Bücher veröffentlicht von Dio Press Inc

The authors blend the use of duo ethnographic, narrative and poetic inquiry to explore living well through the adverse conditions of human life Written as dialogue between the two authors utilizing narrative and poetic verse this piece aims to provide pre service and practicing teachers with the lived experience of understanding "curriculum as lived experience" (Aoki, 1991) Through this process, the text hopes to open parameters for discussion around the quest to find wellness in curriculum and learning and explore how storytelling/story sharing can be used to strengthen wellness, compassion and understanding around the complex issues of illness and healing. The text traces the researchers' experiences as educators trying to meet the demands of the profession and balance family, wellness and health. It also unpacks illness and impending death juxtaposed with the values of gratitude. It was written daily over a 6-month time period while Dr. Leggo continued to mentor his student despite cancer prognosis. This text asks the reader, through the experiences of the authors, to reflect on their own lived experiences of teaching and being in the world to find a space of wellness in adverse conditions. It is a quest to find not only the heart of education, curriculum and learning but of life itself. It is a precious gift crafted between the intersecting words and world of a master teacher and his student, filled with hope and love. This text can be used in curriculum, research, teacher education, wellness and creative writing courses.

What happens when equity meets the so-called "nice" field of second language education (SLE)? It creates an intersection which serves as the forefront of my life's work: understanding how the complexity of the interlocking systems related to power, privilege, citizenship; race; gender, ethnicity, colonization and other forms of minoritalization pervade our work as second language educators. This book is a collection of previously published work and demonstrates how my colleagues and I have worked through these important concerns over the years. As I begin to make a slow transition to partial retirement, I thought that it would important in this way to speak to the continued (but still urgent) need to address equity within our field. Although it is published mainly for the benefit of SLE colleagues, graduate students and practitioners, I believe all those interested in how education can positively affect progressive change will find something of value herein. I summarize my subject position and acknowledgments in the book's introduction.

The Arts if Living in a More-than-human World is about affect, about stopping, listening, and feeling the vibrant matter of this world, and of our selves embedded in it. The title refers both to the arts, (specifically to painting, photography, fiction and poetry), and to daily life as an art form that might be lived differently-a difference that emerges in relation to more-than-human life-the life of the world that we collectively depend on and are symbiotically attached to. This astonishing and lively work brings new materialist concepts to play, as it explores the poetics of embodied living in everyday life. It brings arts-based methodologies together with current research in the natural and biological sciences, moving well beyond many old, familiar, well-established disciplinary boundaries. The poetics of living-as- and of writing-as-inquiry draws inspiration from "the fleeting, viscous, lively, embodied, material, more-than-human, precognitive, non-discursive dimensions of spatially and temporally complex lifeworlds" (Vannini, 2015: 318). It is informed by an ethics that dismantles the centuries-old assumption of human dominance and ascendance over the material world. It engages in an exploration of our human selves in motion, as emergent, and as embedded in the complex, interwoven materiality of the world--a world that is always in motion. This book pushes at the edges of our understanding, and of our capacity to communicate, offering a bridge between the thinking and the doing of new materialist inquiry. With a wild grace, Bronwyn and Jane move us through the entanglements of life with more-than-human beings. Their work embodies the intra-action of art, philosophy, and a creative relational methodology for living response-ably with water and sky and stone and soil. Theirs is a book we want to live in as our body is pulled into the ink, the paper, the ipad, the rock pool, the flower, and their fields of existence, creating a more-than-human empathy. Merge with the pages of The Arts of Living in a More-than-Human World. You'll be glad you did. Tami Spry, author of Body, Paper, Stage: Writing and Performing Autoethnography.

The diverse narratives brought to the reader through this book illustrate how power, conflict, and plurality come together in the practice of biodiversity conservation in multiple Latin American localities. The editors of this book attempted here to confront older conservation paradigms, which rest, problematically, upon self-evident conceptions of Nature as being radically "other", or ontologically separate from human interactions or culture. Drawing upon contemporary critical scholarship from the South in the areas of epistemic justice and fabrics of life in designing this volume, we pondered a conceptualization of nature as co-constructed, relational and multiple acknowledging the deep evolutionary kinship between people and nature. In accordance to this spirit, this book was designed as a horizontal field of narratives where peasants, community leaders, practitioners, and scientists involved in conservation efforts across Colombia, Uruguay, and Chile were invited to provide their perspectives. And as a result, the reader will find rich accounts of authors who are usually not counted, or are not of account, or counted out from the outset, or spoken for, or romantically imagined, in advance in conservation literature. Courses:132.112 - Planning for Sustainable Development (Massey University)132.213 - Policy Analysis and Evaluation (Massey University)Inter-American Institute for Global Change Research Capacity Building courses

This book is a journey and uncovers many recent research studies that highlight that half the prison population have a reading age below 11 years old, however have been through school and the justice system without their learning difficulties being identified. The book questions a school system that have failed them, along with the likely unfair trials that have taken place, leading many to prison. The use of early plea bargaining to accept a 'guilty plea' mean that many sign away their rights without fully understanding the implications of their choice. This book also highlights that prison breaches equality legislation at an institutional level through many published reports, being highly application form based and does not allow accessibility choices.

The Witch: A Pedagogy of Immanence is a deeply personal journey through trauma to resilience and renewal in a process to find the core of an Indigenous way of knowing. Raised a Métis person within white settler culture, ulthiin seeks the seeds of an Indigenous way of being within the texts of their life, looking for the echoes of a hidden, grounded, ecological humanity within the entrails of a culture that eats stories. In an act of epistemological revolution, they seek to reconstruct a lost animist way of being contained within the very core of Western Culture. Witchcraft becomes a set of tools by which the individual may take apart the stories of their own becoming, to engage in parallel deconstructions of the oppressions brought about by settler cultures, finding instead a new path by which humanity may rediscover their place within nature. ulthiin calls for a radical recasting of the human as an emergent phenomena of spirit via nature, calling forth a pedagogy of Eros, of wild erotic passion for the world as a missing piece of the self.

The majority of what gets written about student loan debt ties rapidly rising tuition to state disinvestment, cost disease, among other forces that are internal or external to the academy. The neoliberal regime of truth is that a college education is worth incurring student loan debt. Human capital is the motif. The financial "payoff" is seen as a logical reason to go to college and to "invest" in one's future. This book offers a counter-perspective. The editor of this volume places the debt crisis within a "Wicked Problem" framework to help explain why the student debt crisis in U.S. Higher Education doesn't seem to be getting better despite valiant attempts to do so. The complexity of higher education financing and policy is immense, and it is no coincidence that change is slow. The chapters in this book will point out that while the main culprit for why students continue to graduate with more and more student loan debt is not individual choice, but rather evidence of the neoliberal ecosystem of higher education, itself.

Reading is a process through which learners construct meaning and gain critical knowledge necessary to participate in our global society. Children become literate beings and productive participants in their social worlds when they read critically. In this edited book, we bring together researchers, internationally and transnationally, to share Eye Movement Miscue Analysis (EMMA) research that deepens and expands understandings of the reading process and addresses ways to support the literacy development of diverse populations. EMMA is an innovative method of study that combines research on eye movement and miscue analysis to examine how reading works.This book expands on and frames how EMMA can best be utilized to its potential to explore multiple aspects of literacies, such as reading multimodally, identifying literacy achievement, examining young children's or college readers' strategies when reading various texts, or applying EMMA in understanding readers who speak a variety of languages.It is practical, research-based, and theoretically driven to help its audience like those in various academic field understand and explore multiple dimensions of literacy through eye movement miscue analysis in an expanding global world. It is a groundbreaking contribution explaining literacy from a comprehensive and practical lens. Most of all, this book provides socially and culturally diverse K- adult learning and teaching contexts applicable for learners, educators and researchers to meet the needs of 21st century global world.This book can be used in foundations of literacy courses, methods and assessment courses, as well as research design and application in education and other fields.

This book includes selected papers presented at the 10th World Environmental Education Congress held in Bangkok, Thailand. The works include a globally diverse range of authors and perspectives on environmental and sustainability topics. All submissions went through a second round of peer review.On the one hand, local knowledge (based on direct relationship with places, experience, heritage inherited from generation to generation) offers contextualized solutions, sense of belonging, emotional involvement, participation opportunities and concrete action.On the other hand, humans are linked by a common destiny, they are now connected by thousand powerful channels of communication and are mutually interconnected by the effects of everything that happens on the globe. Continuous exchanges of materials and information are the hallmark of the phase that humanity has come to. More than ever, the classic statement of environmental thought that every local thing is global and vice versa is true.This book allows individuals to explore environmental issues, to raise their awareness and to be responsible for environmental care in their society. In addition, people sharing knowledge and academic experiences will bring solutions concerning global change and climate change for the present and future.