Seems you have not registered as a member of localhost.saystem.shop!
You may have to register before you can download all our books and magazines, click the sign up button below to create a free account.
Affective Sexual Pedagogies in Film and Television
Popular film and television hold valuable potential for learning about sex and sexuality beyond the information-based model of sex education currently in schools. This book argues that the representation of complicated—or "messy"—relationships in these popular cultural forms makes them potent as affective pedagogical moments. It endeavours to develop new sexual literacies by contemplating how pedagogical moments, that is, fleeting moments which disrupt expectations or create discomfort, might enrich the available discourses of sexuality and gender, especially those available to adolescents. In Part One, Clarke critiques the heteronormative discourses of sex education that produce youth in particularly gendered ways, noting that "rationality" is often expected to govern experiences that are embodied and arguably inherently incoherent. Part Two explores public intimacy, contemplating the often overlapping and confused boundaries between public and private.
Promise
Two Black sisters growing up in small-town New England fight to protect their home, their bodies, and their dreams as the Civil Rights Movement sweeps the nation in Promise, a “magical, magnificent novel” (Marlon James) from “a startlingly fresh voice” (Jacqueline Woodson). A KIRKUS REVIEWS AND CHICAGO PUBLIC LIBRARY BEST BOOK OF THE YEAR The people of Salt Point could indeed be fearful about the world beyond themselves; most of them would be born and die without ever having gone more than twenty or thirty miles from houses that were crammed with generations of their families. . . . But something was shifting at the end of summer 1957. The Kindred sisters—Ezra and Cinthy—have gro...
Enacting Praxis
"This book is grounded in the field of curriculum studies, within which we ask: What do curriculum workers do outside of graduate schools of education? How do scholar-practitioners (K-12 teachers, teacher educators, and community educators) do curriculum work influenced by theory and that influences theorizing in our field? In this book, we will highlight the work of six influential curriculum studies scholars: Maxine Greene, Janet Miller, William Pinar, William Schubert, William Watkins, and Carter G. Woodson. After introducing and contextualizing the work of the featured scholar, we will include three chapters by scholar-practitioners (teachers, teacher educators, and community educators) influenced by the work and ideas of the featured scholar. These essays illustrate how curriculum studies scholars are influencing practice in a variety of places; explore the ways that curriculum studies theorizing can be an intervention against technical pedagogical or curricular approaches; and focus on the conversations between theory and practice"--
The Golden Shovel Anthology
“The cross-section of poets with varying poetics and styles gathered here is only one of the many admirable achievements of this volume.” —Claudia Rankine in the New York Times The Golden Shovel Anthology celebrates the life and work of poet and civil rights icon Gwendolyn Brooks through a dynamic new poetic form, the Golden Shovel, created by National Book Award–winner Terrance Hayes. An array of writers—including winners of the Pulitzer Prize, the T. S. Eliot Prize, and the National Book Award, as well as a couple of National Poets Laureate—have written poems for this exciting new anthology: Rita Dove, Billy Collins, Danez Smith, Nikki Giovanni, Sharon Olds, Tracy K. Smith, Mark Doty, Sharon Draper, Richard Powers, and Julia Glass are just a few of the contributing poets. This second edition includes Golden Shovel poems by two winners and six runners-up from an international student poetry competition judged by Nora Brooks Blakely, Gwendolyn Brooks’s daughter. The poems by these eight talented high school students add to Ms. Brooks’s legacy and contribute to the depth and breadth of this anthology.
The OR Panthology: Ocellus Reseau
The OR Panthology (Ocellus Reseau) is Other Rooms Press's first print anthology, edited by melissa christine goodrum and featuring work by Nora Almeida, David B. Applegate, L. S. Asekoff, Joshua Baldwin, Drew Baughman, Tamiko Beyer, Rose Marie Boehm, V.L. Bond, Michelle Brule, Daveo Crish, Joe Robitaille, Sarah Feeley, Alan Gilbert, Ed Go, melissa christine goodrum, Whit Griffin, j/j hastain, Andrea Henchey, Luke Janka, Lisa Jarnot, Jim Juletid, Yelena Kolova, A.P. Lewis, Susan Lewis, Chip Livingston, Travis Macdonald, Dolan Morgan, Sean Mullin, Sarah Pearlstein, Richard Pearse, Maya Pindyck, Beni Ransom, Matt Reeck, Michael Karl (Ritchie), Ariella Ruth, William Sanders, Sapphire, Sarah Sarai, Michael Schiavo, Pietro Scorsone, Nicole Steinberg, L. Sze, Samantha Taylor, Rodrigo Toscano, Douglas Watson, Michael Whalen and John Sibley Williams.
Capacious
Capacious: Journal for Emerging Affect Inquiry is an open access, peer-reviewed international journal. The principal aim of Capacious is to ‘make room’ for a wide diversity of approaches and emerging voices to engage with ongoing conversations in and around affect studies. Capacious endeavours to promote diverse bloom-spaces for affect’s study over the dulling hum of any specific orthodoxy. Introduction by Andrew Murphie and afterword by Maya Pindyck. Essays by Mathew Arthur & Reuben Jentink, Smiljana Glisovic, Lea Muldtofte, Marnie Ritchie, and Sarah E. Truman & David Ben Shannon. Interstices (short visual and textual interventions) by Sarah Cefai, Jock Cousteaux, M. Gail Hamner, Ben Spatz & D. Soyini Madison, and Kyla Wazana Tompkins & Tavia Nyong’o.
Arts-Based Educational Research Trajectories
This book offers reflections from Arts-Based Educational Research (ABER) scholars who, since 2005, were awarded the American Educational Research Association ABER Special Interest Group's Outstanding Dissertation Award. The book includes essays from ten awardees who, across diverse artistic disciplines, share how their ABER careers evolve and succeed—inspiring insights into the possibilities of ABER. It also examines the essential role of mentorship in the academy that supports and expands ABER scholarship. Drawing from dissertation exemplars in the field, this book allows readers to look at how ABER scholars learn with the world while creatively researching and teaching in innovative ways
Magic, Literature and Climate Pedagogy in a Time of Ecological Crisis
Channeling the creative potential of humanity to transition towards joyous and just futures in times of life-threatening climate change, this book uses metaphors of magic and shapeshifting to imagine liveable futures achievable through other-than-rational means. Focusing on a wide range of 20th and 21st-century novels from a diverse range of writers such as Madeline Miller, Jeff VanderMeer, Ursula LeGuin, N.K. Jemisin, Ambelin Kwaymullina and Leanne Betasamosake Simpson, it suggests that readers take seriously the pedagogical potential of magic in literature for the classroom and beyond while providing them with contextualized, collective methods of climate action.
2011 Poet's Market
The Must-Have Resource for Every Poet Poets of all skill levels have turned to Poet's Market for more than two decades for all the information they need on publishing poetry. This new edition includes: • Features on the realties of poetry publishing, mistakes to avoid, identifying scams, giving great readings, and promoting your work. Articles on translating poetry, social networking, self-publishing, alternative outlets for poetry collections, and more. • Information on workshops, organizations and online resources that help poets perfect their skills and network with fellow poets and editors. • Thorough indexes to make choosing the best potential markets easier. • And access to all Poet's Market listings in a searchable online database!
What Comes After Postmodernism in Educational Theory?
Marking the fiftieth anniversary of the Educational Philosophy and Theory journal, this book brings together the work of over 200 international scholars, who seek to address the question: ‘What happened to postmodernism in educational theory after its alleged demise?’. Declarations of the death knell of postmodernism are now quite commonplace. Scholars in various disciples have suggested that, if anything, postmodernism is at an end and has been dead and buried for some time. An age dominated by playfulness, hybridity, relativism and the fragmentary self has given way to something else—as yet undefined. The lifecycle of postmodernism started with Derrida’s 1966 seminal paper ‘Structure, Sign and Play in the Discourse of the Human Sciences’; its peak years were 1973–1989; followed by uncertainty and reorientation in the 1990s; and the aftermath and beyond (McHale, 2015). What happened after 2001? This collection provides responses by over 200 scholars to this question who also focus on what comes after postmodernism in educational theory. This book was originally published as a special issue of the journal Educational Philosophy and Theory.
