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Family Practices in Migration
This book places family at the centre of discussions about migration and migrant life, seeing migrants not as isolated individuals, but as relational beings whose familial connections influence their migration decisions and trajectories. Particularly prioritising the voices of children and young people, the book investigates everyday family practices to illuminate how migrants and their significant others do family, parenting or being a child within a family, both transnationally and locally. Themes covered include undocumented status, unaccompanied children’s asylum seeking, adolescents' "dark sides", second generation return migration, home-making, belonging, nationality/citizenship, pee...
Teacher Thinking in Cultural Contexts
Explores how teachers think about students of color and/or a multicultural curriculum and presents opportunities for reconstructing teacher knowledge of the cultural context.
Something for Everyone?
The urban population is becoming increasingly diverse and growing (ethnic) diversity is having a singular effect on nightlife in Dutch cities. By studying the motivation behind and nightlife choices of the young people who participate in ethno-party scenes, Boogaarts-de Bruin investigates how the changing urban population affects the supply side of the nightlife market using an analytical model she has developed and which she calls the model of structured choice. This approach is sensitive to the flexible use of the processes of agency and structure due to the systematic distinction that it makes between societal and personal factors. Accordingly, it is revealed that in order to analyze and ...
Conversations with Enrique Dussel on Anti-Cartesian Decoloniality & Pluriversal Transmodernity
This Fall 2013 (XI, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, is entitled and dedicated to “Conversations with Enrique Dussel on Anti-Cartesian Decoloniality and Pluriversal Transmodernity.” Despite the long established recognition and reputation of Dussel as the most prolific, creative, and influential living Latin American philosopher, a limited portion of his writings has hitherto appeared in English. Exiled to Mexico from his native Argentina more than 35 years ago, Dussel has written more than 70 books and hundreds of articles ranging from theology to history, from philosophy to politics. Increasing interest in his work has been emerging among stude...
Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent
This Winter 2011 (IX, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, entitled “Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent,” includes nine, theoretically engaging graduate student papers: six from a course in Applied Sociological Theory (Soc. 605) taken during the Fall 2010 semester at UMass Boston, a paper on the philosophy of the self and architecture from the London School of Economics and Political Science, and two master’s theses in psychology from Bangor University, UK. The papers explore sociological imaginations of personal and public issues such as: fear of crime and insecurity; marriage and divorce; growing up a t...
Handbook of Latinos and Education
Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this Handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is organized around five themes: history, theory, and methodology policies and politics language and culture teaching and learning resources and information. The Handbook of Latinos and Education is a must-have resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos.
Teaching Transformations 2009—Contributions from the Annual Conferences of the New England Center for Inclusive Teaching (NECIT) and the Center for the Improvement of Teaching (CIT) at UMass Boston
This Winter 2009 (VII, 1) issue of Human Architecture: Journal of the Sociology of Self- Knowledge, entitled “Teaching Transformations 2009” and dedicated to the chronicling of representative experiences of teaching transformation in the New England area and elsewhere, brings together selected proceedings of the annual conferences of the Center for the Improvement of Teaching (CIT) and the New England Center for Inclusive Teaching (NECIT) recently held at UMass Boston. The first seven studies in the issue were gathered through the conference activities of NECIT. The second series of articles emerged from the conversations and presentations at the annual CIT conference at UMass Boston. Th...
Teaching Transformations 2011—Contributions from the May 2011 Joint Annual Conference of the Center for Innovative Teaching (CIT) and Educational Technology (EdTech) at UMass Boston
This Summer 2011 (IX, 3) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Teaching Transformations 2011″—a fourth of its annual “Teaching Transformations” series—brings together selected proceedings of the joint CIT (Center for Innovative Teaching)/EdTech (Educational Technology) conference held on May 12, 2011, at UMass Boston. The editors’ note describes the reasons for the bringing together of the two separately organized conferences in the past. It also reports on the new name adopted by CIT (from its former name, the Center for the Improvement of Teaching). The papers include a variety of contributions on topics such as: innovative techniqu...
Latinx Curriculum Theorizing
This edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools’ purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.
Latino Education
This volume represents the work of the National Latino/a Education Research Agenda Project (NLERAP) It conceptualizes and illustrates the theoretical framework for the NLERAP agenda and its projects.
