time of rapid change and arising challenges, Millennials are the latest generation to enter high education institutions as junior faculty, administrators, researchers, and scholars. As with each generation they bring new values, perspectives, technological expertise, and expectations. Higher education is facing potentially overwhelming challenges in finances, student debt, relevance, non-traditional hiring, with some institutions facing closure. Academic leaders, often Baby Boomers, attempt to meet these challenges while still tied to traditions from a bygone time. The Changing Faces of Higher Education gives voice to Millennial academics and their perspective of higher education. This thought-provoking volume provides the insights and lessons from Millennials working in higher education across various subfields. The contributing authors speak from divergent institutions including small mid-western private colleges to larger East coast public institutions and many locations in-between. The contributing authors are not limited to faculty but covers a range of professionals working in higher education. While diverse, all the authors focus on the challenges in teaching, mentorship, and leadership, challenges related to diversity, and improving technology and research. The thirteen chapters in this book address ongoing challenges faced by Millennials working in higher education, offers advice and best practices, and addresses the ways that Millennials serve as a bridge between their “Boomer” colleagues and Gen Z who make up the majority of currently enrolled college students. Each chapter presents the experiences of the author(s) and the strategies utilized to navigate the increasingly fast changing landscape of higher education.

The Making and Breaking of Minds: How social interactions shape the human mind

Isabella Sarto-Jackson, Konrad Lorenz Institute for Evolution and Cognition Research, Austria

ISBN: 978-1-62273-331-6
Availability: Pre-order
$63 £47 €54

The human brain has a truly remarkable capacity. It reorganizes itself, flexibly adjusting to fluctuating environmental conditions – a process called neuroplasticity. Neuroplasticity provides the basis for wide-ranging learning and memory processes that are particularly profuse during childhood and adolescence. At the same time, the exceptional malleability of the developing brain leaves it highly vulnerable to negative impact from the surroundings. Abusive or neglecting social environments, as well as socioeconomic deprivation and poverty, cause toxic stress and complex traumas that can severely compromise cognitive development, emotional processing, self-perception, and executive brain functions. The neurophysiological changes entailed impair emotional regulation, lead to heightened anxiety, and afflict attachment and the formation of social bonds. Neuroplastic changes following severely adverse experiences are not something that a person grows out of and gets over. These experiences alter the neurobiological and biochemical makeup and cause people to live in an emotionally relabeled world in which the evaluation of any social cue, their behavior, cognition, and state of mind are biased towards the negative. Even more worrying, detrimental neurophysiological consequences are not limited to the traumatized individual but are often transmitted to subsequent generations through a process of social niche construction, thereby creating a vicious cycle. Thus, the making and breaking forces of the brain are epitomized by parents, alloparents, peers, and our socioeconomic niche. This book expounds on the formative role that the social environment plays in healthy brain development, especially during infancy, childhood, and adolescence. Based on scientific findings, the book advocates for bold measures and responsible stewardship to combat child abuse, maltreatment, and child poverty. By bringing together insights from neuroscience, evolutionary biology, and social education work, it lays out a fact-based, transdisciplinary endeavor that aims at rising to the societal challenge of providing a rewarding perspective to youth at risk. It will be a valuable resource for academics from social education, pedagogy, cognitive science, neuroscience, as well as professionals in the fields of social work, pedagogy, education, child welfare.

Intentional Disruption: Expanding Access to Philosophy

Edited by Stephen Kekoa Miller, Oakwood Friends School; Marist College

July 2021 / ISBN: 978-1-64889-191-5
Availability: In stock
183pp. ¦ $64 £51 €56

'Intentional Disruption: Expanding Access to Philosophy' is intended for those interested in pre-college philosophy; the nine contributions within cover a wide array of approaches to bringing philosophy to younger students in a number of new settings. The chapters in this book describe programs taking place across the United States—some inside school and some in unexpected settings such as camps, art museums and nature trails—and offer help to those who want to establish or enrich philosophy programs at pre-college levels while discussing an underlying philosophy and the challenges the programs have faced. At a time when institutional philosophy is imperiled, the programs in this volume point towards new directions being forged to bring the benefits of doing philosophy to more people. This volume will be of particular interest to those interested in pre-college philosophy, and it is intended for philosophy professors, graduate students in philosophy or education, and philosophy teachers in pre-college settings. 'Intentional Disruption: Expanding Access to Philosophy' will also be helpful to school administrators, parents and philosophy camps instructors.

Creating a Transnational Space in the First Year Writing Classroom

Edited by W. Ordeman, University of North Texas

January 2021 / ISBN: 978-1-62273-952-3
Availability: In stock
187pp. ¦ $44 £33 €37

During the first twenty years of the new millennium, many scholars turned their attention to translingualism, an idea that focuses on the merging of language in distinct social and spatial contexts to serve unique, mutually constitutive, and temporal purposes. This volume joins the more recent shift in pedagogical studies towards an altogether distinct phenomenon: transnationalism. By developing a framework for transnational pedagogical practice, this volume demonstrates the exclusive opportunities afforded to freshmen writers who write in transnational spaces that act as points of fusion for several cultural, lingual, and national identities. With reference to recent works on translingualism and transnationalism, this volume is an attempt to conceptualize effective writing pedagogy in freshman writing courses, which are becoming more and more transnational. It also provides educators and first year writing administrators with practical pedagogical tools to help them use their transnational spaces as a means of achieving their desired learning outcomes as well as teaching students threshold concepts of composition studies. This volume will be particularly useful for first year writing faculty at colleges and universities as well as writing program administrators to create a more effective curriculum that addresses these needs in classroom settings. All scholars with a doctorate in Rhetoric and Composition, English as a Second Language, Translation Studies, to name a few, will also find this a valuable resource.

EV MDC SSL