Rural life is more complex than it is perhaps credited. This edited volume explores several themes that highlight such complexities, particularly in terms of what they imply for rural teaching and learning. These themes include the geographic, demographic, and socioeconomic diversity within and across rural communities; the notion that rurality is not a deficit but rather a context; and the array of novel and interesting ways to build upon rural assets and overcome challenges so that rural students are not afforded fewer educational opportunities simply by virtue of their zip code. More practically, this book offers counsel for readers who may be interested in learning more about rural circumstances so that they can make informed and responsive decisions about policies and programs targeting rural students, educators, and schools.

This book examines language education policy in European migrant-hosting countries. By applying the Multiple Streams Framework to detailed case studies on Austria and Italy, it sheds light on the factors and processes that innovate education policy. The book illustrates an education policy design that values language diversity and inclusion, and compares underlying policymaking processes with less innovative experiences. Combining empirical analysis and qualitative research methods, it assesses the ways in which language is intrinsically linked to identity and political power within societies, and how language policy and migration might become a firmer part of European policy agendas. Sitting at the intersection between policy studies, language education studies and integration studies, the book offers recommendations for how education policy can promote a more inclusive society. It will appeal to scholars, practitioners and students who have an interest in policymaking, education policy and migrant integration.

Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key "take away" practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is "walking the talk." In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a "one-size-fits" all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.

For nearly four decades, Russ Quaglia has been laying the groundwork to inform, reform, and transform schools through student voice. That deep commitment is reflected in this inspirational book. Quaglia and his coauthors at the Quaglia Institute for School Voice & Aspirations deftly synthesize the thoughts and feelings of hundreds of thousands of stakeholders and offer a vision for schools where everyone's voice matters. They posit that students, teachers, administrators, and parents must work and learn together in ways that promote deep understanding and creativity. Making this collaborative effort successful, however, requires widespread recognition that all stakeholders have something to teach, and they all have a role to play in moving the entire school forward. We must abandon the ""us versus them"" fallacy in education; there is only ""us."" To that end, The Power of Voice in Schools: Offers a way forward that can be used in any school. Addresses the importance of everyone's voice in the school community. Articulates the lessons learned from listening to these voices over the past decade. Suggests concrete, practical strategies for combined teams of students, teachers, parents, and administrators to make a difference together. This book reflects the dream of a true partnership in listening, learning, and leading together. When the potential of voice is fully realized, schools will look and feel different. Cooperation will replace competition and conflict, collaboration will replace isolation, and confidence will replace insecurity. Most important, the entire school community will work in partnership with one another for the well-being of students and teachers.

An inside look at Black LGBTQ college students and their experiences Black and Queer on Campus offers an inside look at what life is like for LGBTQ college students on campuses across the United States. Michael P. Jeffries shows that Black and queer college students often struggle to find safe spaces and a sense of belonging when they arrive on campus at both predominantly white institutions and historically black colleges and universities. Many report that in predominantly white queer social spaces, they feel unwelcome and pressured to temper their criticisms of racism amongst their white peers. Conversely, in predominantly straight Black social spaces, they feel ignored or pressured to minimize their queer identity in order to be accepted. This fraught dynamic has an impact on Black LGBTQ students in higher education, as they experience different forms of marginalization at the intersection of their race, gender, and sexuality. Drawing on interviews with students from over a dozen colleges, Jeffries provides a new, much-needed perspective on the specific challenges Black LGBTQ students face and the ways they overcome them. We learn through these intimate portraits that despite the gains of the LGBTQ rights movement, many of the most harmful stereotypes and threats to black queer safety continue to haunt this generation of students. We also learn how students build queer identities. The traditional narrative of "coming out" does not fit most of these students, rather, Jeffries describes a more gradual transition to queer acceptance and pride. Black and Queer on Campus sheds light on the oft-hidden lives of Black LGBTQ students, and how educational institutions can better serve them. It also highlights the quiet beauty and joy of Black queer social life, and the bonds of friendship that sustain the students and fuel their imagination.

Pretended is a vivid historical, political and cultural account of schools and teaching under Section 28, a law that banned schools in the UK from promoting homosexuality as a 'pretended family relationship'. Catherine Lee was a teacher in schools for each of the 15 years that Section 28 was law (between 1988 and 2003). In Pretended, she considers the landscape for lesbian and gay teachers leading up to, during and after Section 28. Drawing on her diary entries from the Section 28 era, Lee poignantly recalls the challenges and incidents affecting her and thousands of other teachers during this period of state-sanctioned homophobia. She reveals how these diaries led to her involvement in the 2022 feature film Blue Jean, and describes how this unexpected opportunity helped her to make peace with Section 28. Pretended will resonate with every lesbian and gay teacher who experienced Section 28 and will shock those who previously knew nothing about this law. Crucially, Pretended will explain to those who were lesbian and gay students during Section 28 why they never saw people like them in the curriculum, never had a role model and never had an adult in school to talk to about their identity.

Combating Hatred describes actual events of deep-seated hatred and social injustice found in schools. It then examines educators' responses to this hatred. Through their actions these leaders became transformational not only in bringing social justice to schools but to entire communities as well. The narratives are presented in an interdisciplinary scholar/practitioner approach that combines theory and practice so that practical actions bring life to educational philosophies.

This book informs readers and expands their understanding about specific challenges, issues, strategies, and solutions that are associated with women academics during mid-career and later. The book includes a variety of emerging evidence-based professional practice and narrative personal accounts as written by administrators, faculty, staff, and/or students - anyone keenly aware of the challenges faced by women in the academy. This book is ideal for instructors, administrators, professional staff, and graduate students. Perhaps most importantly, the current publication is both critical and timely given that there is a paucity of literature on the challenges and opportunities for mid-career women in higher education.

As the world becomes more navigable, opportunities arise for people to live in different countries and for students to study internationally. Such capabilities require universities and other institutions of higher learning to accommodate cultural diversity. Promoting Ethnic Diversity and Multiculturalism in Higher Education is an essential scholarly publication that examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Featuring coverage on a wide range of topics including intercultural competence, microaggressions, and student diversity, this book is geared towards educators, professionals, school administrators, researchers, and practitioners in the field of education.