Disrupting dominant notions of history as linear, as inevitable progress, and as embedded in the individual, this book examines how curriculum history can be re-envisioned from a feminist, poststructuralist perspective.
The stories of six women for whom a career in education serves as leverage to live their lives as agents of change. By profiling women as educational activists, the book challenges historical interpretations that have cast women as passive in the face of educational change.
Have you ever wanted to know an effective and ethical way to: Design a study? Recruit participants? Report findings? And improve the quality and output of your research? The Research Companion focuses on the practical skills needed to complete research in the social or health sciences and development. It covers the behind-the-scenes essentials you need to run an effective and ethical piece of research and offers clear, honest advice to help avoid typical problems and improve standards and outcomes. It addresses each stage of the research process from thinking of a research idea, through to managing, monitoring, completing and reporting your project, and working effectively and safely with participants and colleagues. As well as covering theoretical issues in research, the book is full of links to other resources and contains practical tips and stories from researchers at all levels. This new edition is fully updated to reflect shifts in funding structures, open access, and online developments and has a link to a blog and friendly online community for readers to connect with diverse researchers all sharing experiences and offering practical advice. The Research Companion brings hard-earned lessons from the real world to offer invaluable guidance to all students of the social and health sciences, from those just beginning their first research project, to experienced researchers and practitioners. It will be instrumental in raising readers’ competence levels and making their research more accurate, ethical, and productive.
Supportive Oncology, by Drs. Davis, Feyer, Ortner, and Zimmermann, is your practical guide to improving your patients‘ quality of life and overall outcomes by integrating palliative care principles into the scope of clinical oncologic practice at all points along their illness trajectories. A multidisciplinary editorial team, representing the dual perspectives of palliative medicine and oncology, offers expert guidance on how to effectively communicate diagnoses and prognoses with cancer patients and their families, set treatment goals, and manage symptoms through pharmacological therapies, as well as non-pharmacological therapies and counselling when appropriate. Integrate complementary palliative principles as early as possible after diagnosis with guidance from a multidisciplinary editorial team whose different perspectives and collaboration provide a well-balanced approach. Effectively communicate diagnoses and prognoses with cancer patients and their families, set treatment goals, and manage symptoms through pharmacological therapies, as well as non-pharmacological therapies and counseling when appropriate. Improve patients’ quality of life with the latest information on pain and symptom management including managing side effects of chemotherapy and radiotherapy, rehabilitating and counselling long-term survivors, and managing tumor-related symptoms and other complications in the palliative care setting. Prescribe the most effective medications, manage toxicities, and deal with high symptom burdens.
How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent, not a finished, process – as an unending dialogue that creates spaces for conversation in which multiple, conflicting, paradoxical and contradictory interpretations can be generated as a means to stimulate more questions, not grand narratives.
The stories of six women for whom a career in education serves as leverage to live their lives as agents of change. By profiling women as educational activists, the book challenges historical interpretations that have cast women as passive in the face of educational change.
In this book we see how building a career in education served as a leverage for six women to live their lives as agents of change. By profiling women as educational activists this book challenges historical interpretations that have cast women as passive in the face of educational change. The six women you meet in this book are: Jane Addams, Ida B. Wells, Elizabeth Almira Allen, Marion Thompson Wright, Helen Hefferman, Corinne Seeds.
Troubling Method seeks to extract narrative inquiry from method. The shift to a post-humanist, post-qualitative moment is not just another stage in modernism that seeks to "improve" knowledge production, but is a shift to understanding research as an ontology, a way of being in the world, rather than a mode of production. Fundamental assumptions of research: method, data, analysis, and findings are deconstructed and reconfigured as a mode of relational intra-action. Troubling Method is constructed as a dialogue between the three authors, focusing on their work as qualitative, narrative researchers. The authors revisit six previously published works in which they grapple with the contradictions and ironies of engaging in pragmatist, critical, and feminist qualitative research. After a lengthy introduction which problematizes "method," the book is divided into three sections, each with two chapters that are bracketed by an introduction to the issues discussed in the chapters and then a "dialogue interlude" in which the authors deliberate what makes possible the questions they are raising about method and narrative research. The three sections attend to the central premises of "narrative research as being": 1) relationships, 2) listening, and 3) unknowing. Troubling Method is ideal for introductory or advanced courses in qualitative research, narrative inquiry, educational research, and those aimed at employing critical theories in qualitative and narrative inquiry.
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