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We Make the Road by Walking: A Year-Long Quest for Spiritual Formation, Reorientation and Activation
by Brian D. Mclaren'If you're new to the faith and seeking a good orientation, here you'll find the introduction I wish I had been given. If you're a long-term Christian whose current form of Christianity has stopped working, here you'll find a reorientation from a fresh and healthy perspective. If your faith seems to be a lot of talk without much practice, I hope this book will help you translate your faith to action. And if you're a parent trying to figure out what you should teach your kids and grandkids, I hope this book will fit the need.' We Make the Road by Walking is a year's worth of reflections on the Bible, each one easily read aloud in ten to twelve minutes. Working with the framework of the church year, they provide a Genesis-to-Revelation overview of the Bible that can be used in a variety of ways: a year of church services, a year of weekly dinner-dialogue gatherings, a year of classes or online interactions, a series of retreats, or simply a rich reading experience.Join Brian McLaren as he explores what it means to be alive in the way of Christ - reading, praying, meditating, discussing and acting our way through God's word to us, the Bible.
We Make the Road By Walking: Conversations on Education and Social Change
by Myles Horton Paulo Freire Brenda Bell John GaventaThis dialogue between two of the most prominent thinkers on social change in the twentieth century was certainly a meeting of giants. Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs. Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of "Pedagogy of the Oppressed", established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from Brazil. He has been active in educational development programs worldwide. For both men, real liberation is achieved through popular participation. The themes they discuss illuminate problems faced by educators and activists around the world who are concerned with linking participatory education to the practice of liberation and social change. How could two men, working in such different social spaces and times, arrive at similar ideas and methods? These conversations answer that question in rich detail and engaging anecdotes, and show that, underlying the philosophy of both, is the idea that theory emanates from practice and that knowledge grows from and is a reflection of social experience. Brenda Bell is administrator of a regional volunteer organization and a consultant and a member of the Advisory Board for the Center for Literacy Studies at the University of Tennessee. John Gaventa is Director of the Highlander Research and Education Center and Assistant Professor of Sociology at the University of Tennessee. He co-edited (with Barbara Ellen Smith and Alex Willingham) "Communities in Economic Crisis: Appalachia and the South" (Temple). John Peters is Professor of Adult Education at the University of Tennessee.
We Need to Talk About Money
by Otegha Uwagba‘One of the most original and talented young writers we have.’ Sathnam Sanghera ‘A must-read.’ Elizabeth Day ‘A beautiful, searingly personal account of a world defined by money, full of courage and truth telling.’ Owen Jones
We Need to Talk about Parents: A Teachers’ Guide to Working With Families
by Jenni Gates Cathie FreemanWorking and communicating with parents is a fundamental part of being a teacher, and there are many interpersonal situations that you will be required to respond to in the classroom including difficulties at home, loss, abuse and special educational needs. In this smart and practical book, you will be provided with a framework for successful personal development to aid you in managing difficult communications with parents and the personal and professional challenges that come with modern teaching. Key topics include: · How to understand and develop compassion · How to manage different types of emotional challenges · Exploring different contexts where you will be communicating with families · Your role in developing communities · Working with families who have special needs and disability Cathie Freeman is a senior psychological wellbeing practitioner. Jenni Gates is an integrative counselling therapist.
We Need to Talk about Parents: A Teachers’ Guide to Working With Families
by Jenni Gates Cathie FreemanWorking and communicating with parents is a fundamental part of being a teacher, and there are many interpersonal situations that you will be required to respond to in the classroom including difficulties at home, loss, abuse and special educational needs. In this smart and practical book, you will be provided with a framework for successful personal development to aid you in managing difficult communications with parents and the personal and professional challenges that come with modern teaching. Key topics include: · How to understand and develop compassion · How to manage different types of emotional challenges · Exploring different contexts where you will be communicating with families · Your role in developing communities · Working with families who have special needs and disability Cathie Freeman is a senior psychological wellbeing practitioner. Jenni Gates is an integrative counselling therapist.
We Need to Talk about Parents: A Teachers’ Guide to Working With Families
by Jenni Gates Cathie FreemanWorking and communicating with parents is a fundamental part of being a teacher, and there are many interpersonal situations that you will be required to respond to in the classroom including difficulties at home, loss, abuse and special educational needs. In this smart and practical book, you will be provided with a framework for successful personal development to aid you in managing difficult communications with parents and the personal and professional challenges that come with modern teaching. Key topics include: · How to understand and develop compassion · How to manage different types of emotional challenges · Exploring different contexts where you will be communicating with families · Your role in developing communities · Working with families who have special needs and disability Cathie Freeman is a senior psychological wellbeing practitioner. Jenni Gates is an integrative counselling therapist.
We Need to Talk about Pornography: A Resource to Educate Young People about the Potential Impact of Pornography and Sexualised Images on Relationships, Body Image and Self-Esteem (PDF)
by Vanessa RogersExploring topics ranging from sexting, revenge porn and the law to relationship boundaries and sexual stereotypes, this practical teaching resource facilitates discussion on the difficult issues surrounding pornography with young people aged 11-19. At a time when pornography is more accessible than ever and many young people are inadvisably turning to pornography to learn about sex and relationships, this book explores what pornography is, how sex is portrayed in the media versus the reality, how pornography can affect sexual relationships, self-esteem and body image, and provides details of where young people can seek advice and support if they are worried. It includes full lesson plans, activities, photocopiable materials and clear information on how to implement the programme, including outlines for staff CPD sessions and parent workshops. A comprehensive resource to use as part of PSHE or SRE sessions in schools or youth services, this book will be vital for PSHE teachers, senior leadership teams, pastoral care teams, school counsellors, youth workers, school nurses, and anyone who might be involved in sex education provision for young people.
We Need to Talk about Religious Education: Manifestos for the Future of RE
by Mark Chater Mike Castelli Clive Lawton Linda Woodhead Mbe Peter Schreiner Dr Richard Kueh Andrew Lewis Gillian Georgiou Kathryn Wright Sushma Sahajpal Mary Myatt Phil Champain Neil Mckain Adam Whitlock Dawn Cox Derek Holloway James Robson Zameer HussainAlthough Religious Education (RE) is a legal requirement in UK schools, it is an oft-neglected and misunderstood subject. It is important to seriously re-think this key subject at this time of low religious literacy and rising extremism, to protect communities from the consequences of hatred and misunderstanding. This book promotes a public discussion of what exactly is needed from a new model of RE within our education system to benefit wider society. In this edited collection, the chapters are diverse and future-facing, informed by theory and practice and written by a variety of key leading practitioners and emerging national leaders in RE. It covers the most pressing and urgent issues for RE such as hate speech, educational reform, and the weakening of moderate religious institutions. Linking the chapters together with recurring themes and joining passages, the editors create a flowing and coherent discussion about the state of RE and offer choices and routes for readers to consider in terms of its future course.
We Need to Talk about Religious Education: Manifestos for the Future of RE (PDF)
by Mark Chater Mike Castelli Clive Lawton Linda Woodhead Mbe Peter Schreiner Dr Richard Kueh Andrew Lewis Gillian Georgiou Kathryn Wright Sushma Sahajpal Mary Myatt Phil Champain Neil Mckain Adam Whitlock Dawn Cox Derek Holloway James Robson Zameer HussainAlthough Religious Education (RE) is a legal requirement in UK schools, it is an oft-neglected and misunderstood subject. It is important to seriously re-think this key subject at this time of low religious literacy and rising extremism, to protect communities from the consequences of hatred and misunderstanding. This book promotes a public discussion of what exactly is needed from a new model of RE within our education system to benefit wider society. In this edited collection, the chapters are diverse and future-facing, informed by theory and practice and written by a variety of key leading practitioners and emerging national leaders in RE. It covers the most pressing and urgent issues for RE such as hate speech, educational reform, and the weakening of moderate religious institutions. Linking the chapters together with recurring themes and joining passages, the editors create a flowing and coherent discussion about the state of RE and offer choices and routes for readers to consider in terms of its future course.
We Only Talk Feminist Here: Feminist Academics, Voice and Agency in the Neoliberal University
by Briony Lipton Elizabeth MackinlayThis book explores what it means to ‘only talk feminist here’ in the contemporary neoliberal university. How do feminist academics effect change? How are feminist voices sounded, heard, received, silenced, and masked? We Only Talk Feminist Here offers insight into the complexities, contradictions, and possibilities of ‘talking feminist’; of writing as speaking, problematising notions of voice and agency, of speaking into the silences and the ways in which we fight for and flee to feminist spaces, and of talking back. This book presents new possibilities for framing ‘talking feminist’ differently, by exploring what we say, when we say it, how we say it, and what it means when we do any of these things in terms of our multiple and shifting feminist subjectivities. We Only Talk Feminist Here draws upon interviews and conversations with feminist academics in Australia to demonstrate the performative and discursive moves feminist academics make in order to be heard and effect change to the gendered status quo in Australian higher education.
We Only Talk Feminist Here: Feminist Academics, Voice and Agency in the Neoliberal University (PDF)
by Briony Lipton Elizabeth MackinlayThis book explores what it means to ‘only talk feminist here’ in the contemporary neoliberal university. How do feminist academics effect change? How are feminist voices sounded, heard, received, silenced, and masked? We Only Talk Feminist Here offers insight into the complexities, contradictions, and possibilities of ‘talking feminist’; of writing as speaking, problematising notions of voice and agency, of speaking into the silences and the ways in which we fight for and flee to feminist spaces, and of talking back. This book presents new possibilities for framing ‘talking feminist’ differently, by exploring what we say, when we say it, how we say it, and what it means when we do any of these things in terms of our multiple and shifting feminist subjectivities. We Only Talk Feminist Here draws upon interviews and conversations with feminist academics in Australia to demonstrate the performative and discursive moves feminist academics make in order to be heard and effect change to the gendered status quo in Australian higher education.
We Piano Teachers and Our Demons: Socio-psychological Obstacles on the Road to Inspired and Secure Performance (Landscapes: the Arts, Aesthetics, and Education #32)
by Zecharia PlavinThis book focuses on piano teachers and the many pains they encounter in their careers. These pains play an essential role in blocking the musical inspiration of their students. The author identifies with the sensitivities of the teachers, aiming at the inspiration permeated and safer playing of their students.The book penetrates the protective mechanisms of the teachers that, on the one hand, maintain their professional functioning, while on the other hand, block refreshing ideas. It combines exploration of secure and culturally informed inspired playing, coping with exaggerated anxiety and understanding the interaction of piano actions with pianist’s physiology.This book helps to open teachers’ perceptions of the ways to enable more secure and more inspired performances while remembering the inner feelings of the piano teachers.
We Saved the Best for You: Letters of Hope, Imagination and Wisdom for 21st Century Educators (Imagination and Praxis: Criticality and Creativity in Education and Educational Research #1)
by Tricia M. Kress Robert LakeAs standardization and “accountability” have continued to increase in the 21st century, educators and scholars of education have become increasingly frustrated. Yet as frustrated as we are, it is essential that we not send to our our students, children, grandchildren the message that the past was better and they “should have been there.” Instead, we must render a clear vision of what can be. Indeed, where would we be without the vision we have been freely given to us from great scholars, philosophers, and artists, as well as our own teachers, friends, neighbors, and family? We are indebted to carry forward the legacy of these torchbearers to present and future educators. This book is a collection of letters to 21st century educators of all age levels and content areas. It has been compiled with the goal of fulfilling our responsibility to share with the next generation of educators our vision of the future, just as our predecessors and role models shared theirs with us. Informed by the past but oriented toward the future, this collection aims to inspire in present and future educators hope, wisdom and imagination for addressing the educational challenges shaped by bureaucratic, economic and cultural forces. Authors such as Nel Noddings, Sonia Nieto, Sandy Grande, Riane Eisler, Mike Rose, William Schubert, William Reynolds, and many more speak directly to their readers, building a relationship with a scholarly backbone, and encouraging: “we saved the best for you” because “the best” is the world you will create.
“We Scholars” According to Nietzsche
by Giosuè GhisalbertiThis book examines Nietzsche’s early writings on education, paying particular attention to his thought on scholarship and teaching. Giosuè Ghisalberti examines Nietzsche’s view of himself as a teacher in the broader context of his reflections on scholarship and philology, and puts Nietzsche’s examination into conversation with prominent themes in his later philosophy (including morality, truth, and language). The book is to be read as an assessment of our social predicament, in and out of the university. “We Scholars” According to Nietzsche develops ideas on our contemporary world most especially in institutions of higher learning and how morality is proving to be inimical to freedom.
We the Gamers: How Games Teach Ethics and Civics
by Karen SchrierDistrust. Division. Disparity. Is our world in disrepair? Ethics and civics have always mattered, but perhaps they matter now more than ever before. Recently, with the rise of online teaching and movements like #PlayApartTogether, games have become increasingly acknowledged as platforms for civic deliberation and value sharing. We the Gamers explores these possibilities by examining how we connect, communicate, analyze, and discover when we play games. Combining research-based perspectives and current examples, this volume shows how games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change. We the Gamers introduces and explores various educational frameworks through a range of games and interactive experiences including board and card games, online games, virtual reality and augmented reality games, and digital games like Minecraft, Executive Command, Keep Talking and Nobody Explodes, Fortnite, When Rivers Were Trails, Politicraft, Quandary, and Animal Crossing: New Horizons. The book systematically evaluates the types of skills, concepts, and knowledge needed for civic and ethical engagement, and details how games can foster these skills in classrooms, remote learning environments, and other educational settings. We the Gamers also explores the obstacles to learning with games and how to overcome those obstacles by encouraging equity and inclusion, care and compassion, and fairness and justice. Featuring helpful tips and case studies, We the Gamers shows teachers the strengths and limitations of games in helping students connect with civics and ethics, and imagines how we might repair and remake our world through gaming, together.
We the Gamers: How Games Teach Ethics and Civics
by Karen SchrierDistrust. Division. Disparity. Is our world in disrepair? Ethics and civics have always mattered, but perhaps they matter now more than ever before. Recently, with the rise of online teaching and movements like #PlayApartTogether, games have become increasingly acknowledged as platforms for civic deliberation and value sharing. We the Gamers explores these possibilities by examining how we connect, communicate, analyze, and discover when we play games. Combining research-based perspectives and current examples, this volume shows how games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change. We the Gamers introduces and explores various educational frameworks through a range of games and interactive experiences including board and card games, online games, virtual reality and augmented reality games, and digital games like Minecraft, Executive Command, Keep Talking and Nobody Explodes, Fortnite, When Rivers Were Trails, Politicraft, Quandary, and Animal Crossing: New Horizons. The book systematically evaluates the types of skills, concepts, and knowledge needed for civic and ethical engagement, and details how games can foster these skills in classrooms, remote learning environments, and other educational settings. We the Gamers also explores the obstacles to learning with games and how to overcome those obstacles by encouraging equity and inclusion, care and compassion, and fairness and justice. Featuring helpful tips and case studies, We the Gamers shows teachers the strengths and limitations of games in helping students connect with civics and ethics, and imagines how we might repair and remake our world through gaming, together.
We Too! Gender Equity in Education and the Road to Title IX (Historical Studies in Education)
by Eileen H. TamuraThis book provides a comprehensive history of the passage of Title IX, the key legislation to bring about gender equity in education. Using a variety of primary source material, this historical study uses sociological conceptual frameworks to analyze feminist activism in the 1960s that culminated in the 1970s with Title IX and its regulation. It mines the field of social network theory and uses concepts from social movement theory to highlight issues that undergirded the struggle to open up the system for women and show how activists were able to achieve their goals. Throughout, the volume highlights interactions between and among various groups: proponents of the women’s movements, political figures, administrative bodies, and policy specialists.
We Won The Lottery: Real Life Winner Stories (Quick Reads)
by Danny BucklandSince 1994, the UK's National Lottery has created 2,300 millionaires. Expensive cars, big houses and dream holidays are all top of the wish list for those ordinary people whose lives are changed with a winning lottery ticket. But what about buying a boob job for your sister, giving away holidays to children with cancer or hiring a private helicopter for the school prom?For the first time five winners share the details of their shopping sprees and the highs and lows of their lives once they became millionaires. "We Won The Lottery" also goes behind the scenes at the National Lottery to reveal funny facts, the luckiest numbers, the unusual purchases and exactly what happens when you win."Quick Reads" are exciting, short, fast-paced books by leading, bestselling authors, specifically written for emergent readers and adult learners.
Weak Utopianism in Education: From Political Theory to Pedagogical Practice (Rethinking Education)
by Michael P. MurphyIn the light of the structural dangers of revolutionary change highlighted in the political theory of Giorgio Agamben, this book joins a lively debate in philosophy of education on weak utopianism as an approach that foregrounds and respects the educational potentiality of teachers and students. Utopian moves in education call for revolutionary changes in pedagogical practice in pursuit of a particular vision of the good. Whether grounded in emancipatory politics, technological enthusiasm, or another social movement, utopian moves are seductive in their promise of a better alternative. Weak Utopianism in Education draws together philosophy of education, political theory, scholarship of teaching and learning research, and utopian thought to advocate for a modest and humble approach to change. The theoretical foundation of weak utopianism opens space for educator’s personal convictions and teaching philosophies to tinker with their own pedagogical practices. The book creates a common conceptual meeting ground for philosophers and practitioners in education.
Weak Utopianism in Education: From Political Theory to Pedagogical Practice (Rethinking Education)
by Michael P. MurphyIn the light of the structural dangers of revolutionary change highlighted in the political theory of Giorgio Agamben, this book joins a lively debate in philosophy of education on weak utopianism as an approach that foregrounds and respects the educational potentiality of teachers and students. Utopian moves in education call for revolutionary changes in pedagogical practice in pursuit of a particular vision of the good. Whether grounded in emancipatory politics, technological enthusiasm, or another social movement, utopian moves are seductive in their promise of a better alternative. Weak Utopianism in Education draws together philosophy of education, political theory, scholarship of teaching and learning research, and utopian thought to advocate for a modest and humble approach to change. The theoretical foundation of weak utopianism opens space for educator’s personal convictions and teaching philosophies to tinker with their own pedagogical practices. The book creates a common conceptual meeting ground for philosophers and practitioners in education.
Wealth and Poverty in the Book of Proverbs (The Library of Hebrew Bible/Old Testament Studies)
by R. Norman WhybrayThis is not a sociological study in the technical sense. Its aim is simply to review the internal evidence of a single Old Testament book about attitudes towards what is now universally recognized as one of the most serious problems facing the world today: the unequal distribution of this world's goods. The study shows that there are some fundamental assumptions common to all sections of Proverbs: that wealth, unless acquired by dishonest or unscrupulous means, is a good rather than an evil, and that poverty as a feature of society is an evil which may to some extent be alleviated in particular cases but for which there is no universal cure.
Wealth, Cost, and Price in American Higher Education: A Brief History
by Bruce A. KimballColleges and universities are richer than ever—so why has the price of attending them risen so much?As endowments and fundraising campaigns have skyrocketed in recent decades, critics have attacked higher education for steeply increasing its production cost and price and the snowballing debt of students. In Wealth, Cost, and Price in American Higher Education, Bruce A. Kimball and Sarah M. Iler reveal how these trends began 150 years ago and why they have intensified in recent decades.In the late nineteenth century, American colleges and universities began fiercely competing to expand their revenue, wealth, and production cost in order to increase their quality and prestige and serve the soaring number of students. From that era through today, the rising wealth and cost of higher education have continued to reinforce each other and spiral upward, increasing the heavily subsidized price paid by students. Kimball and Iler explain the strategy and reasoning that drove this wealth-cost double helix, the new tactics in fundraising and endowment investing that fueled it, and economists' efforts to understand it.Using extensive archival, documentary, and quantitative research, Kimball and Iler trace the shifting public perception of higher education and its correlation with rising costs, stagnating wages, and explosive student debt. They show how stratification of wealth in higher education became tightly interwoven with wealth inequality in American society. This relationship raises fundamental questions about equity in US higher education and its contribution to social mobility and democracy.
Wealth, Cost, and Price in American Higher Education: A Brief History
by Bruce A. KimballColleges and universities are richer than ever—so why has the price of attending them risen so much?As endowments and fundraising campaigns have skyrocketed in recent decades, critics have attacked higher education for steeply increasing its production cost and price and the snowballing debt of students. In Wealth, Cost, and Price in American Higher Education, Bruce A. Kimball and Sarah M. Iler reveal how these trends began 150 years ago and why they have intensified in recent decades.In the late nineteenth century, American colleges and universities began fiercely competing to expand their revenue, wealth, and production cost in order to increase their quality and prestige and serve the soaring number of students. From that era through today, the rising wealth and cost of higher education have continued to reinforce each other and spiral upward, increasing the heavily subsidized price paid by students. Kimball and Iler explain the strategy and reasoning that drove this wealth-cost double helix, the new tactics in fundraising and endowment investing that fueled it, and economists' efforts to understand it.Using extensive archival, documentary, and quantitative research, Kimball and Iler trace the shifting public perception of higher education and its correlation with rising costs, stagnating wages, and explosive student debt. They show how stratification of wealth in higher education became tightly interwoven with wealth inequality in American society. This relationship raises fundamental questions about equity in US higher education and its contribution to social mobility and democracy.
Wealth Habits: Six Ordinary Steps to Achieve Extraordinary Financial Freedom
by Candy ValentinoYou don&’t have to be educated or connected to be wealthy How do wealthy people do it? Are they geniuses? Lucky? We tend to think something special must be going on because it looks like magic. But nothing could be further from the truth. Wealthy people have simply adopted six key, yet ordinary, habits … and they do them extraordinarily well. Candy Valentino opened her first brick-and-mortar store at 19—no college, no connections, no money—and built it into a seven-figure business before most of her friends graduated college. Over two decades of success as a serial entrepreneur and real estate investor, she has labored relentlessly to crack the code of the super-wealthy, and in doing so, has unearthed six simple habits that directly contribute to those who become part of the self-made millionaire class. In Wealth Habits, Valentino reveals all six habits, and shows you how you can put them to work for you: Long-term investing strategies How to recession-proof your business Ways to keep money out of the IRS&’ hands What to teach your children about money How to establish financial protection and security The secrets to keep more of the money you make (so you can invest more)&“Think and get rich&” will only get you so far. It&’s time to do and become wealthy… and set yourself up for a lifetime of true financial freedom.
Wealth Habits: Six Ordinary Steps to Achieve Extraordinary Financial Freedom
by Candy ValentinoYou don&’t have to be educated or connected to be wealthy How do wealthy people do it? Are they geniuses? Lucky? We tend to think something special must be going on because it looks like magic. But nothing could be further from the truth. Wealthy people have simply adopted six key, yet ordinary, habits … and they do them extraordinarily well. Candy Valentino opened her first brick-and-mortar store at 19—no college, no connections, no money—and built it into a seven-figure business before most of her friends graduated college. Over two decades of success as a serial entrepreneur and real estate investor, she has labored relentlessly to crack the code of the super-wealthy, and in doing so, has unearthed six simple habits that directly contribute to those who become part of the self-made millionaire class. In Wealth Habits, Valentino reveals all six habits, and shows you how you can put them to work for you: Long-term investing strategies How to recession-proof your business Ways to keep money out of the IRS&’ hands What to teach your children about money How to establish financial protection and security The secrets to keep more of the money you make (so you can invest more)&“Think and get rich&” will only get you so far. It&’s time to do and become wealthy… and set yourself up for a lifetime of true financial freedom.