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The digital sphere, especially social media, is perceived as a new form of public sphere where individuals can share and circulate information and participate in formal and informal democratic processes albeit in the context of echo chambers and confirmation biases. Gender in the Digital Sphere explores how we represent, express, and engage with the digital world via the lens of gender. Each chapter touches on one of the three pillars of engagement, expression, or representation in relation to the digital world, and themes range from social media, body image and identity to feminist activism to gender and digital narratives. The contributors raise important questions about the impact of digital media in everyday life and make connections between theory and everyday accounts of gender and technology.

Assessing Autoethnography provides readers with multiple ways to analyze autoethnographies and other forms of personal narrative writing. Given the proliferation of such forms across academic contexts, the book offers a guide of what autoethnography is, why it matters, and how to do it.Taking each of the three parts of auto-, ethno-, and -graphy in detail, Herrmann, and Adams, provide criteria and points of discussion to ensure robust assessment of an autoethnographic work as a whole. Every chapter is accompanied with exemplars and considers issues such as ethics, storytelling, and good writing. The book discerns the kinds of personal experiences that often work best for autoethnographic projects and provide ways to evaluate fieldwork, interviews, and representations.Written by two experts in the field, Assessing Autoethnography offers guidance to scholars and dissertation advisors, across diverse disciplines, in producing autoethnographic work and utilizing autoethnographic methods. The book will be of interest to researchers in the fields of Communication Studies, Education, Sociology, Women's and Gender Studies, Critical Race Studies, Mass Communication, English, and other related disciplines.

Written by scholars from three generations of qualitative methodologists, Qualitative Research Design and Methods: An Introduction situates qualitative research within the history of the field and integrates this history within discussions of specific research designs. This novel approach allows readers to come to know the genealogy of the field and how previous generations of scholars have informed what we know today as qualitative research. The text reflects these more traditional as well as emerging qualitative research approaches, providing a theoretically grounded approach to designing and implementing qualitative research studies. While some introductory research texts focus on the specific methods of qualitative research with little attention to the role of theory, this book forefronts theory in qualitative research. The authors speak to students new to qualitative research with clear discussions of theory and theoretical concepts and how those notions must be considered throughout all aspects of research design, implementation, and representation of findings. Each chapter integrates discussion of theory. In addition, the book highlights the role of ethics in the same way with a chapter at the beginning as well as discussions of ethics threaded throughout each of the design chapters. Qualitative Research Design and Methods is THE introductory textbook for students taking introductory masters and doctoral courses in qualitative research. Instructors in those classes will appreciate the straightforward language and concepts provided by the authors.Perfect for courses such as: Introduction to Qualitative Research and Qualitative Research Design

Early career researchers (ECRs) in education bring unique histories of professional practice and development into academic research communities. Women Becoming Practitioner Researchers explores autoethnographies of twelve women who were, or still are, schoolteachers in the process of becoming researchers. Using autoethnography to disrupt the established systems that distance researchers from their research, the chapters in this volume are curated to apply theory to this important transition. This theory as method approach provides a foundation for understanding as the authors'weave threads of identities and experiences into their roles as practitioner researchers.

An indispensable and exemplary reference work, this Encyclopedia adeptly navigates the multidisciplinary field of critical political science, providing a comprehensive overview of the methods, approaches, concepts, scholars and journals that have come to influence the discipline's development over the last six decades.Consisting of authoritative contributions from an array of eminent academics, the Encyclopedia highlights scholarship that is often overlooked by the political science discipline and explores the theories behind, and the goals of, the field. It delves deep into historical and conceptual dimensions and engages with a diverse variety of theoretical perspectives including Marxist, post-Marxist, post-modernist, feminist, ecologist, pluralist, anarchist and communist.Both stimulating and innovative, this timely Encyclopedia will be a fundamental resource for academics, researchers, and students in the fields of critical political science, international politics, international relations, politics and public policy, political economy, political theory and gender politics.Key Features:Critical perspectives on core debatesWritten in an engaging and reflective styleAccessible explanations of central conceptsOver 250 entries written by leading scholars and researchersInternational and interdisciplinary analysis of the field's development

This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers'experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the'conventional calculus'in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts.Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.

Grief and loss are fundamental aspects of the human experience. Narrative and Grief examines the desire to make sense out of the nonsensical by exploring specific stories of loss and grief, spanning from the loss of a parent, child, or partner, loss within larger family systems; and ambiguous and anticipatory loss to broader cultural aspects of grief. The autoethnographic essays in this book reflect on the unique and individual experiences of each contributor's story. Simultaneously, these essays reveal that although each grief experience is unique, it is also collective, evoking broader cultural themes related to loss and grief. Scholars of communication, sociology, and family studies will find this book of particular interest.

This volume seeks to instigate a discussion about dementia in theatre. The discussions in this book borrow from the literature on dementia's representation in other artforms, while reflecting on theatre's unique capacity to incorporate multiple artforms in a live context (hypermediacy). The author examines constructions of diegesis and the use of various performance tools, including physical theatre, puppetry, and postdramatic performance. She discusses stage representations of interior experiences of dementia; selfhood in dementia; the demarcation of those with dementia from those without; endings, erasure, and the pursuit of catharsis; placelessness and disruptions of traditional dramatic constructions of time; and ultimately, performances creatively led by people with dementia. The book traces patterns of narrativisation on the stage—including common dramaturgical forms, settings, and character relationships—as well as examples that transcend mainstream representation. This book is important reading for theatre and performance students, scholars, and practitioners, as well as cultural studies writers engaged in research about narratives of dementia.

Offering speculation upon the creation of future educational possibilities for all, this book stories both an initial event leading to a sixteen-year-old student's withdrawal from a Further Education college on her first day, and an imaginary second chance to support her at university ten years later. Animating potential for intensities and becoming in writing, this work exemplifies different approaches to writing, which foster inquiry and speculation to trouble academic constraints capable of acting as a barrier to so many. Writing in counterpoint to the traditional map of the academic thesis, literature, (non)methodologies and ethics are imbricated in this book, which readers are invited to read in non-linear ways, choosing from multiple entryways and exits.This book will be of particular interest to undergraduate and postgraduate students, and doctoral supervisors, in Education, as well as practitioners involved in supporting students'writing. Perhaps, most crucially, the book will provoke entry into, provocations within and research-creative inventions that extend the continuing emergence of post qualitative inquiry.

This book discusses the cultural importance of spirits, what spirits want, and how humans interact with them, using examples from around the world and through time. Examples range from the vengeful spirits of the Zulu that cast lightning bolts from clear skies to punish wrongdoers, to the benevolent Puebloan Kachina that encourage prosperity, safety, and rain in the arid American Southwest. The case studies illustrate how humans seek to cooperate (or counteract) spirits to heal the physical and spiritual ailments of their people, to divine the truth, or to gain resources. Building from their cross-cultural analyses, the authors further discuss how our physiology and psychology impact our interaction with the spirits. Readers will come away with an appreciation of the beauty and power of the spirits that continue to shape the lives of people around the world.

La resistencia es inherente al poder y consustancial a la escritura. Bajo esta premisa, el presente volumen reúne más de una quincena de trabajos que atienden a los modos y formas en que la literatura contemporánea se enfrenta al poder. Tras un prólogo rmado por los editores, diversos mecanismos de resistencia son examinados en tres secciones. En “Nuevos senderos de la creación y de la crítica” se abordan propuestas formalmente subversivas y rupturistas; “Género y precariedad” reexiona sobre las relaciones entre género y poder, mientras que en “Géneros populares y resistencia” se desgranan los gestos más rebeldes con los que la literatura popular —gótico, maravilloso— contribuye a alimentar los imaginarios de la resistencia.

Researchers in applied linguistics have found medical and health contexts to be fertile grounds for study, from macro-levels of conceptual analyses to micro-levels of the'turn-by-turn.'The rich array of health contexts include medical research itself, clinical encounters, medical education and training, caregivers and patients in everyday life – from the formal and ritualized to the ad hoc and ephemeral. This volume foregrounds the crucial role of applied linguists addressing real world problems, while simultaneously highlighting the varied ways that health can be understood as a rich site of language inquiry in its own right. Chapters cover a range of health topics including medical training, medical interaction, disability in education, health policy analysis and recommendations, multidisciplinary research teams, and medical ethics. While reporting and reflecting on their specific topics in clinical and health contexts, contributors also articulate their own hybrid identities as professional collaborators in health research, education, and policy.

Die Politikdidaktik ist die Wissenschaft des politischen Lehrens und Lernens. Als solche trägt sie zur Theoriebildung und empirischen Forschung im Bereich der schulischen und außerschulischen politischen Bildung bei. Dieser Sammelband ermöglicht einen aktuellen, differenzierten und durch die Perspektiven des wissenschaftlichen Nachwuchses einsteigerfreundlich gehaltenen Einblick in diese Arbeit. In drei Kapiteln wird zunächst jeweils ein Überblick über die theoriebildende sowie die qualitativ- und quantitativ-empirische Forschung gegeben. Im Anschluss werden mit insgesamt zwölf Beiträgen diese Perspektiven an politikdidaktischen Promotions- und Forschungsprojekten expliziert.

The book explores and analyses, from a variety of conceptual perspectives, the encounters with self and others that professional doctorate programmes in education both necessitate and enable. It documents the ways in which professional identities, bodies of knowledge and practices are thereby challenged, renegotiated and strengthened. It comprises 14 chapters written by academic staff engaged in professional doctorate programmes in education and by professional practitioners who have undertaken doctoral study.The volume is both useful and provocative, offering insights to colleagues who design and deliver EdD programmes in thinking through some crucial conceptual and practical issues. It will also help existing and potential EdD students to assess what they can gain from, and contribute to, doctoral-level study and their professional contexts.

Gender and sexual diversity is becoming a topic in everyday school life, but still occupies a precarious position in it - this not only affects LGBTIQ• children and young people, but also educational professionals, as this study shows. Based on a critically deconstructive pedagogy and on qualitative interviews with lesbian, gay, bi- and heterosexual as well as inter•, trans• and cisgender teachers, the study reconstructs social patterns of interpretation about how they deal with and address diverse lifestyles at school and in the classroom. The study makes an innovative contribution to an area of educational science that has hardly been researched so far and thus provides new impulses for a queer professionalisation of (future) teachers.

Engaging education policy from kindergarten to college Author Tyler S. Branson argues that education reform initiatives in the twentieth century can be understood in terms of historical shifts in the ideas, interests, and governing arrangements that inform the teaching of writing. Today, policy regimes of “accountability” shape education reform programs such as Common Core in K-12 and Dual Enrollment in postsecondary institutions. This book reopens the conversation between policy makers and writing teachers, empirically describing the field's institutional/historical relationship to policy and the ways teachers work on a daily basis to carry out policy. Federal and state accountability policy significantly shapes classrooms before teachers even enter them, but Branson argues the classroom is where teachers leverage disciplinary knowledge about writing to bridge, partner with, support, and sometimes resist education policies. Branson deftly blends policy critique, archival analysis, and participant observation to offer the first scholarly treatment of the National Council of Teachers of English (NCTE) Washington Task Force as well as a rare empirical study of a dual enrollment course offered in a high school. This book's macro-and-micro-level analysis of education policy reveals how writing teachers, researchers, and administrators can strengthen their commitments to successfully teaching their students across all levels of education, while deepening their understanding of the ways education policy helps—and hinders—those commitments.