Waste Valorisation Using Ionic Liquids delivers a comprehensive, but also critical, perspective on the application of ionic liquids to waste valorisation.
Modern societies produce large amounts of waste of many different types. This presents a problem in terms of management or disposal to prevent harm to human health and the environment. Additionally it represents a loss of potentially useful resources. In the circular economy concept nothing would ever become waste because everything would be re-usable or its components recoverable. Ionic liquids provide a potential route for valorisation of different waste types, paving the way for a circular economy and a more sustainable world. Covering various types of waste, including municipal, industrial, electronic, and medical, while addressing patented and commercial applications, this book aims to deliver a comprehensive, but also critical, perspective on the application of ionic liquids towards waste valorisation. Waste Valorisation Using Ionic Liquids is a useful resource for academic and industrial players, in the fields of chemistry, chemical and environmental engineering, and biotechnology, as well as anyone working on waste management and resource recovery.
How do we help students makes sense of our increasingly complex digital world? This third edition of this classic text shows teachers how to empower students with the skills they need to ask critical and reflective questions about the overwhelming amount of information around them. Asking Better Questions offers comprehensive tools and strategies to promote critical thinking and discussion in the classroom and encourage engaged and empathetic listening. Stimulating activities throughout the book promote lifelong inquiry skills that will help teachers and students grow in the classroom and explore broader issues in the community beyond. Challenge your students to assume a deeper ownership of their learning, ask questions that are important to them, and care about the answers.
This book considers the causes and effects of an education field that remains white and gendered and critically examines how the race-gendered power afforded to white women in educational spaces is transacted through instructional practices and interpersonal interactions. White women occupy a complex position in society within systems of white supremacy and patriarchy, participating as both oppressors and oppressed. Emphasizing the consequences of whiteness for educational professionals and students of all racial identities, the chapters in this book offer strategies for identifying and moving beyond the gendered transaction of whiteness, including what white women can do instead and how all educators can work toward transformative antiracist education.
A deeply reported work of journalism that explores the promises and perils of microfinance, told through the eyes of international lenders and women borrowers in West Africa In the mid-1970s, Muhammad Yunus, an American trained Bangladeshi economist, met a poor female stool maker who needed money to expand her business. In an act widely known as the beginning of microfinance, Yunus lent $27 to forty-two women, hoping small credit would help the women pull themselves out of poverty. Soon, Yunus’s Grameen Bank was born, and the idea of giving very small, high-interest loans to poor people took off. In 2006, Yunus and the Grameen Bank won the Nobel Peace Prize for “efforts to create economic and social development from below.” But there’s a problem with this story. There are mounting concerns that these small loans are as likely to bury poor people in debt as they are to pull them from poverty, with borrowers from India to Kenya facing consequences such as jail time and forced land sales. Reportedly hundreds have even committed suicide. What happened? Did microfinance take a wrong turn, or was it flawed from the beginning? Mara Kardas-Nelson’s We Are Not Able to Live in the Sky is about unintended consequences, blind optimism, and the decades-long ramifications of seemingly small policy choices. The book is rooted in the stories of women borrowers in Sierra Leone, West Africa. Their narratives, woven through a deep history of modern international development, are set against the rise of Yunus’s vision that tiny loans would “put poverty in museums.” Kardas-Nelson asks: What is missed with a single, financially focused solution to global inequity that ignores the real drivers of poverty? Who stands to benefit and, more important, who gets left behind?
This important book provides a unique merging of disability studies, critical multiculturalism, and social justice advocacy to develop both the knowledge base and the essential insights for understanding and implementing fully inclusive education. Although inclusion is often viewed in schools as primarily serving students with disabilities, this volume expands the definition to include students with a broad range of traditionally marginalized differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, religion, and class). Chapters provide 12 key principles important to developing and applying a critical perspective toward educating diverse students and promoting equity and inclusion. Book Features: Personal stories that make concepts accessible to new and pre-service teachers. Application exercises ideal for courses and professional development workshops. Highlight boxes that raise additional questions for discussion and debate. Interactive, multimodal instructional activities to use with many kinds of learners. Additional activities and resources available online at www.tcpress.com. Contributors: Subini Annamma, Laura Atkinson, David J. Connor, Elizabeth Z. Dejewski, David Feingold, Ana Maria García, Kathryn Henn-Reinke, Jodell Heroux, Kathleen Kotel, Elizabeth B. Kozleski, Valerie Owen, Susan Peters, Julie Ramirez, Maryl A. Randel, Janet Sauer, Stacey N. Skoning, Graciela Slesaransky-Poe, Robin M. Smith, Jeannie Zeitli “A powerful call to challenge rigid school practices that attempt to sort and level students. This extremely clear guide helps us move from critique to action, interweaving difficult matters of income disparity, language and religious marginalization, racism, and gender expression and identity. The authors inspire us to engage in the hard work of justice- and equity-oriented pedagogy and to do so collectively, with humor and with passion.” —Celia Oyler, professor of education, Teachers College, Columbia University “Condition Critical offers a critical framework for valuing and responding to student differences grounded in an expansive view of social justice, equity, access, and excellence. Accessible and engaging, each chapter skillfully weaves together first-person narratives, opportunities for self-reflection, and practical examples of key classroom practices. The result is a thoughtful and inspiring book that does more than critique the status quo, it points the way to transforming classrooms and schools for all.” —Beth Ferri, associate professor, School of Education, Syracuse University
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As codirectors of the Center for Urban Education (CUE) at the University of Southern California, coauthors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE’s Equity Scorecard, a comprehensive action research process that has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in racial equity work on their own campuses. Through case studies of college faculty, administrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the “muddled conversation” that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice—justice as fairness, justice as care, and justice as transformation—the authors provide strategies for enacting equity in practice on college campuses. Engaging the “Race Question” illustrates how practitioner inquiry can be used to address the “race question” with wisdom and calls on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism—and provides a blueprint for doing so. Book Features: Provides concrete examples of policy and practice for improving equity in postsecondary education. Examines the role of individuals and groups in the change process. Includes examples of action research tools from the Equity Scorecard. Offers strategies for professional development and organizational change. “Dowd and Bensimon have been at the forefront of racial equity research in higher education for nearly two decades, and their racial equity scorecard has changed the way higher education thinks about the issue.” —Patricia Gándara, co-director, The Civil Rights Project “Proven strategies that every educator in America can use to develop context-specific solutions for advancing equity while exploring the legacy of institutionalized racism that typically paralyzes reform and hinders change.” —Tia Brown McNair, senior director for student success, Association of American Colleges and Universities “A valuable step-by-step guide to making our colleges more academically inviting and egalitarian.” —Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education
To generate opportunities for transformative learning, educators must create learning environments that help students feel safe and encourage them to grapple with potentially difficult material. The trigger warning, a brief statement information students of potential distressing or re-traumatizing content, has been offered as a way to do just that, but this practice is neither as effective nor as equitable as it may seem. Intentionally or indirectly, the trigger warning limits the extent to which students are encouraged to engage in transformative critical conversations and reinforces the culture of silence that prevails in many educational spaces. Emerging as a response to trauma amid an educational environment that professes student-responsiveness and celebrates diversity yet perpetuates the marginalization of many of the bodies in the classroom, the trigger warning is not the problem – but it is not the solution either. What does this mean for the faculty members teaching this new generation of college students? And the teachers who find this generation’s younger siblings in their high school classrooms? Drawing upon original research, Mara Lee Grayson tracks the rise of the trigger warning within historical and contemporary educational contexts; explores its potentialities, limitations, and abuses as praxis; and offers curricular suggestions for high school and college instructors seeking to implement equitable, antiracist pedagogies that simultaneously encourage students’ well-being, provoke intellectual and emotional growth, and challenge the cultures of silence that maintain inequity on school campuses.
The hybridity and dynamism of today’s interconnected, interdependent and culturally diverse world poses challenges and opportunities for learning and communication. This book introduces an approach to facilitate global learning opportunities, while facing these challenges. The approach is based on the cage painting metaphor for dialogic co-construction of meaning, and understanding of multiple perspectives. Resolving disorienting dilemmas or preconceptions requires a dialectic flow of thinking since the root of the problem may lay deep in person’s beliefs and values. Such experiences might be transformative in their nature, causing change in person’s perspective; better understanding the culture of themselves and other people; reflective and mindful inquiry into one’s worldview; the third place processes. Misunderstandings are more prevalent when using technology—global reach—between people from distant locations different cultures. To prepare people for these challenges, we offer a Web 2.0-based instructional design blueprint. Dependent on the context and content of the planned activities, the cage painting and global learning processes may be facilitated simultaneously or sequentially. The approach presented in this book has attracted interest of educators in different disciplines as well as human resources leaders concerned with key characteristics of today’s global business workers: intercultural/global communication and collaboration. The ideas emerged from six years of studying ways in which we and our colleagues from 25 other countries integrated global learning into classrooms in a range of discipline areas. In this book we explore the competences needed to communicate interculturally and avoid the effects of preconceptions on our communication and collaboration. We review metaphors commonly used in intercultural communication and then introduce a new metaphor called "Cage Painting". The process of Cage Painting requires certain conditions during intercultural communication, whether it is face-to-face or via global reach, using technology. The transformative processes that we undergo as we confront cultural disorienting dilemmas, smiling being a simple example of one, are named the Third Place.
In Shamanism for Every Day: 365 Journeys, shamanic practitioner and intuitive consultant Mara Bishop offers readers profound yet simple tools for weaving spirituality and healing into their busy lives. DISCOVER YOUR UNIQUE PATH For thousands of years, practitioners of shamanism have found healing and wisdom by connecting to their own spirits and the spirit that lives in all things. Shamanism can be practiced by anyone. Wherever we are, the powers within the web of life and the keys to our personal evolution are available. In these pages, longtime shamanic practitioner and intuitive consultant Mara Bishop introduces the simple yet profound method of shamanic journeying. On this path you will: Connect to your innate knowing, for calm and confidence in intense times. Develop meaningful relationships with nature for healing and guidance. Explore spiritual realms with the aid of compassionate spirits. Learn to manifest your goals and visions through ceremony. With 365 unique journey topics that can be used in any order, or as meditations, Shamanism for Every Day offers an invaluable guide to anyone searching for a daily connection to the sacred.
Lost amid the debate over educational policies are the stories of the educators, parents, and students who are most affected by legislation such as No Child Left Behind and Race to the Top. In Educational Courage, veteran educators and activists Nancy Schniedewind and Mara Sapon-Shevin bring together the voices of those who are resisting market-driven initiatives such as high-stakes testing, charter schools, mayoral control, and merit pay. The diverse narrators who write in this volume confront the educational agendas that undermine teachers’ judgment and knowledge, ignore the different backgrounds of students and parents, and debase the learning process. Yet these educators, parents, and activists also offer stories of resistance and hope as they fight to uphold the ideals of democratic public education.
Racial literacy, a collection of discursive and decoding skills that allow individuals to interrogate race and racism as well as representation and personal identity, is vital in a contemporary society that professes meritocracy and post-racialism yet where racism and racialism continue to give rise to fear, violence, and inequity. Because racial literacy requires individuals to develop a cache of discursive tools with which to critically read and respond to particular situations and broader societal practices as well as to investigate the rhetorical practices and power of racial ideology, there is no venue better fitted to the development of racial literacy than the college composition classroom. From the planning stages through the end of the semester, this book provides practical strategies for designing and implementing racial literacy curricula in the composition classroom and across the curriculum. Drawing upon an award-winning three-year ethnographic teacher research project, the author offers curricular suggestions and teacher resources instructors can use to increase student engagement, improve student writing, and help students harness the tools of racial literacy, including awareness of structural inequity and discursive modes with which to respond to social injustice.
Racial segregation and desegregation practices have deeply impacted the teacher pipeline, contributing to historical assumptions of teaching as a white profession. The Brown vs Board of Education rulings, while couched within a narrative of social progress, have instead been a step backwards for racial equity in schools. The authors use Critical Race Theory and Critical Whiteness Studies to demonstrate how teachers of color are racialized through the centering of whiteness in schools, minoritized in contrast to their white counterparts, and de-centered through performativities of race and whiteness as ideologies. The authors share “small teaching episodes” from eight Black, Latina, and Asian female teachers who all work in predominantly white schools, illuminating the ways the teachers resisted discourses of whiteness by enacting agency within their teaching contexts. From the historical backdrop of racism and segregation to theoretical underpinnings, the counterstories of the teachers presented in this book indicate how teachers might utilize their personal experiences of marginalization to problematize invisible racism, colorblindness, and white neutrality, moving towards an empowered sense of self. The collective narrative highlights the potential for culturally relevant and sustaining pedagogies to support teachers of color in negotiating whiteness and working for social justice.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.