What effects do space and time have on classroom management, discipline, and regulation? How do teachers’ practices create schooled and literate students? To explore these questions, this book looks at early childhood classrooms, charting the shifts and continuities as four-year-old children begin preschool, move from preschool into primary school, and come to the end of the first phase of schooling at nine years. The literacy classroom is used as a specific site in which to examine how children’s bodies are disciplined to become literate. This is not a book that theorizes space, time, discipline, bodies, and literacy in abstract ways. Rather, working from a Foucaultian premise that discipline is directed onto children’s bodies, it moves from theory to practice. Photographs, lesson transcripts, interviews, and children’s work show how teachers’ practices are enacted on children’s bodies in time and space. In this way, teachers are offered practical examples from which to think about their own classrooms and classroom practice, and to reflect on what works, why it works, and what can be changed.
Compelling and highly engaging, this text shows teachers at all levels how to do critical literacy in the classroom and provides models for practice that can be adapted to any context. Integrating social theory and classroom practice, it brings critical literacy to life as a socio-cultural orientation to the teaching of literacy that takes seriously the relationship between language and power and orients readers to the social effects of texts. Students and teachers are drawn into the key questions critical readers need to pose of texts: Whose interests are served, who benefits, who is disadvantaged; who is included and who is excluded? The practical activities help readers grasp complex issues. Extending the theoretical framework in Hilary Janks’ Literacy and Power with a rich range of completely new, up-to-date activities that translate theory into practice, Doing Critical Literacy is powerful, relevant, and useful for both pre- and in-service teacher education and for use in schools.
Winner of the UKLA Academic Book Award 2024 This book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is based on a sixteen-year longitudinal study of a sociolinguistics course at an English language university and the language narratives produced by the first-year education students. The study was borne out of a need to create a critically inclusive course that would engage a cohort of students from socially and linguistically diverse backgrounds in contemporary South Africa. Drawing on data from over 5,000 students who have journeyed through this course, this book shows how a narrative heteroglossic pedagogy harnesses students' multilingual strengths. A close analysis reveals complex identity work by students located in the Global South. The authors argue that decolonising language education is about reconceptualising language, reconfiguring what knowledges are valued in the classroom, and reshaping pedagogy.
Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured all the way down from what counts as ‘data’, ‘tools’, ‘instruments’, ‘transcription’, research sites’, ‘researchers’, to notions of responsibility and accountability in qualitative research. Through a series of vignettes involving complex human and more-than-human collaborators (e.g., GoPros, octopus, avatars, diaries, sackball, LEGO bricks), the authors challenge who and what can be playful and creative across contexts in the global north and global south. The diffractive methodology enacted interrupts Western developmental notions of agency that are dominant in research involving young children. The concept of ‘postdigital’ offers fresh opportunities to disrupt dominant understandings of children’s play. Play emerges as an enigmatic and shape-shifting human and more-than-human agentic force that operates beyond digital/non-digital, online/ offline binaries. By attuning to race, gender, age and language, invisible and colonising aspects of postdigital worldings the authors show how global education research can be reimagined through a posthumanist decentering of children without erasure. Postdigital Play and Global Education puts into practice Karen Barad’s agential realism, but also a range of postdevelopmental and posthumanist writings from diverse fields. The book will be of particular interest to researchers looking for guidance to enact agential realist and posthumanist philosophies in research involving young children.
Compelling and highly engaging, this text shows teachers at all levels how to do critical literacy in the classroom and provides models for practice that can be adapted to any context. Integrating social theory and classroom practice, it brings critical literacy to life as a socio-cultural orientation to the teaching of literacy that takes seriously the relationship between language and power and orients readers to the social effects of texts. Students and teachers are drawn into the key questions critical readers need to pose of texts: Whose interests are served, who benefits, who is disadvantaged; who is included and who is excluded? The practical activities help readers grasp complex issues. Extending the theoretical framework in Hilary Janks’ Literacy and Power with a rich range of completely new, up-to-date activities that translate theory into practice, Doing Critical Literacy is powerful, relevant, and useful for both pre- and in-service teacher education and for use in schools.
Winner of the UKLA Academic Book Award 2024 This book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is based on a sixteen-year longitudinal study of a sociolinguistics course at an English language university and the language narratives produced by the first-year education students. The study was borne out of a need to create a critically inclusive course that would engage a cohort of students from socially and linguistically diverse backgrounds in contemporary South Africa. Drawing on data from over 5,000 students who have journeyed through this course, this book shows how a narrative heteroglossic pedagogy harnesses students' multilingual strengths. A close analysis reveals complex identity work by students located in the Global South. The authors argue that decolonising language education is about reconceptualising language, reconfiguring what knowledges are valued in the classroom, and reshaping pedagogy.
What effects do space and time have on classroom management, discipline, and regulation? How do teachers’ practices create schooled and literate students? To explore these questions, this book looks at early childhood classrooms, charting the shifts and continuities as four-year-old children begin preschool, move from preschool into primary school, and come to the end of the first phase of schooling at nine years. The literacy classroom is used as a specific site in which to examine how children’s bodies are disciplined to become literate. This is not a book that theorizes space, time, discipline, bodies, and literacy in abstract ways. Rather, working from a Foucaultian premise that discipline is directed onto children’s bodies, it moves from theory to practice. Photographs, lesson transcripts, interviews, and children’s work show how teachers’ practices are enacted on children’s bodies in time and space. In this way, teachers are offered practical examples from which to think about their own classrooms and classroom practice, and to reflect on what works, why it works, and what can be changed.
Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured all the way down from what counts as ‘data’, ‘tools’, ‘instruments’, ‘transcription’, research sites’, ‘researchers’, to notions of responsibility and accountability in qualitative research. Through a series of vignettes involving complex human and more-than-human collaborators (e.g., GoPros, octopus, avatars, diaries, sackball, LEGO bricks), the authors challenge who and what can be playful and creative across contexts in the global north and global south. The diffractive methodology enacted interrupts Western developmental notions of agency that are dominant in research involving young children. The concept of ‘postdigital’ offers fresh opportunities to disrupt dominant understandings of children’s play. Play emerges as an enigmatic and shape-shifting human and more-than-human agentic force that operates beyond digital/non-digital, online/ offline binaries. By attuning to race, gender, age and language, invisible and colonising aspects of postdigital worldings the authors show how global education research can be reimagined through a posthumanist decentering of children without erasure. Postdigital Play and Global Education puts into practice Karen Barad’s agential realism, but also a range of postdevelopmental and posthumanist writings from diverse fields. The book will be of particular interest to researchers looking for guidance to enact agential realist and posthumanist philosophies in research involving young children.
Joints and Connective Tissues - General Practice: The Integrative Approach Series. In order to diagnose and manage the patient presenting with musculoskeletal symptoms, it is important to distinguish whether the pathology is arising primarily in the so-called hard tissues (such as bone) or the soft tissues (such as cartilage, disc, synovium, capsule, muscle, tendon, tendon sheath). It is also important to distinguish between the two most common causes of musculoskeletal symptoms, namely inflammatory and degenerative.
From Australia's most trusted GP, Professor Kerryn Phelps AM, comes a comprehensive, accessible and compassionate guide for cancer patients and their families and carers. A cancer diagnosis is a difficult life event and just the beginning of a long and challenging journey. Professor Phelps has provided care to numerous cancer patients over many years and knows the issues they face. Her philosophy is always to empower patients with the information they need to improve their wellbeing in whatever way possible. In The Cancer Recovery Guide, Professor Phelps provides expert advice on: * what to do when you are first diagnosed * how to get the best from your medical team * what to expect from cancer-specific treatments and how to manage side effects * medically proven complementary therapies to help manage pain, stress, fatigue and reduced immunity * the role of sleep, exercise and nutrition in easing the effects of treatment and facilitating recovery * strategies for both patients and carers to cope with the emotional toll of cancer. Based on the latest research, clinical experience and a deep practical knowledge of the healthcare system, this is an indispensable guide to dealing with our most feared but most common disease.
Teaching placements can be a challenging experience for pre-service educators. The second edition of Success in Professional Experience facilitates the development of the fundamental knowledge, skills and competencies required to prepare for and strengthen confidence during placements, with a focus on students building relationships within their educational communities. This edition has been fully revised and features two new chapters on assessment and planning for success in learning along with sample planning documents and lesson plan templates. In-chapter activities, reflections, case studies and links to the Australian Professional Standards for Teachers (APST) reinforce student understanding. Additional online resources are available on a comprehensive companion website. Success in Professional Experience is an essential resource to support pre-service primary and secondary school teachers throughout the practical course components of their degree.
Neurology - General Practice: The Integrative Approach discusses common neurological symptoms and disorders encountered in general practice such as headache, funny turns, motor weakness, disturbances of vision. It also covers some of the less-common classic neurological problems that are seen in general practice such as abnormal movements and difficulty with movement and multiple sclerosis.
Women's Health - General Practice: The Integrative Approach Series covers Breast Disease, Gynaecology and Menopause and details the medical and consulting knowledge required of a General Practitioner. There are approximately 400,000 consultations for breast symptoms each year in general practice in Australia. The vast majority of these will be due to hormonal or benign breast changes.The general practitioner is the first port of call for the effective investigation of these symptoms and, importantly, to exclude or confirm breast cancer. For the thousands of women who are diagnosed with breast cancer each year, whether through mammographic screening or as a result of the investigation of a breast change, the GP provides information, treatment, surveillance and support throughout the patient’s journey, as a member of the patient’s treatment team. Gynaecology is a large part of any general practice, and the conditions described are part of a general practitioner’s everyday experience. While General Practitioners owe their female patients effective care in their own right, society also benefits when women are healthy and happy in their daily lives. Women are central to the mental, physi cal, nutritional, educational and, frequently, economic health of their families and communities. By managing the woman’s care effectively, we also benefit the health of her children, her partner and, often, her parents. The menopause transition can be a time of great change and disturbance for some women. Symptoms such as hot flushes, night sweats, mood swings and vaginal dryness can greatly affect quality of life and, in most Western countries, around a quarter to a third of such affected women will seek medical attention.
A comprehensive medical textbook taking a holistic approach to contemporary general practice This e-book takes an integrative approach to the diagnosis, investigation and management of health issues in the general practice environment. General Practice: The integrative approach e-book version covers the philosophy underpinning modern-day general practice, including primary and secondary prevention as well as acute and chronic disease management. This comprehensive e-book informs doctors of potential treatment and prevention options, as well as possible pitfalls, according to the growing integrative medicine evidence base. The first section of General Practice: The integrative approach e-book lays the foundations of integrative medicine while the second examines important medical conditions in a systems-based approach. Each chapter in this valuable health resource outlines required medical and consulting knowledge, while discussing physiology and pharmacological management plans of systems-based conditions. An evidence-based discussion of the available therapeutic options for the treatment of associated factors follows. This helps medical practitioners adapt their approach for individual patient needs. General Practice: The integrative approach e-book features contributions from experts in Chinese medicine, herbal medicine, nutritional medicine, naturopathy, and exercise therapy – all of whom incorporate their expertise into management plans that utilise multiple therapeutic modalities to achieve the best clinical outcome. • incorporates evidence-based and safe therapies including conventional medical care, lifestyle interventions and complementary therapies • is directed at best practice rather than alternative practice • focuses on prevention and health promotion • a symptomatic layout matching the approach of contemporary medical curriculum • each therapeutic modality and therapeutics contributor is coded with an icon for easy modality reference • a unique chapter covering medico-legal issues • a ready reference herb/drug interaction chart • expert authors include Dr Kerryn Phelps, well-known Australian medical practitioner and President of the Australasian Integrative Medicine Association (AIMA)
Weight Problems and Eating Disorders - General Practice: The Integrative Approach. This chapter discusses anorexia and bulimia-like disorders. These eating disorders are characterised by the use of inappropriate behaviours to control body weight and feelings, as evidenced by low body weight, high body weight, extreme weight-control behaviours such as vomiting and starvation, excessive exercise and binge eating. Obesity - General Practice: The Integrative Approach. General Practitioners in primary care are uniquely placed to help in the management of patients in all stages of overweight and obesity, and are able to maintain a therapeutic relationship with patients over many years. General practitioners should take a long-term view of weight problems, which can mean avoiding goals for weight management that are unlikely to be achieved.
The Skin - General Practice: The Integrative Approach. This chapter provides a framework to enable a clinician to approach skin conditions from an integrative perspective, using some common conditions as examples. Some skin conditions are covered at greater length, with integrative approaches, while others have been included only briefly, to represent what is common in primary care practice. As in other areas of medicine it is important to ensure that both diagnosis and treatment of skin conditions address causes, rather than suppressing symptoms alone. Skin conditions often have multiple contributing causes, including topical influences, autoimmune or genetic susceptibility, food factors and numerous ancillary triggers.
A comprehensive medical textbook taking a holistic approach to contemporary general practice Ideal for General Practitioners and medical students alike, this'medical textbook takes an integrative approach to the diagnosis, investigation and management of health issues in the general practice environment. General Practice: The integrative approach covers the philosophy underpinning modern-day general practice, including primary and secondary prevention as well as acute and chronic disease management. This thorough'textbook informs doctors of potential treatment and prevention options, as well as possible pitfalls, according to the growing integrative medicine evidence base. The first section of General Practice: The integrative approach lays the foundations of integrative medicine while the second examines important medical conditions in a systems-based approach. Each chapter in this valuable health resource outlines required medical and consulting knowledge, while discussing physiology and pharmacological management plans of systems-based conditions. An evidence-based discussion of the available therapeutic options for the treatment of associated factors follows. This helps medical practitioners adapt their approach for individual patient needs. General Practice: The integrative approach features contributions from experts in Chinese medicine, herbal medicine, nutritional medicine, naturopathy, and exercise therapy - all of whom incorporate their expertise into management plans that utilise multiple therapeutic modalities to achieve the best clinical outcome.
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