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Designing for Situated Knowledge Transformation
How can knowledge developed in one context be put to use in other contexts? How can students learn to do so? How can educators design for learning this? These are fundamental challenges to many forms of education. The challenges are amplified in contemporary society where people traverse many different contexts and where contexts themselves are continuously changing. Designing for Situated Knowledge Transformation provides a structured answer to these questions, through an investigation of the theoretical, empirical, methodological and pedagogical design aspects which they involve. Raising profound questions about the nature of knowledge, of situativity, and of transfer, transformation and resituation, it calls for and provides extended empirical studies of the forms of transformation that knowledge undergoes when people find themselves in new contexts while relying on existing knowledge. Considering many avenues of practical application and insight, Designing for Situated Knowledge Transformation develops a coherent framework for developing learning designs for knowledge transformation that is crucial in today’s educational settings.
Childhood, Agency, and Fantasy
Joining the emergent interdisciplinary investment in bridging the social sciences and the humanities, Childhood, Agency, and Fantasy: Walking in Other Worlds explores linkages between children’s agency and fantasy. Fantasy as an integral aspect of childhood and as a genre allows for children’s spectacular dreams and hopeful realities. Friendship, family, identity, loyalty, belongingness, citizenry, and emotionality are central concepts explored in chapters that are anchored by humanities texts of television, film, and literature, but also by social science qualitative methods of participant observation and interviews. Fantasy has the capacity to be a revolutionary change agent that in its modernity can creatively reflect, critique, or reimagine the social, political, and cultural norms of our world. Such promise is also found to be true of children’s agency, wherein children’s beings and becomings, rooted in childhood’s freedoms and constraints, result in a range of outcomes. In the endeavor to broaden theory and research on children’s agency, fantasy becomes a point of possibility with its expanding subjectivities, far-reaching terrain, and spirit of adventure.
Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field
Ensuring doctoral students receive a well-rounded and thorough education is critical for their future success. Service learning within the doctoral program is one of the many aspects that helps shape students’ experiences and prepares them for life after graduation. Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field captures the experiences of doctoral students who were involved in socially just and sustainable service-learning projects and what it meant for them to be engaged in scholarship through service-learning. The book also illustrates what service-learning looks like and should look like in higher education particularly given the inequities that exist in the field of education. Covering key topics such as online education, academic identity, and sustainable learning, this reference work is ideal for administrators, policymakers, researchers, scholars, practitioners, instructors, and students.
The SAGE Encyclopedia of Filipina/x/o American Studies
Filipino Americans are one of the three largest Asian American groups in the United States and the second largest immigrant population in the country. Yet within the field of Asian American Studies, Filipino American history and culture have received comparatively less attention than have other ethnic groups. Over the past twenty years, however, Filipino American scholars across various disciplines have published numerous books and research articles, as a way of addressing their unique concerns and experiences as an ethnic group. The SAGE Encyclopedia of Filipina/x/o American Studies, the first on the topic of Filipino American Studies, offers a comprehensive survey of an emerging field, focusing on the Filipino diaspora in the United States as well as highlighting issues facing immigrant groups in general. It covers a broad range of topics and disciplines including activism and education, arts and humanities, health, history and historical figures, immigration, psychology, regional trends, and sociology and social issues.
Affect, Embodiment, and Place in Critical Literacy
This book explores the impact of sensation, affect, ethics, and place on literacy learning from early childhood through to adult education. Chapters bridge the divide between theory and practice to consider how contemporary teaching and learning can promote posthuman values and perspectives. By offering a posthuman approach to literacy research and pedagogy, Affect, Embodiment, and Place in Critical Literacy re-works the theory-practice divide in literacy education, to emphasize the ways in which learning is an affective and embodied process merging in a particular environment. Written by literacy educators and international literacy researchers, this volume is divided into four sections foc...
Fear and Schooling
By exploring the tensions, impacts, and origins of major controversies relating to schooling and curricula since the early twentieth century, this insightful text illustrates how fear has played a key role in steering the development of education in the United States. Through rigorous historical investigation, Evans demonstrates how numerous public disputes over specific curricular content have been driven by broader societal hopes and fears. Illustrating how the population’s concerns have been historically projected onto American schooling, the text posits educational debate and controversy as a means by which we struggle over changing anxieties and competing visions of the future, and in...
Legacies of Christian Languaging and Literacies in American Education
Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling an...
Challenging Perceptions of Africa in Schools
This book challenges educational discourse in relation to teaching about Africa at all levels of the education system in the Global North, with a specific case study focusing on the Republic of Ireland. The book provides an interrogation of the proliferation of negative imagery of and messages about African people and African countries and the impact of this on the attitudes and perceptions of children and young people. It explores how predominantly negative stereotyping can be challenged in classrooms through an educational approach grounded in principles of solidarity, interdependence, and social justice. The book focuses on the premise that existing educational narratives about the Africa...
Educational Policy Goes to School
Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire—and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don’t work, have unintended consequences, and when policies help. Although policy reform is thought of as an effective way to improve schooling structures and to diminish the achievement gap, many such attempts to reform the system do not adequately address the legacy of unequal policies and the historic and pervasive inequalities that persist in schools. Exploring the roots of school inequality and examining often-ignored negative policy outcomes, contributors illuminate the causes and consequences of poor policymaking decisions and demonstrate how policies can backfire, fail, or have unintended success.
Applying Cultural Historical Activity Theory in Educational Settings
Applying Cultural Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice. Exploring how collaborations between researchers and practitioners can be used to co-construct solutions to real-world problems, this book considers key concepts in cultural historical activity theory (CHAT), including models as resources that can be used to build and facilitate collaboration between researchers and practitioners. The chapters of the book draw on research findings from the practices of learning communities in diverse educational settings: teacher education, the education of school leaders, early childhood education and driving teacher education. Applying Cultural Historical Activity Theory in Educational Settings is an excellent resource for researchers and practitioners seeking to construct new knowledge and develop practice, or wishing to expand their knowledge of CHAT.
