This is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.
It has been four decades since the publication of Adrienne Rich’s Of Woman Born but her analysis of maternity and the archetypal Mother remains a powerful critique, as relevant today as it was at the time of writing. It was Rich who first defined the term “motherhood” as referent to a patriarchal institution that was male-defined, male controlled, and oppressive to women. To empower women, Rich proposed the use of the word “mothering”: a word intended to be female-defined. It is between these two ideas—that of a patriarchal history and a feminist future—that the introductory text, Interrogating Motherhood, begins. Ross explores the topic of mothering from the perspective of Western society and encourages students and readers to identify and critique the historical, social, and political contexts in which mothers are understood. By examining popular culture, employment, public policy, poverty, “other” mothers, and mental health, Interrogating Motherhood describes the fluid and shifting nature of the practice of mothering and the complex realities that define contemporary women’s lives.
In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to challenge the relations of dominance and subordination in the larger society.
What is play? Why do we play? What can play teach us about our life as social beings? In this critical investigation into the significance of play, Henning Eichberg argues that through play we can ask questions about the world, others and ourselves. Playing a game and asking a question are two forms of human practice that are fundamentally connected. This book presents a practice-based philosophical approach to understanding play that begins with empirical study, drawing on historical, sociological and anthropological investigations of play in the real world, from contemporary Danish soccer to war games and folk dances. Its ten chapters explore topics such as: play as a practice of search playing, learning and progress the light and dark sides of play playing games, sport and display folk sports, popular games, and social identity play under the conditions of alienation. From these explorations emerge a phenomenological approach to understanding play and its value in interrogating ourselves and our social worlds. This book offers a challenging contribution to the interdisciplinary field of the philosophy of play. It will be fascinating reading for any student or researcher interested in social and cultural anthropology, phenomenology, and critical sociology as well as the ethics and philosophy of sport, leisure studies, and the sociology of sport. .
This book discusses different ways in which the cross-roads between emotions and resistance can be theorised. While the sociological field focuses primarily on emotions that are entangled in the relationship between the individual and collective, the cultural studies field has recently started to emphasise affects as a ‘rescue’ from the deterministic aspect of the poststructuralist approach (in which language decides everything) (Hemmings 2005, 2014). Scholars promoting the ‘affective turn’ argue that affects and interpretations are inseparable. By taking affects as the point of departure, it is argued that it is possible to show how bodies move in their own ways, but still in relation to others. Departing from this, it becomes interesting to explore how emotions are involved in different power relations and how they feed resistance. If we accept that emotions and interpretations are entangled and inseparable then we must investigate emotions as powerful forces of resistance. The chapters were originally published in a special issue of the Journal of Political Power.
Interrogating the War on Terror presents a critique of contemporary war culture and politics, introducing a range of political, philosophical, legal, artistic and social perspectives on a devastating war. Bringing together contributors from the United States, UK and Australiaâ "implicitly dissenting from within the Coalition of the Willingâ "this volume explores the discourses and cultural effects of the current â oewar on terrorâ . Is the so-called war on terror justified? Seeking an ethical engagement with the problems and paradoxes of this global conflict, the authors situate the historical and legal meanings of terror and terrorism alongside the exploitation of such terms by the Bush Administration and other governments in recent years. Contributions by philosophers, sociologists, and law and literature scholars raise questions about neo-conservatism, freedom, security and the new legitimation of torture, and demonstrate how this war brings political and discursive power to bear on democracy, human rights and individuals in places as far-flung as Iraq, Bali, and the U.S. Artworks by internationally renowned war artist George Gittoes, and several essays by cultural theorists return a critical emphasis to the role of visual media, affect, gender and popular culture in understanding and rethinking war. Interrogating the War on Terrorâ (TM)s multi-disciplinary and international perspectives will be useful to scholars and students alike in addressing this highly topical issue. The essays reference mainstream sources and widely-documented events in the war on terror, making it accessible also to the general reader.
Conversations related to epistemology and methodology have been present in comparative and international education (CIE) since the field’s inception. How CIE phenomena are studied, the questions asked, the tools used, and ideas about knowledge and reality that they reflect, shape the nature of the knowledge produced, the valuing of that knowledge, and the implications for practice in diverse societies. This book is part of a growing conversation in which the ways that standardized practices in CIE research have functioned to reproduce problematic hierarchies, silences and exclusions of diverse peoples, societies, knowledges, and realities. Argued is that there must be recognition and understanding of the negative consequences of hegemonic onto-epistemologies and methodologies in CIE, dominantly sourced in European social science traditions, that continue to shape and influence the design, implementation and dissemination/application of CIE research knowledge. Yet, while critical reflection is necessary, it alone is insufficient to realize the transformative change called for: as students, researchers, practitioners and policymakers, we must hear and heed calls for concrete action to challenge, resist and transform the status quo in the field and work to further realize a more ethical and inclusive CIE. Interrogating and Innovating Comparative and International Research presents a series of conceptual and empirically-based essays that critically explore and problematize the dominance of Eurocentric epistemological and methodological traditions in CIE research. As an action-oriented volume, the contributions do not end with critique, rather suggestions are made and orientations modelled from different perspectives about the possibilities for change in CIE. Contributors are: Emily Anderson, Supriya Baily, Gerardo L. Blanco, Alisha Braun, Erik Jon Byker, Meagan Call-Cummings, Brendan J. DeCoster, D. Brent Edwards Jr., Sothy Eng, Ameena Ghaffar-Kucher, Jeremy Gombin-Sperling, Kelly Grace, Radhika Iyengar, Huma Kidwai, Lê Minh Hằng, Caroline Manion, Patricia S. Parker, Leigh Patel, Timothy D. Reedy, Karen Ross, Betsy Scotto-Lavino, Payal P. Shah, Derrick Tu, and Matthew A. Witenstein.
This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward. Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field. Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.
Young people who are considered ‘vulnerable’ or ‘at risk’ are a particular target of various policies, schemes and interventions. But what does vulnerability mean? Interrogating Conceptions of “Vulnerable Youth” explores this question in relation to various policy fields that are relevant to young people, as well for how this plays out in practice and how it is experienced by young people themselves. What makes this book unique is that most authors had the opportunity to jointly explore these issues during a two-day workshop, and their chapters are informed by their cross-agency and cross-discipline discussions, making for a nuanced and thoughtful set of contributions. This collection is highly recommended for researchers and research students in the social sciences, as well as professional staff working in youth policy and youth services, in government departments and in NGOs. “Those who are most vulnerable should receive our greatest moral attention. However, the translation of generalised moral principles into effective policy and programs has never been easy. Political interests have invariably intervened, leading to complex debates about how vulnerability should be defined, classified, measured and represented. In recent years, these debates have become further complicated, as nation-states around the world have preached austerity. This timely book suggests that the responsibility for protecting the vulnerable cannot be left to individuals, but demands collective action, through institutions such as education, health and welfare. It examines some of the ways in which public policies and programs represent those who are vulnerable, involving a range of assumptions about the social, economic and political conditions that produce their vulnerabilities.” From the Foreword by Professor Fazal Rizvi
Recent years have seen the concept of social capital gain increasing currency, besides courting controversy, both in academic social science writing and in the development discourse of multilateral donor agencies. It has been viewed as an explanation for both the flourishing of democracy and economic development, and therefore as the potential key to successful development practices in the developing world. Presenting varied experiences of the interaction between social capital and the democratic functioning of a variety of institutions in India, the essays in this volume subject the notion of social capital to close and thorough scrutiny. The critique of social capital that this volume provides is strongly anchored in empirical case studies of three kinds: - field-based micro-studies in rural areas - sectoral studies in the areas of joint forest management, environment and education - macro-studies which relate indicators of human development to dimensions of social capital The contributors explore central issues concerning the inter-relationship between social capital and democracy. Additionally, they address important questions such as: Does social capital inhere in some communities and associations and not in others? Can it be `constructed` and, if so, which are the agencies best suited to do so?
