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Superparticles: A Microsemantic Theory, Typology, and History of Logical Atoms (Studies in Natural Language and Linguistic Theory #98)
by Moreno MitrovićThis book is all about the captivating ability that the human language has to express intricately logical (mathematical) meanings using tiny (microsemantic) morphemes as utilities. Languages mark meanings with identical inferences using identical particles and these particles thus creep up in a wide array of expressions. Because of their multi-tasking capacity to express seemingly disparate meanings, they are dubbed Superparticles. These particles are perfect windows into the interlock of several grammatical modules and the nature of the interaction of these modules through time. With a firm footing in the module where grammatical bones are built and assembled (narrow morpho-syntax), superparticles acquire varied interpretation (in the conceptual-intentional module – semantics) depending on the structure they fea- ture in. What is more, some of the interpretations these particles trigger are inferential and belong, under the standard account, to the realm of pragmatics. How can such tiny particles, rarely exceeding a syllable of sound, have such powerful and over-arching effects across the inter-modular grammatical space? This is the Platonic background against which this book is set.
Open Science: the Very Idea
by Frank MiedemaThis open access book provides a broad context for the understanding of current problems of science and of the different movements aiming to improve the societal impact of science and research. The author offers insights with regard to ideas, old and new, about science, and their historical origins in philosophy and sociology of science, which is of interest to a broad readership. The book shows that scientifically grounded knowledge is required and helpful in understanding intellectual and political positions in various discussions on the grand challenges of our time and how science makes impact on society. The book reveals why interventions that look good or even obvious, are often met with resistance and are hard to realize in practice. Based on a thorough analysis, as well as personal experiences in aids research, university administration and as a science observer, the author provides - while being totally open regarding science's limitations- a realistic narrative about how research is conducted, and how reliable ‘objective’ knowledge is produced. His idea of science, which draws heavily on American pragmatism, fits in with the global Open Science movement. It is argued that Open Science is a truly and historically unique movement in that it translates the analysis of the problems of science into major institutional actions of system change in order to improve academic culture and the impact of science, engaging all actors in the field of science and academia.
Relativism and Human Rights: A Theory of Pluralist Universalism
by Claudio CorradettiThis is an innovative contribution to the philosophy of human rights. Considering both legal and philosophical scholarship, the views here bear an importance on the legitimacy of international politics and international law. As a result of more than 10 years of research, this revised edition engages with current debates through the help of new sections. Pluralistic universalism considers that, while formal filtering criteria constitute unavoidable requirements for the production of potentially valid arguments, the exemplarity of judgmental activity, in its turn, provides a pluralistic and retrospective reinterpretation for the fixity of such criteria. While speech formal standards grounds the thinnest possible presuppositions we can make as humans, the discursive exemplarity of judgments defends a notion of validity which is both contextually dependent and "subjectively universal". According to this approach, human rights principles are embedded within our linguistic argumentative practice. It is precisely from the intersubjective and dialogical relation among speakers that we come to reflect upon those same conditions of validity of our arguments. Once translated into national and regional constitutional norms, the discursive validity of exemplar judgments postulates the philosophical necessity for an ideal of legal-constitutional pluralism, challenging all those attempts trying to frustrate both horizontal (state to state) and vertical (supra-national-state-social) on-going debates on human rights.On the first edition of this book: “Claudio Corradetti’s book is a thoughtful attempt to find an adequate theoretical foundation for human rights. Its approach is interdisciplinary in nature, drawing on issues in analytical philosophy as well as contemporary political theorists, and the result is a densely argued text aimed at scholars … .” (Andrew Lambert, Metapsychology Online Reviews, Vol. 14 (3), January, 2010)
The Social, Cultural, and Political Discourses of Autism (Education, Equity, Economy #9)
by Jessica Nina Lester Michelle O'ReillyTaking up a social constructionist position, this book illustrates the social and cultural construction of autism as made visible in everyday, educational, institutional and historical discourses, alongside a careful consideration of the bodily and material realities of embodied differences. The authors highlight the economic consequences of a disabling culture, and explore how autism fits within broader arguments related to normality, abnormality and stigma. To do this, they provide a theoretically and historically grounded discussion of autism—one designed to layer and complicate the discussions that surround autism and disability in schools, health clinics, and society writ large. In addition, they locate this discussion across two contexts – the US and the UK – and draw upon empirical examples to illustrate the key points. Located at the intersection of critical disability studies and discourse studies, the book offers a critical reframing of autism and childhood mental health disorders more generally.
Clinical Ethics Handbook for Nurses: Emphasizing Context, Communication and Collaboration (The International Library of Bioethics #93)
by Pamela Grace Aimee MillikenThis handbook provides tools for nurse educators, ethics educators, practicing nurses and allied health professionals for developing confidence and skill in ethical decision making in interdisciplinary settings such as acute and chronic care hospitals and clinics. It is useful for all healthcare personnel who face ethical issues in the course of their work and who work with nurses to resolve these issues. While the content is based on a US context, the concerns of nurses internationally are discussed and emphasized. Nurses working in acute and chronic care settings face many obstacles to providing good care and are often the first line of defense related to patient safety and meeting the needs of patients and their families. Some of the obstacles to optimal patient care are institutional, some sociocultural, and others the result of inadequate communication. Evidence points to the idea that while nurses do have the knowledge and skills to address practice problems of various sorts, they may not be confident in their skills of ethical decision making and advocacy actions. This is a resource to develop moral agency on behalf of individuals and to address broader barriers to good care raised at the local, community, or social levels.
Mobile Communication and Online Falsehoods in Asia: Trends, Impact and Practice (Mobile Communication in Asia: Local Insights, Global Implications)
by Carol SoonThis book focuses on developments and trends pertaining to online falsehoods and mobile instant messaging services (MIMS), the impact of online falsehoods transmitted via MIMS, and practice and intervention. As the reliance on mobile devices for news seeking and information sharing continues to grow, the spread of online falsehoods on MIMS is a problem that confounds academics, practitioners, and policymakers. Recent developments in countries such as Brazil and India demonstrate how MIMS facilitate the spread of online falsehoods. Given that a number of non-academic and non-governmental institutions in the region are doing important work in countering the influence of online falsehoods, this book also includes contributions by practitioners who design initiatives and programmes in this area. The book is a timely contribution in addressing the distinct issues of online falsehoods in a large, technophilic region such as Asia, grappling with problems of online falsehoods on so many fronts, including ideological extremism, political opportunism, cyberscams, political activism, digitalised learning, geopolitical tensions, and more. Relevant to researchers and policymakers, this book provides a timely and critical analysis of both research and practice conducted in the Asian context by scholars hailing from a range of disciplines such media studies, political communication, cultural studies, and cognitive science.
Digitisation Perspectives (Educational Futures #46)
by R. RikowskiThis book examines various views and perspectives on digitisation. Topics covered include electronic theses, search engine technology, digitisation in Africa, citation indexing, reference services, the Scholarly Publishing and Academic Resources Coalition, new media and scholarly publishing. The final chapter explores virtual libraries, and poses some interesting questions for possible futures. The book will be of particular interest to information professionals, educators, librarians, academics and I.T. and knowledge experts.
Journeys in Social Education: A Primer
by Cameron WhiteSocial education is quite a journey. Given the ongoing debate and struggle with “defining” social education, the following is at present a “working definition” - "While we resist ‘defining’ social education, we believe that social education emphasizes three areas of study: critical pedagogy, cultural/media studies, and social studies education. We also stress that education, interpreted broadly, has the potential to advance social justice." Thus emerged social education… a lifelong journey for all of us – to question, to challenge, to do, and to create. Connecting present and past, merging current issues with traditional curriculum, integrating alternative texts and perspectives, empowering and emancipating kids and educators, and transforming schools and society – the transgressions of social education scream out. Dewey, Freire, Kincheloe, Zinn, Greene, Giroux, Apple, hooks, McLaren, Kozol, Loewen, Said, Chomsky, even Bob Dylan and many others have provided the impetus. May we make them proud! The essays within this text demonstrate various journeys in social education. They are meant as stories, not maps or scripts. They are intended to serve as a primer of sorts, for those interested in a similar journey. Hopefully, this can be a meaningful experience for many – students, educators, parents, and society as a whole, of course. Well… the journey and struggle continues…
Diasporic Philosophy and Counter-Education (Educational Futures #48)
by I. Gur-Ze'evDiasporic Philosophy and Counter-Education addresses the challenges inflicted by the celebrated "new progressivism". It confronts the current omnipotent progressive anti-humanistic fire and its triumphant anti-Western redemptive crusade at all levels and dimensions of life under the post-metaphysical sky. In this book Diasporic counter-education does not surrender to the celebrated temptations of new-age nomadism as an alternative to the postmodern pleasure-machine's promise. It attempts to reach beyond the total war against the Jewish spirit and its manifestation in Western oppressive identity. It refuses any version of the continuum, "radical" or "conservative" self-indulgence, as well as current nihilist-pragmatic quests for self-forgetfulness. Diasporic awakening is a potentially universal and enduring erotic art of a never-to-be-concluded-self-constitution and re-positioning. The aim of this book is for it to become part of a new beginning in the face of the new global culture of mega-speeds, the exile of the humanist killer of God, the deconstruction of pre-conditions for transcendence and the growing probability of bringing to an End of all life on earth. This book seeks to become a waking call for improvisational co-poiesis; a counter-education that will groom us to become more courageous in responding to the invitation of hope, making humankind richer in the realization of our response-ability to Love of Life.
Working Through Ethics in Education and Leadership: Theory, Analysis, Plays, Cases, Poems, Prose, And Speeches
by J. Kent Donlevy Keith D. WalkerThis book, although targeting educational leaders, - teachers, school-based administrators, superintendents, board members, policy makers and education students, is also addressed to those interested in the topic of ethics and those who seek the development of an ethical awareness and an appropriate intellectual processes when facing ethical issues. In particular, the book uses both deductive and inductive methods to provide the reader with a progressive experience of ethical discernment and analysis in order to deal with and prepare the reader to address ethical issues in the public square - a task which requires that such decisions are rational, defensible, and clearly articulated. Institutional leaders' diligence and integrity requires no less in attaining and sustaining the support of those they must lead in and through the institutional decisions and policies which effect constituents' lives. Through the use of clearly stated definitions, the presentation of ethical schools of thought, cases, original plays - within which readers are encouraged to engage while in a safe learning environment - and references to poems, movie, and video clips, the book provides a lively and challenging approach to studying the topic of ethics.
Work-Family Enrichment: A Research Of Positive Transfer
by Charles P. Chen J. SheinThis book aims to promote individuals’ personal and vocational wellbeing through an increased awareness on the invaluable nature of the positive role interaction between work and family contexts. Built upon rich theoretical and empirical evidence in the existing literature, the book presents a research study focusing on the construct of work-family enrichment, one of several constructs representing the positive interdependencies of work and family roles. It illustrates vividly how the psychological process of enrichment takes place, demonstrating movements and correlations between various variables and dynamics in the process. Through a critical eye, findings of the current research contribute to greater understanding of the positive linkages between work and family role participation. The book concludes with a synopsis of the newly expanded, innovative, and comprehensive framework of worklife and family life enrichment, highlighting the implications for theory, research, and practice. Researchers, scholars, and practitioners in various walks of social sciences can benefit form this book, especially those who work in areas of vocational and career psychology, organizational and industrial psychology, health psychology, counselling psychology, human resource management and development, and other related fields. Nevertheless, readers do not have to be experts in these human services realms only. Lay workers across professions can enjoy the insights and intelligence from this book for their own work-family wellbeing.
On Rousseau: An Introduction to his Radical Thinking on Education and Politics (Key Critical Thinkers in Education #3)
by Kenneth WainFew would want to dispute that Jean-Jacques Rousseau was one of the most fascinating figures of the Enlightenment; a man whose interests ranged over a variety of subjects, from politics, to education, to music, to botany. He was also one of the most contradictory and controversial thinkers and exciting writers of his time; the writer of the first modern autobiography and author of the best-selling novel of his day. Emile was among his most celebrated works, a book he regarded as his crowning achievement. Its revolutionary ideas have influenced radical thinkers and made him famous with generations of educators right into the twentieth century. Rousseau made other contributions to education, but his more political works on the subject are usually ignored by commentators. There has been no shortage of books about him in recent years, including general introductory ones. But a comprehensive introductory book dealing with all the aspects of his thoughts about education and politics has long been overdue. On Rousseau: An Introduction to his Radical Thinking on Education and Politics fills this void, and should interest educators, educators of educators, philosophy students, and all with a general interest in education and politics and the history of ideas.
Go Where You Belong: Male Teachers as Cultural Workers in the Lives of Children, Families, and Communities (Transgressions #67)
by Lemuel W. Watson C. Sheldon WoodsThe narratives in this book engage the reader and take him or her on a journey to understanding of what it means to be a male teacher who works in early childhood education or with young children. They passionately share of their challenges to be involved in children’s lives because they are called to do so; this work is part of their life purpose. Their narratives details interactions between the teacher and the day-to-day lives of students, parents, peers and supervisors while sharing what it takes to survive as a man in what is perceived, very often in our post-modern world as women’s work. In the bigger scheme of things, the men teachers serve as cultural workers with their female peers to educate not only our children but our community and eventually ourselves about gender roles in our society and the need to have more role models during the first years of schooling. A fascinating book and a must read for parents, teachers, administrators, and other human service professionals who want to learn more about how to engage men in the lives of children.
Re-Symbolization of the Self: Human Development And Tarot Hermeneutic (Transgressions #64)
by I. SemetskyBringing together popular and academic cultures, Inna Semetsky presents Tarot as a system of transformative hermeneutics for adult self-education and cultural pedagogy. Her research is a decisive and intelligent step ahead from the reductive stereotype of Tarot as fortune-telling. The fifteen life stories at the heart of the book exemplify the author’s commitment to alternative modes of education and counseling that transcend individual, cultural or language barriers. Assembling a rich array of sources, from Hermeticism to Jungian depth psychology, the philosophies of Noddings, Buber, and Deleuze, and the science of self-organization, this book opens a new path to personal and social revitalization. It should be widely read across disciplinary divides by scholars, students, and professionals alike.
Voices of Resilience
by Pam O’Connor Jaya EarnestThis book presents the results of a study that examined the multiple layers of stigma and discrimination experienced by women infected and affected by HIV/AIDS in a low socio-economic area of Mumbai, India. Using exploratory qualitative methods and underpinned by the psychosocial framework and gendered perspectives the study attempts to represent the voicesof affected and infected women. The book first focuses on a global overview of HIV,presents data on the Indian context and provides a synthesis of HIV in relation to stigma, discrimination and gender. The second part of the book probes the depth of impact on women’s lives using the lenses of gender, economic status, the environment and physical health. The framework was further modified and extended to include threats revealed by and strengths indentified in infected and affected women. The analysis revealed that strategies to address stigma and discrimination need to address the social, cultural, religious and systemic barriers to changing attitudes. The book portrays the resilience of each woman’s spirit and the unique capacity of the women to cope, to find strength, to pursue life and to maintain hope when their dreams and the dreams of their children have been shattered through HIV/AIDS.
Engaged Pedagogy, Enraged Pedagogy: Reconciling Politics, Emotion, Religion, And Science For Critical Pedagogy (Transgressions #69)
by T. MonchinskiStudents, teachers and schools are under attack. The assault comes in the guise of ‘accountability’ and ‘choice’, cloaking itself in the ‘scientifically-proven’ with an over-emphasis of data. It combines a vilification of organized labor along with a promotion of the irrational, while readily blurring the line between utopia and dystopia. The attack abuses education as it disseminates self-serving propaganda, simultaneously covering up inconvenient truths like the United States government’s long and storied relationships with Saddam Hussein and Osama bin Laden in the Wars on Terror. It suppresses solidarity and compassion while it champions a divisive form of selfish individualism. Engaged Pedagogy, Enraged Pedagogy seeks to counter these attacks and expose the ideological impulses behind them. Marshalling critical pedagogy and an ethic of care with the notions of justified anger and the intellectual warrior, the book explores the non-antagonisitc dualisms between faith and science, reason and emotion; it deconstructs social texts ranging from ‘80s action films to dystopian literature as it uncovers the ideologies that structure and order our lives; it explores and champions the democratic potential of dialogue, mutuality, and authority, while challenging left essentialism and identity politics. The book also features an interview with Joe Kincheloe, a seminal figure in the field of critical pedagogy.
Looking to the Future
by Derek HodsonIn advocating an action-oriented and issues-based curriculum, this book takes the position that a major, but shamefully neglected, goal of science and technology education is to equip students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues they encounter in daily life as citizens in an increasingly technology-dominated world carefully, critically, confidently and responsibly. In outlining proposals for addressing socioscientific issues through a curriculum organized in terms of four increasingly sophisticated levels of consideration, the author adopts a highly critical and politicized stance towards the norms and values that underpin both scientific and technological development and contemporary scientific, engineering and medical practice, criticizes mainstream STS and STSE education for adopting a superficial, politically naïve and, hence, educationally ineffective approach to consideration of socioscientific issues, takes the view that environmental problems are social problems occasioned by the values that underpin the ways in which we choose to live, and urges teachers to encourage students to reach their own views through debate and argument about where they stand on major socioscientific issues, including the moral-ethical issues they often raise. More controversially, the author argues that if students are to become responsible and politically active citizens, the curriculum needs to provide opportunities for them to experience and learn from sociopolitical action. The relative merits of direct and indirect action are addressed, notions of learning about action, learning through action and learning from action are developed, and a case is made for compiling a user-friendly database reflecting on both successful and less successful action-oriented curriculum initiatives. Finally, the book considers some of the important teacher education issues raised by this radically new approach to teaching and learning science and technology. The book is intended primarily for teachers and student teachers of science, technology and environmental education, graduate students and researchers in education, teacher educators, curriculum developers and those responsible for educational policy. The author is Emeritus Professor of Science Education at the Ontario Institute for Studies in Education (University of Toronto), Adjunct Professor of Science Education at the University of Auckland and Visiting Professor of Science Education at the University of Hong Kong. His research interests include considerations in the history, philosophy and sociology of science and their implications for science and technology education, STSE education and the politicization of both students and teachers, science curriculum history, multicultural and antiracist education, and teacher education via action research.
The Changing Faces of Ireland
by Merike Darmody Naomi Tyrrell Steve SongBefore the economic boom of the 1990s, Ireland was known as a nation of emigrants. The past fifteen years, however, have seen the transformation of Ireland from a country of net emigration to one of net immigration, on a scale and at a pace unprecedented in comparative context. As a result, Irish society has become more diverse in terms of nationality, language, ethnicity and religious affiliation; and these changes are now clearly reflected in the composition of both primary and secondary schools, presenting these with challenges as well as opportunities. Despite the increased number of ethnically-diverse immigrant children and young people in the Ireland, currently there is a paucity of information about aspects of their lives in Ireland. This book is aimed at contributing to this gap in knowledge. This edited collection will be of interest to researchers in the fields of migration studies, childhood studies, education studies, human geography, sociology, applied social studies, social work, health studies and psychology. It will also be a useful resource to educators, social workers, youth workers and community members working with (or preparing to work with) children with immigrant and ethnic minority backgrounds in Ireland.
Exclusion from and Within School: Issues and Solutions (Studies in Inclusive Education #14)
by Alison KearneyAs societies become more diverse, so too must they become more inclusive. In inclusive societies, all members, regardless of their ethnicity, religion, socio-economic status, ability or disability are valued and free to participate, and there is equity of access and reward. Schools have a powerful role to play in creating inclusive societies, and this begins with the notion of inclusive schools - schools were all children belong, where all children have a place, and where difference is a natural part of what it is to be a human being. Based on this understanding, many countries around the world are moving towards more inclusive education systems. However, working against inclusive education are forces of exclusion – factors that act to exclude and marginalize minority students from participation and learning at school. Therefore, in order to progress the principles and practices of inclusive education, an examination of the construct of exclusion is critical. Important questions to be interrogated if inclusive education is to be a reality are: What is exclusion? Why does it occur? How can it be reduced and eliminated? This book critically examines the construct of exclusion, exploring how disabled students experience exclusion both from and within school and suggesting reasons why this occurs. Finally, key foci for change are proposed as platforms for interrogating, reducing and eliminating the forces of exclusion.
Educating Music Teachers for the 21st Century (Educational Futures #49)
by Michael A. Peters J. L. ArósteguiEducating Music Teachers for the 21st Century discusses a range of teacher education programmes in music across Europe and Latin America reflecting about the shifting conditions, causes and factors in which pre-service teachers construct their musical and educational knowledge. It presents seven case studies carried out in Argentina, Brazil, Mexico, Portugal, Spain, and Sweden in order to understand the general and specific elements of new thinking in music education, and the ways these relate to the profound changes all of these countries are experiencing, within the era of cultural globalisation. In this way, this book does not only analyse specific programmes but also seeks to explore a range of issues relating to the education of music teachers that is of interest both to scholars working within music education and music teacher training, and to a wider educational audience of readers interested in such topics as changing youth cultures, globalisation, educational evaluation and teacher education.
Paulo Freire: Rousseau of the Twentieth Century (International Issues in Adult Education #5)
by Asoke Bhattacharya“A wealth of literature has been published about Paulo Freire, but nothing as comprehensive as this book. This book distinguishes itself by a detailed account of the historical, economic and social context , and on this basis Professor Bhattacharya draws a fascinating and comprehensive picture of one of the most famous and influential educational philosophers from the last half of the twentieth century” says Professor Ove Korsgaard of Danish University School of Education, Denmark and a doyen of adult education in Scandinavia. Besides, it provides a chapterwise critique of all the major works of Paulo Freire. This volume should prove to be extremely useful to students, teachers and researchers.
The Substance of Truth (Transgressions #71)
by Tolu OlorundaTolu Olorunda is a cultural critic whose work has regularly appeared on AlterNet, Black Commentator, CounterPunch, Truthout, and several other publications including ColorLines magazine, The Nation magazine, and Wiretap magazine. His book, The Substance of Truth, takes a frank look into what has become of a society that touts grand and lofty ideals which it often fails to fulfill. With essays addressing issues as broad as the education system, 21st century media culture, Hip-Hop culture, youth culture, neoliberalism, and moral poverty, Olorunda argues the days ahead would darken in promise if rigorous action isn’t soon applied to rectify the way people think, how they respond to their surroundings, and the decisions they take to make the world better than it stands today. This struggle, he insists, could define whether or not a livable future would exist for the most vulnerable of all—children, whose plights are increasingly cast aside and ignored. From the book: “At risk of appearing alarmist, it’s easy to ignore all the warning signs hanging around us that suggest the clock is ticking fast—real fast!—and that time left for due action is short. But if life for the next generation should contain some semblance of sanity—where life itself means more than shopping malls and commodities, where Power stands accountable to the demands of communities—all fear of coming across hyperbolic would have to give way to the realities staring us down. The risk also extends to coming across Pollyannaish, as though all the impurities and iniquities holding hostage society can be cured with essays or lectures. But we cannot afford to let this moment slip by unattended, unengaged. The problems number endless—and so do the possibilities. And at no other moment has a generation been more fortunate, with the ease of technology, to make miracles happen amidst frightening circumstances. At no other moment has the clarion call blared this clearly and loudly.”
Education and Humanism: Linking Autonomy and Humanity (Moral Development and Citizenship Education)
by Wiel VeugelersHuman beings have the possibility to give meaning to their lives and to create coherence in experiences. Present-day humanism strongly focuses on personal development in relation to others. It is this tension between personal development and advancement of humanization, that is creating the opportunities for the personal development of every world citizen. Humanism is about personal autonomy, moral responsibility, and about solidarity with humanity. The tension between autonomy and social involvement is the core of humanism. Education can support persons in their moral and personal identity development. The authors brought together in this book all address issues of developing autonomy and humanity in educational practices. All the chapters try to link theory and practice. They either make theoretical ideas more practical or they use practical experiences and concerns to rethink theoretical notions. Together the chapters in the book give a broad overview of theoretical foundations, concrete research, and practices in education. The book shows a diversity that can inspire scholars and practitioners in further developing their perspectives. Creating meaning is an essential part of all education. Focusing on the linking of autonomy and humanity is the humanist perspective in it.
Liminal Traces: Storying, Performing, And Embodying Postcoloniality (Transgressions #72)
by Devika Chawla Amardo RodriguezHome and exile have become key discussions in discourses of globalization, cosmopolitanism, postcolonialism, transnationalism, identity, and multiculturalism. These discourses can be expected to flourish in the future as an increasing number of multicultural scholars struggle with various kinds of displacements and the meaning of home that is thereby instantiated anew as we experience living in between cultures. This book sits in the intersection between cultural studies and performance studies. It seeks to break theoretical and empirical ground by reframing understandings of home and exile. Popular notions of exile forwarded by transnational and postcolonial scholars position home as a place of return and longing. While we believe that there are many truths in this position, we performatively seek emergent forms of displacement that are demanding new frameworks with which to enact meanings of home and exile. As Third World immigrant scholars in Western academe, we believe our move is vital in order to explore the experiences of persons, such as ourselves, who fall outside the models of displacement that have long constituted émigré writings. We define this move as a performative one because we experiment with different genres and voices to question and reproblematize existing understandings of knowledge frames. The genres we embody include performative writing, dialogue, autoethnography, essay form, personal narrative, and so on. Our goal is to address theories, stories, and pedagogies that speak to our tribulations in negotiating such intellectual displacements. This book can be an ideal supplementary text for courses in cultural studies as every chapter speaks in performative, reflexive, and storied ways to our own struggles to find real and theoretical homes. It will therefore have relevance to many departments in the humanities, including Communication Studies, English, Cultural Studies, Education, Anthropology, Sociology, and Women's Studies. In fact, this book serves the heuristic function of inspiring new research questions and demonstrating how a wide range of theories and research methods can be employed to enact discourses of home and exile.
Acting on HIV: Using Drama To Create Possibilities For Change
by Dennis A. FrancisActing on HIV offers a sustained and relatively systematic inquiry into drama as an approach to discussion of HIV/AIDS and related attitudes and behaviors. A distinctive feature of the research that is presented in Acting on HIV is the emphasis on the potential for and value of using drama to promote vital social change in addition to individual behaviour change. It has a strong theoretical foundation and seeks to interrogate the ethical, theoretical and practical complexities of using drama to address issues HIV & AIDS. The research that is communicated through the book is original and timely and will make a significant, trans-disciplinary contribution to scholarly conversations about the role/s and significance of drama in addressing issues of HIV & AIDS. Acting on HIV will have appeal to scholars working within drama and performance studies and those involved in interdisciplinary work or working in the fields of social work, education, sociology, psychology, cultural and media studies, gender studies, criminology, and critical human and social sciences generally including studies of HIV, sexuality and public health among others. Furthermore, the book targets community practitioners, teachers and researchers interested in drama for social change; arts based research methods and drama in education.