This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.
This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.
This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.
This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.
In this an interdisciplinary study of a diverse set of public speeches given by major literary and cultural figures in the 1950s and 1960s, Sonja Boos demonstrates that these speakers both facilitated and subverted the construction of a public discourse about the Holocaust in postwar West Germany.
Employs research on the GDR's healthcare system along with feminist and queer theory to get at socialism's legacy, revealing a specifically East German literary convention: employment of symptomatic female bodies to either enforce or rebel against political and social norms.
Over multiple editions, this transformative text has taught the lively art of rhetorical criticism to thousands of students at more than 300 colleges and universities. Insights from classroom use enrich each new edition. With an unparalleled talent for distilling sophisticated rhetorical concepts and processes, Sonja Foss highlights ten methods of doing rhetorical criticism—the systematic investigation and explanation of symbolic acts and artifacts. Each chapter focuses on one method, its foundational theories, and the steps necessary to perform an analysis using that method. Foss provides instructions on how to write coherent, well-argued reports of analytical findings, which are then illustrated by sample essays. A chapter on feminist criticism features the disruption of conventional ideologies and practices. Storytelling in the digital world is a timely addition to the chapter on narrative criticism. Student essays now include analyses of the same artifact using multiple methods. A deep understanding of rhetorical criticism equips readers to become engaged and active participants in shaping the nature of the worlds in which we live.
Create a 21st-century professional development program! Can online learning deliver high-caliber professional development (PD) with lower costs? This timely book shows you how, and the answer lies in combining well-designed online instruction with the energy of peer-to-peer collaboration. Sonja Hollins-Alexander writes from her own experience building a successful online professional development program for a large urban district. Readers will find: Research-based support for online PD and the learner-learner model A thorough planning guide and ten action steps for program development Best practices for managing staffing and resources Strategies for establishing virtual learning communities that thrive
Sonja Luehrmann s volume examines Alutiiq history within the larger context of Russian and American expansionism. The author uses source material in both English and Russian in order to create a work focused on the intersection of the two colonial perspectives throwing light on our understanding of the differences in the way each society incorporated the Alutiiq community, both as a labor force and a social entity. In a series of map essays, Luehrmann examines the changing patterns of settlement and demography among the Alutiiq as the population responded to the conditions they encountered: economic exploitation, new cultural influences, intermarriage, disease, and the eruption of Novarupta. The addition of Russian source material fills an important blank in this unique history and makes "Alutiiq Villages Under Russian and U.S. Rule "a major resource for anyone working on Alutiiq history or the region s history in the Russian colonial period.
A deep . . . dive into urban society's need for--and relationship with--trees that sought to return the natural world to the concrete jungle."--Adrian Higgins, Washington Post Winner of the Foundation for Landscape Studies' 2019 John Brinckerhoff Jackson Prize Today, cities around the globe are planting street trees to mitigate the effects of climate change. However, as landscape historian Sonja Dümpelmann explains, the planting of street trees in cities to serve specific functions is not a new phenomenon. In her eye-opening work, Dümpelmann shows how New York City and Berlin began systematically planting trees to improve the urban climate during the nineteenth century, presenting the history of the practice within its larger social, cultural, and political contexts. A unique integration of empirical research and theory, Dümpelmann's richly illustrated work uncovers this important untold story. Street trees--variously regarded as sanitizers, nuisances, upholders of virtue, economic engines, and more--reflect the changing relationship between humans and nonhuman nature in urban environments. Offering valuable insights and frameworks, this authoritative volume will be an important resource for years to come.
A life-changing approach to increasing happiness and fulfillment in everyday life redefines what happiness is and what it is not and introduces activities that emphasize staying active, including exercises in practicing optimism.
Do corporate culture and leadership contribute to a firm's success? And if so, how? How can a company create and develop its corporate culture to compete successfully over the long term? Answers to these questions emerge in case studies of the business practices of six long-established and world-renowned companies: the BMW Group, Deutsche Lufthansa, Grundfos, Henkel, Hilti and Novo Nordisk. In a project initiated by the Bertelsmann Stiftung, researchers investigated these firms and analyzed the central characteristics of corporate success from a culture perspective. The case studies render a detailed picture of each firm's distinctive corporate culture and the factors that shape it. Based on these examples, Sonja A. Sackmann has identified concrete strategies and practices that illustrate how a company's management can make a significant contribution toward developing a dialogue-oriented corporate culture that supports a firm's viability. The appendix provides a checklist for readers who want to develop their firm's culture and practice culturally aware management.
Today, writing by hand seems a nearly archaic process. Nearly all of our written communication is digital—our letters are via email or text message, our manuscripts are composed using word processors, our journals are blogs, and we sign checks to pay bills with the push of a button. Sonja Neef believes that what we have lost in our modern technological conversation is the ductus—the physical and material act of handwriting. In Imprint and Trace Neef argues, however, that handwriting throughout its history has always been threatened with erasure. It exists in a dual state: able to be standardized, repeated, copied—much like an imprint—and yet persistently singular, original, and authentic as a trace or line. Throughout its history, from the first prehistoric handprint, through the innovations of stylus, quill, and printing press, handwriting has revealed an interweaving, ever-changing relationship between imprint and trace. Even today, in the age of the digital revolution, the trace of handwriting is still an integral part of communication, whether etched, photographed, pixelated, or scanned. Imprint and Trace presents an essential re-evaluation of the relationships between handwriting and technology, and between the various imprints and traces that define communication.
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.