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Inclusion, Education and Translanguaging
This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems.
Parents in the Spotlight
Children and parents have become a focus of debates on ‘new social risks’ in European welfare states. Policymaking elites have converged in defining such risks, and they have outlined new forms of parenting support to better safeguard children and activate their potential. Increasingly, parents are suspected of falling short of public expectations. Contributors to this special issue scrutinize this shift towards parenting as performance and analyse recent forms of parenting support.
Unearthing Bon Treasures
The subject for this study, the Tibetan “treasure revealer” Gshen-chen Klu-dga’, is a crucial figure in the development of Bon as an organised religion after the eleventh century. Here for the first time he is situated in the context of what was happening in Buddhism at the time. By scrutinizing his life and gter-ma (“treasures”), that were to be of much controversy in later ages, Dan Martin sheds light on the mechanism of Tibetan polemical tradition and the ways in which sectarianism accords itself legitimacy by resurrecting ancient arguments in a subtly distorted manner. The exhaustive annotated bibliography of previous works about Bon, forming the second part of the work, can rightly be seen as a legacy of Gshen-chen. Both parts taken together make this an indispensable guide to any student of Bon.
Handbook of Early Language Education
This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this ha...
Multilingualism and Multimodality
In the social sciences and humanities, researchers often qualify the period in which we are living as ‘late-modern’, ‘post-modern’ or ‘superdiverse’. These terms seek to capture changing conditions and priorities brought about by a new social order. This social order is characterized, among other traits, by an increased visibility of social, cultural and linguistic diversity, arising out of unprecedented migration and mobility patterns. It is also associated with the development of information and communication technologies, which in the digital era transform communication patterns, identities, relationships and possibilities for action. For education, these late-modern condition...
Intercultural Encounters
This book brings together fifteen essays investigating aspects of interculturality. Like its author, it operates at the borderline between social anthropology and intercultural philosophy. It seeks to make a contribution to intercultural philosophy, by formulating with great precision and painful honesty the lessons deriving from extensive intercultural experiences as an anthropologist. Its culminating section presents an intercultural philosophy revolving on the tenet 'cultures do not exist'. The kaleidoscopic nature of intercultural experiences is reflected in the diversity of these texts. Many belong to a field that could be described as "meta-anthropology", others are more clearly philosophical; occasionally they spill over into belles lettres, ancient history, and comparative cultural and religious studies. The ethnographic specifics supporting the arguments are diverse, deriving from various African situations in which the author has conducted participatory field research (Tunisia, Zambia, Botswana, and South Africa).
Women in Tibet
This volume presents a variety of data and reflection on the history of Tibetan women. Drawing on textual and archival study, ethnographic research, the history of religions, and feminist theory, the contributors explore the struggles and accomplishments of women from Tibet, including queens from the imperial period, yoginis and religious teachers of mediaeval times, Buddhist nuns, oracles, political workers, doctors and artists.
Christians in Asia before 1500
The history of Christianity in Asia is little dealt with either by Church historians or by historians of religion. It is generally unknown, even amongst theologians, that there was a long history of Christianity in Persia, India, Central Asia and China before the appearance on the scene of the first missionaries from the West. A systematic history of the Christian Church in Asia before 1500 is needed. Drawing on material hitherto unknown in the English speaking world, this is a timely and important book because there is a heightened interest today in the early forms of Asian Christianity. The Church in Asia today seeks to find forms of religious expression that are in harmony with Asian culture as was the case in the earlier period. The book covers the period up to 1500 CE. The geographical areas dealt with are Palestine, Syria, Mesopotamia, Persia, India, Central and South East Asia, China and Japan. The book takes into account the outward development of the Church in these areas as well as the inner, theological issues.
MultiPluriTrans in Educational Ethnography
Ethnography has established itself as a key strategy of qualitative research in education, because it is so versatile, flexible, and ambiguous. Its growing importance coincides with an increasing diversity of »discovered« educational realities. In the process, many basic assumptions have turned into genuine tasks of research. Where are the places and times of learning, education, and social work to be found? Who are the actors and addressees? How are education and learning performed and enacted? The contributions to this volume discuss the multiple challenges that ethnographic research has to confront when exploring the multimodality, plurality, and translocality of educational realities.
