- Table View
- List View
Cultural Policy, Innovation and the Creative Economy: Creative Collaborations in Arts and Humanities Research
by Morag Shiach Tarek ViraniThis book develops important new insights into the conditions that enable effective collaborations between arts and humanities researchers and SMEs in the creative economy. Drawing on the work of Creativeworks London, an AHRC-funded Knowledge Exchange Hub for the Creative Economy, this is an in-depth study of how co-created and collaborative research projects work on the ground and will be of immense value to all these audiences. Chapters by researchers and practitioners examine a range of collaborative research projects supported by Creativeworks London's vouchers, which cover a large number of creative industry sectors and academic disciplines. The book identifies key learning from these projects that has wider relevance for academics, funders, policy makers, and SMEs in the creative economy. Morag Shiach is Professor of Cultural history at Queen Mary University of London, UK, where she is also Director of Creativeworks London and Vice-Principal for Humanities and Social Sciences. Her publications include Modernism, Labour and Selfhood in British Literature and Culture; Feminism and Cultural Studies; Hélène Cixous: A Politics of Writing; and Discourse on Popular Culture. Dr. Virani obtained his PhD from King's College London, UK. He is a full time researcher for Creativeworks London research project at Queen Mary University of London, UK. His research interests include the role of knowledge in the cultural economy, artistic knowledge within locally bounded artistic communities, and new work spaces in the creative and cultural economy.
The Cultural Politics of Queer Theory in Education Research
by Christina Gowlett and Mary Lou RasmussenThe Cultural Politics of Queer Theory in Education Research represents the editors’ intention to disrupt cycles of thinking about the place of queer theory in educational research. The book aims to encourage dialogue about the objects and subjects of queer research, the forms of politics incited by the use of queer theory in education, and the methodological approaches used by scholars when queer(y)ing. The contributions to this book come from those who find queer theory problematic, as well as from those who continue to see a productive place for queer research in education, however that may be defined. The editors have collected contributions that attend to the boundaries that are placed around queer research in education by researchers themselves, and by peers, ethics committees, funding bodies and university and government bureaucracies. Considering how key researchers in gender and education identify with, or deliberately distance themselves from, queer theory, this collection grapples with the contemporary cultural politics of doing queer theoretical work in different education spaces and places. In short, it seeks to disrupt what people think they already know about the ‘place’ of queer theory in education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power
by Victoria Purcell-GatesThis volume presents case studies of literacy practices as shaped by culture, language, community, and power. Covering a range of contexts and exploring a number of relevant dimensions in the evolving picture of literacy as situated, multiple, and social, the studies are grouped around four overarching themes:*Language, Literacy, and Hegemony;*The Immigrant Experience: Language, Literacies, and Identities;*Literacies In-/Out-of-School and On the Borders; and*New Pedagogies for New Literacies. It is now generally recognized that literacy is multiple and woven within the sociocultural lives of communities, but what is not yet fully understood is how it is multiple--how this multiplicity plays out across and within differing sociocultural contexts. Such understanding is critical for crafting school literacy practices in response to the different literacy sets brought to school by different learners. Toward this end it is necessary to know what those sets are composed of. Each of the case studies contributes to building this knowledge in new and interesting ways. As a whole the book provides a rich and complex portrait of literacy-in-use. Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power advances sociocultural research and theory pertaining to literacy development as it occurs across school and community boundaries and cultural contexts and in and out of school. It is intended for researchers, students, professionals across the field of literacy studies and schooling, including specialists in family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, international education, English as a second language, language and social policy, and global literacy.
Cultural Proficiency: A Manual for School Leaders
by Delores B. Lindsey Randall B. Lindsey Dr. Kikanza Nuri-Robins Dr. Raymond D. TerrellOur students’ futures depend upon it: If we’re to guarantee equitable access and improved academic outcomes for our historically underserved students, then we must first confront the deeply rooted biases and practices that for far too long have limited them. That’s where Cultural Proficiency: A Manual for School Leaders has already benefited tens of thousands of schools leaders--and the students, teachers, and communities they serve. Cultural Proficiency helps us all establish a mindset and worldview for effectively describing and responding to inequities. Its inside-outside approach to leadership is grounded in the assumption that honest introspection is a requirement to leading equity-driven change. And now, with updated content, new case studies, expanded vignettes, new activities and study guides, and an updated matrix, this fourth edition is more urgently needed than ever. What leaders love most is the way Cultural Proficiency lays the groundwork for powerful organizational growth with resources to: Engage colleagues in collaborative dialogue about creating powerful teaching and learning environments Recognize and respond to both individual and group differences to break down barriers Use the Cultural Proficiency Continuum to assess the limitations of school practices and identify opportunities to shift the culture Take this first step on the Cultural Proficiency journey and soon enough you, too, can create equitable educational opportunities and more inclusive environments in which differences are embraced. “This book is a riveting and unparalleled resource for all educational merchants of hope. . . . The insights, learning strategies, and professional development structures in this edition illuminate a path for all leaders to successfully commit to the journey of being equity champions!” --Dr. Erick E. Witherspoon, National Director of Equity Professional Development Services Generation Ready “There is no greater honor than to have one’s professional work become the inspiration for a new way of thinking, and transformative literature and action that change the world for schools and the children and youth they serve. I am grateful that the ideas have been so skillfully brought to scale by these authors.” --Dr. Terry L. Cross, MSW, Founder and Senior Advisor National Indian Child Welfare Association
Cultural Proficiency: A Manual for School Leaders
by Delores B. Lindsey Randall B. Lindsey Dr. Kikanza Nuri-Robins Dr. Raymond D. TerrellOur students’ futures depend upon it: If we’re to guarantee equitable access and improved academic outcomes for our historically underserved students, then we must first confront the deeply rooted biases and practices that for far too long have limited them. That’s where Cultural Proficiency: A Manual for School Leaders has already benefited tens of thousands of schools leaders--and the students, teachers, and communities they serve. Cultural Proficiency helps us all establish a mindset and worldview for effectively describing and responding to inequities. Its inside-outside approach to leadership is grounded in the assumption that honest introspection is a requirement to leading equity-driven change. And now, with updated content, new case studies, expanded vignettes, new activities and study guides, and an updated matrix, this fourth edition is more urgently needed than ever. What leaders love most is the way Cultural Proficiency lays the groundwork for powerful organizational growth with resources to: Engage colleagues in collaborative dialogue about creating powerful teaching and learning environments Recognize and respond to both individual and group differences to break down barriers Use the Cultural Proficiency Continuum to assess the limitations of school practices and identify opportunities to shift the culture Take this first step on the Cultural Proficiency journey and soon enough you, too, can create equitable educational opportunities and more inclusive environments in which differences are embraced. “This book is a riveting and unparalleled resource for all educational merchants of hope. . . . The insights, learning strategies, and professional development structures in this edition illuminate a path for all leaders to successfully commit to the journey of being equity champions!” --Dr. Erick E. Witherspoon, National Director of Equity Professional Development Services Generation Ready “There is no greater honor than to have one’s professional work become the inspiration for a new way of thinking, and transformative literature and action that change the world for schools and the children and youth they serve. I am grateful that the ideas have been so skillfully brought to scale by these authors.” --Dr. Terry L. Cross, MSW, Founder and Senior Advisor National Indian Child Welfare Association
Cultural Proficiency: A Manual for School Leaders
by Randall B. Lindsey Dr Kikanza Nuri-Robins Dr Raymond D. TerrellEmbark on a journey toward cultural proficiency that results in professional growth and organizational change! This powerful third edition offers fresh approaches, a revised organization, and new activities that enable leaders to engage in effective interactions with students, educators, and the communities they serve. The authors meticulously provide information gathered from their experiences working with schools, educational agencies, and organizations across the United States and Canada and show how school leaders can: Gain a personal understanding of what cultural proficiency means in practice Use collaborative activities to effect change in a school Lead a learning community toward becoming a culturally proficient organization
The Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward Profound School Change
by Dr Franklin L. Campbelljones Brenda Campbelljones Randall B. LindseyBecause equitable education for every child is a moral imperative! Providing an excellent education to every child is truly a moral imperative, requiring profound change by organizations and individuals. Recognizing that true change begins from within, this compelling book shows how educators can develop a deeper personal understanding of cultural difference and advocate for equitable learning in their classrooms, schools, and districts. Readers will find: An approach to cultural proficiency as a framework for moral action that is grounded in leading thought on ethics and organizational development Reflective exercises for individual study, group learning, and collaborative work Richly detailed case studies that present challenging dilemmas for critical self-reflection and group discussions
The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise
by Randall B. LindseyA call-to-arms for educators in tumultuous times In times of social disruption and uncertainty, Cultural Proficiency can provide educators with essential tools for promoting greater equity and inclusion. This book places today’s political rancor and divisiveness in the context of greater historical change and provides a roadmap to interrupting the cycle of hostility towards marginalized groups. Readers will find: • Esteemed author Randall Lindsey’s latest thinking on Cultural Proficiency • A deliberately brief format that unpacks the Cultural Proficiency Framework and offers practical guidance • Tools and guiding principles to help educators move their school community toward inclusivity • Prompts for individual reflection and team dialogue
The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise
by Randall B. LindseyA call-to-arms for educators in tumultuous times In times of social disruption and uncertainty, Cultural Proficiency can provide educators with essential tools for promoting greater equity and inclusion. This book places today’s political rancor and divisiveness in the context of greater historical change and provides a roadmap to interrupting the cycle of hostility towards marginalized groups. Readers will find: • Esteemed author Randall Lindsey’s latest thinking on Cultural Proficiency • A deliberately brief format that unpacks the Cultural Proficiency Framework and offers practical guidance • Tools and guiding principles to help educators move their school community toward inclusivity • Prompts for individual reflection and team dialogue
Cultural Reciprocity in Special Education: Building Family-Professional Relationships
by Maya Kalyanpur Beth HarryTo succeed in increasingly diverse classrooms, tomorrow's special educators need explicit training on working effectively with all families. Prepare the next generation of teachers with this accessible text, developed by two highly respected experts on cultural and linguistic diversity and inclusive education. Ideal for use as a supplementary textbook in a wide range of courses related to special education, this book gives educators a practical framework for cultural reciprocity a process that helps professionals and families examine their own values, respect each other's differences, and collaborate skillfully to benefit children. <p><p> To give special educators a deeper, more nuanced understanding of cultural reciprocity, the text also includes three chapter-long case studies that further illustrate the process at work. Readers will learn from the challenges and successes of an African American researcher working with a group of teenage mothers; two teacher educators collaborating on the Special Educators Entering a Diverse Society (SEEDS) project; and an Asian Indian teacher educator leading a class of mostly Caucasian students. A key text for future special educators and a valuable resource for in service training this book will help teachers build strong collaborative relationships with diverse families and ensure that all children receive the best possible education.
The Cultural Revolution at the Margins
by Yiching WuMao Zedong envisioned a great struggle to "wreak havoc under the heaven" when he launched the Cultural Revolution in 1966. But as radicalized Chinese youth rose up against Party officials, events quickly slipped from the government's grasp, and rebellion took on a life of its own. Turmoil became a reality in a way the Great Leader had not foreseen. The Cultural Revolution at the Margins recaptures these formative moments from the perspective of the disenfranchised and disobedient rebels Mao unleashed and later betrayed. The Cultural Revolution began as a "revolution from above," and Mao had only a tenuous relationship with the Red Guard students and workers who responded to his call. Yet it was these young rebels at the grassroots who advanced the Cultural Revolution's more radical possibilities, Yiching Wu argues, and who not only acted for themselves but also transgressed Maoism by critically reflecting on broader issues concerning Chinese socialism. As China's state machinery broke down and the institutional foundations of the PRC were threatened, Mao resolved to suppress the crisis. Leaving out in the cold the very activists who had taken its transformative promise seriously, the Cultural Revolution devoured its children and exhausted its political energy. The mass demobilizations of 1968-69, Wu shows, were the starting point of a series of crisis-coping maneuvers to contain and neutralize dissent, producing immense changes in Chinese society a decade later.
Cultural, Social, and Political Perspectives in Science Education: A Nordic View (Cultural Studies of Science Education #15)
by Kathrin Otrel-Cass Martin Krabbe Sillasen Auli Arvola OrlanderThis book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels that will be informative to the international science education research community.
Cultural Studies and Environmentalism: The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems (Cultural Studies of Science Education #3)
by Michiel Van Eijck Jennifer D Adams Michael P. Mueller Deborah J. TippinsAs the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors' aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us--and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth's ecosystems in the context of ecosociocultural theory and participatory democracy alike. "Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education's intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead
Cultural Studies As Critical Theory
by Ben AggerFirst Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
Cultural Studies Goes To School: Reading And Teaching Popular Media (Critical Perspectives On Literacy And Education Ser.)
by David Buckingham Julian Sefton-GreenFirst Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Cultural Studies in the Classroom and Beyond: Critical Pedagogies and Classroom Strategies
by Jaafar Aksikas Sean Johnson Andrews Donald HedrickThis edited volume seeks to combine and highlight the theoretical and practical aspects of teaching by exploring and reflecting on the ways in which Cultural Studies is taught and practiced at both the undergraduate and graduate levels, in the US and internationally. Contributors create a space where connections among Cultural Studies practitioners across generations and locations are formed. Because the alliances built by Cultural Studies practitioners in the U.S. and the global north are deeply shaped by the global south/Third World perspectives, this book extends an invitation to teachers and practitioners in and outside of the US, including those who may offer a transnational perspective on teaching and practicing Cultural Studies. This volume promises to be a trailblazing collection of first-rate essays by leading and emerging figures in the field of Cultural Studies.
Cultural Studies of LEGO: More Than Just Bricks
by Rebecca C. Hains Sharon R. MazzarellaThis collection examines LEGO from an array of critical and cultural studies approaches, foregrounding the world-renowned brand's ideological power and influence. Given LEGO’s status as the world’s largest toy manufacturer and a transnational multimedia conglomerate, Cultural Studies of Lego: More Than Just Bricks considers LEGO media's cultural messages; creativity with and within LEGO artifacts; and diversity within the franchise, including gender and race representation. The chapters’ in-depth analyses of topics including LEGO films, marketing tactics, play sets, novelizations, and fans offer compelling insights relevant to those interested in the LEGO brand and broader trends in the children’s popular culture market alike.
Cultural Sustainability and Arts Education: International Perspectives on the Aesthetics of Transformation (Yearbook of Arts Education Research for Cultural Diversity and Sustainable Development #2)
by Benjamin Jörissen Lisa Unterberg Tanja KlepackiThis book is based on the topics, questions and results of the international conference "Aesthetics of Transformation - Arts Education Research and the Challenge of Cultural Sustainability". It aims to foster and sharpen the understanding of the potential role of arts education and arts education research for cultural sustainability. In an ever more complex and interconnected world, culture is a valuable resource for sustainable development. Based on the thesis that the change towards sustainability has to be a change that starts with cultural practices of perception and knowledge, this book makes an important contribution to the broad discourse on cultural sustainability, which has begun to emerge in recent years.In this context, the volume first deals with Intangible Cultural Heritage and how aesthetic practices and certain forms of art are changing through cultural transformation processes. Subsequently, it focuses on issues such as arts and cultural education in times of neoliberalism, (post-)migration and post-coloniality as well as on arts and cultural education under conditions of digital transformation. These theoretical and empirical contributions are complemented by insights into field trips to institutions and exemplary places of practice, showing different representations of educational art practices, cultural heritage, and cultural sustainability. Against this background the book finally offers responses and commentaries that can form the starting point for a far reaching interactive dialogical process on the utmost importance of cultural, aesthetic and arts education as part of a global endeavor for sustainable development.
Cultural, Training and Educational Spaces: A Renewal of Relationships with Knowledge
by Theodora BalmonFor two centuries, the school system has been a central point around which other players have gravitated: local authorities, voluntary organizations and the world of work. Over the course of the 20th century, this school centric configuration underwent a transformation, with local authorities tending to become integrated into the vertical culture of the school system. This was only the beginning of a process that brought schools and socio cultural players into constant contact. Cultural, Training and Educational Spaces first examines the relationships with knowledge generated by the links between the school system and other cultural, training and educational spaces, taking a historical, pedagogical and philosophical perspective. Easy access to learning materials creates different relationships with knowledge than those observed in schools. The book then looks at the pedagogical practices in these different cultural educational spaces, such as libraries and media libraries, museums and historical sites, places of heritage, history and entertainment, social networks and other multimedia formats.
The Cultural Transformation of A Native American Family and Its Tribe 1763-1995: A Basket of Apples (Sociocultural, Political, and Historical Studies in Education)
by Joel SpringThis book describes the impact of U.S. government civilization and education policies on a Native American family and its tribe from 1763 to 1995. While engaged in a personal quest for his family's roots in Choctaw tribal history, the author discovered a direct relationship between educational policies and their impact on his family and tribe. Combining personal narrative with traditional historical methodology, the author details how federal education policies concentrated power in a tribal elite that controlled its own school system in which students were segregated by social class and race. The book begins with the cultural differences that existed between Native Americans and European colonists. The civilization policies discussed begin in the 1790s when both Presidents George Washington and Thomas Jefferson searched for a means of gaining the lands occupied by the southern tribes, including the Choctaws. The story involves a complicated interaction between government policies, the agenda of white educators, and the desires of Native Americans. In a broader context, it is a study of the evolution of an American family from the extended support of the community and clan of the past, to the present world of single parents adrift without community or family safety nets.
Cultural Validity in Assessment: Addressing Linguistic and Cultural Diversity
by María Del Basterra Elise Trumbull Guillermo Solano-FloresWhat is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practicing and prospective teachers – as well as others concerned with fair and valid assessment – provides a thorough grounding in relevant theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments. Assessment plays a powerful role in the process of education in the US and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators. This book is essential reading for addressing this important, relevant topic.
Cultural Views on Online Learning in Higher Education: A Seemingly Borderless Class (Cultural Psychology of Education #13)
by María Gabriela Di Gesú María Fernanda GonzálezThis book opens up a fruitful conversation by and between invited academics from Europe and Latin America on the features of online learning in higher education. The authors analyse online education from interdisciplinary theoretical and empirical reflections to reveal the existing tensions and turning this book into a valuable artifact on how learning is shaped when technology comes in-between diverse geographical and social contexts. Like any other human activity, e-learning can be seen as a context-dependent educational system with many objects in mutual interaction. Applying a cultural psychology perspective to this provides new answers to questions such as: How can cultural psychology shed new light on online learning? Why do students and academics still opt for classic classes? What inner boundaries are pushed when studying online? How can online learning be influenced by affect? How do teachers and students mold their identities when they move in and out of online environments? This book reveals the existing tensions, resistances and appropriation strategies that students and academics from diverse backgrounds and places go through when attending online learning courses in higher education and furthermore shows how these theoretical frameworks can be successfully applied to practice.
Cultural Work and Higher Education
by Daniel Ashton Caitriona NoonanResponding to the creative economy's status as an industry, education and government priority, this edited volume brings together original contributions to examine the experiences and realities of working within a number of creative sectors and addresses how higher education can both enable students to pursue and critically examine work in the cultural industries. Debates on cultural work are garnering more interest than ever before and this volume presents critical discussion based on research findings from academics and policy-makers in the fields of media and cultural studies, enterprise, employability, psychology, and education. The volume addresses: what cultural work is and how higher education is connected with its growth as a sector; educational initiatives that see students gaining ever more detailed experiences and insights; the ways in which students and cultural workers position their identities; and the politics of access and issues of exclusion as they relate to industry networks, race and gender.
Culturally Alert Counseling: A Comprehensive Introduction
by Garrett J. McAuliffeCulturally Alert Counseling: A Comprehensive Introduction is a reader-friendly introduction to the cultural dimensions of counseling and psychotherapy. Editor Garrett McAuliffe, along with international experts in their fields, provides an accessible presentation of culturally alert counseling techniques that broadens the discussion of culture from ethnicity and race to include social class, religion, gender, and sexual orientation. Culture is defined broadly in the text, which features a mindful exploration of seven ethnic groupings, inclusive of all people within dominant and non-dominant cultural groups. The extensively revised Third Edition includes two new chapters on counseling immigrants and refugees and counseling military populations, exposing students to complex cultural developments. With the help of this text, readers will leave informed and ready to begin practice equipped with both a vision of the work and practical skills for effectively implementing it.
Culturally Alert Counseling: A Comprehensive Introduction
by Garrett J. McAuliffeCulturally Alert Counseling: A Comprehensive Introduction is a reader-friendly introduction to the cultural dimensions of counseling and psychotherapy. Editor Garrett McAuliffe, along with international experts in their fields, provides an accessible presentation of culturally alert counseling techniques that broadens the discussion of culture from ethnicity and race to include social class, religion, gender, and sexual orientation. Culture is defined broadly in the text, which features a mindful exploration of seven ethnic groupings, inclusive of all people within dominant and non-dominant cultural groups. The extensively revised Third Edition includes two new chapters on counseling immigrants and refugees and counseling military populations, exposing students to complex cultural developments. With the help of this text, readers will leave informed and ready to begin practice equipped with both a vision of the work and practical skills for effectively implementing it.