Many teachers are frustrated with not only how spelling traditionally is taught, but also with finding time to support young spellers with explicit strategy instruction. So Mark Weakland has developed Super Spellers, an approach to teaching spelling in a way that is research-based, focused, developmentally appropriate, and tied to authentic reading and writing. Super Spellers first helps teachers understand what their students need through frequent formative assessments, The book then focuses on the scope of spelling instruction and goes deeper into teaching more words and directly teaching spelling strategies to increase students’ word-solving skills. Once kids are comfortable and competent spellers they become super readers and writers, too.

UMazisi Kunene yindwele kasonkondlo, obunyoningcwe bakhe kunqakiswana ngabo umhlaba wonke, ungumeluki futhi wemisebenzikazi efana nendeyindekugqama njengale: Emperor The Great – uNodumehlezi KaMenzi ne-Anthem of The Decades – Inhlokomo Yeminyaka. Sikhuluma lapha ngomlobi wezinkondlo ezibalwa uze ukhathale, izindaba ezimfishane, imilolozelo, izaga eziliqoqo elifike ezinkulungwnanei eziyishumi. Leli qhawe lamaqhawe lazalwa eMahlongwa ngowe 1930, endaweni esogwini lwaseNingizimu naKwaZulu-Natal, eNingizimu Afrika. Isiphiwo sikaMazisi Kunene esasingavamisile entangeni yakhe savela nje esalusa, esenga, ezingela, ebumba izinkunzi zobumba, baziqhathe, enza konke okwakwenziwa ayebutho linye nabo. Kodwa uyise nomkhulu wakhe bashesha babona ukuthi umzukulu wabo wayephiwe ubumbongi ngendlela emangalisayo. Bamkhuthaza ukuba abhale. Kamumva simuzwa eth: “Ukubhala akusimina, kodwa ngamandla angiqhoqhobala njengehhashi�. Inkambo kaKunene engungqondongqondo emphakathini futhi engusomfundokwazi ovelele, siyilandela sifinyelele koStandford University lapho aba nguSolwazi khona Ebucikweni bokubhala base-Afrika nako-Univesity of California, Los Angeles (UCLA) lapho ayefundisa khona Ubuciko bokubhala base-Afrika nezilimi. Kwathi uma ebuya ekudingisweni waba nguSolwazi we-African Languages e-University of KwaZulu-Natal (UKZN). USolwazi Mazisi Kunene waba sekudingisweni iminyaka engama 34. Ngaleso sikhathi waqala futhi waphatha ihhovisi le-African National Congress (ANC) eLondon. Kamuva wathatha unkosikazi nezingane zakhe waya eLos Angeles ephokophelele umkhakha wobusomfundokwazi. I-Emperor Shaka the Great – uNodumehlezi kaMenzi, ngamangwevu uKunene awabhala ngeLembe lapho ayekhombisa khona ubunsengetshe balo emaqhingeni ezempi nasekulweni. Le ndekugqama inanela ukuthi umbonotalagu weSilo uShaka kwakuyikubumba imisinga yosikompilo neyozombusazwe, okwakufanele kube ngumgogodla wokuhlanganisa njengenhlaka isizwe sakwaZulu. UKunene ubona isilo sakwaDukuza sinamandla abaphansi anobumfihlo esasikwazi ukubopha ngasibopho sinye ukuzika kolibo losikompilo kusikompilo lwama-Afrika kanye nendlela ababuka ngayo umhlaba. Lokhu kushicilelwa futhi kwalo msebenzi ngonyakwa weshumi emva kokuba uMtimande edlulela kwabakubo, kuqukethe iphupho lakhe kwasekuqaleni lokuthi ibhuku liyoshicilelwa ngesiZulu okuyilona lulimi ugqozi lwakhe olwachichima lwaphumela emhlabeni ngalo. Lokhu kuqondana ngokwesiboniso sosikompilo kulolu shicilelo lukaNodumehlezi kaMenzi – Emperor Shaka The Great kukhuthaza ukuba kuphindwe kudliwe amathambo ekhanda, kubukwa amagalelo kaKunene ekugxiliseni imiqondo yakhe kulokho okucatshangwayo nokwenzakalayo ezikhathini ezahlukene.

To stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of “development�, “economics�, and “citizenship�, to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rest of nature. Misiaszek concludes with ecopedagogies’ challenges within the current post-truth era and possibilities of reimagining UNESCO’s Sustainable Development Goals (SDGs).

Schools in the United States have historically banned many different things. From clothing to weapons, from cell phones to books, schools have implemented various types of censorship and restrictions on their students for a variety of reasons and with a variety of results. This book's purpose is to describe the various things banned in schools, the reasons behind attempts to ban such things, the types of people who approve of censoring those things and the types who do not, the outcome of representative cases of censorship, and suggestions for school personnel about how to cope with bans. Each chapter addresses the same sequence of topics: a particular type of ban's domain and historical background; representative cases of the ban's application; ban supporters and their methods; ban critics and their methods; and ways of resolving conflicts over the ban.

While some may argue that cell phones are necessary in today's school setting, others would suggest they are disruptive. While some may argue "The Catcher in the Rye" should be banned, others may say it is essential reading for American students. More recently, some schools have banned all of the Harry Potter books from their library shelves. Few would argue that a ban on weapons is a bad thing, but who determines what should be considered a weapon? In some schools, restrictions are placed on Web access, but who decides what to allow and what not to allow? Where do the lines get drawn? Here, Thomas reviews the many areas of censorship in our schools and helps readers draw their own conclusions.

Robo Sacer engages the digital humanities, critical race theory, border studies, biopolitical theory, and necropolitical theory to interrogate how technology has been used to oppress people of Mexican descent—both within Mexico and in the United States—since the advent of the North American Free Trade Agreement (NAFTA) in 1994. As the book argues, robo-sacer identity emerges as transnational flows of bodies, capital, and technology become an institutionalized state of exception that relegates people from marginalized communities to the periphery. And yet, the same technology can be utilized by the oppressed in the service of resistance. The texts studied here represent speculative stories about this technological empowerment. These texts theorize different means of techno-resistance to key realities that have emerged within Mexican and Chicano/a/x communities under the rise and reign of neoliberalism. The first three chapters deal with dehumanization, the trafficking of death, and unbalanced access to technology. The final two chapters deal with the major forms of violence—feminicide and drug-related violence—that have grown exponentially in Mexico with the rise of neoliberalism. These stories theorize the role of technology both in oppressing and in providing the subaltern with necessary tools for resistance. Robo Sacer builds on the previous studies of Sayak Valencia, Irmgard Emmelhainz, Guy Emerson, Achille Mbembe, and of course Giorgio Agamben, but it differentiates itself from them through its theorization on how technology—and particularly cyborg subjectivity—can amend the reigning biopolitical and necropolitical structures of power in potentially liberatory ways. Robo Sacer shows how the cyborg can denaturalize constructs of zoē by providing an outlet through which the oppressed can tell their stories, thus imbuing the oppressed with the power to combat imperialist forces.

On China’s biggest social media platform, Weibo, feminists are staying one step ahead of the censors. Weibo Feminism is the first book to explore in-depth the connections and forms of resistance that feminist activists in China are making in online spaces despite increasing crackdowns on free speech and public expression. Aviva Wei Xue and Kate Rose explore the many forms of contemporary feminism in China, from activist campaigns against sexual harassment and domestic violence, through to Weibo Reading groups of feminist texts and subversive online novels published on the platform. The book includes an in-depth case study of feminist support networks for overwhelmingly female frontline medical staff that have sprung up on social media in the wake of the COVID-19 pandemic. Weibo Feminism goes on to asks what lessons are being learned in contemporary China for the cause of social justice for women around the world.

The police killing of Christopher Alder was one of the most notorious deaths in custody in the UK, involving the destruction of evidence, a whitewash of an investigation, illegal surveillance, and even giving the family the wrong body to bury. Christopher's sister Janet has been relentlessly fighting for justice, facing a vindictive police force bent on exonerating itself at all costs. This book will be both a probing expose of what went on, based on exhaustive documentary evidence, as well as the personal story of Janet's fight to uncover the truth.

Volume 2 of The Genes of Culture continues Christine Nystrom’s exploration into the ecology of symbol systems and the evolution of media, mind and culture. Part One, Human Symbolic Evolution, delivers nothing less than a grand unified theory of humankind. For Nystrom, the prehistoric creative explosion that gave rise to language -- a metaphorical Big Bang -- explains our species’ survival. A felicitous if somewhat ignoble story, it begins with "The Incompetent Ape" who would never have made the evolutionary cut without developing the social capabilities made possible through symbolic language. And human communication, an inevitable source of problems, is the driving force behind this most peculiar of adventures: the birth of self-consciousness, tools and technologies, pratfalls of memory, awareness of our own mortality, art, knowledge, civilization, discontent, and so on. And so on, that is, if we don’t bring our story to an end. In Part Two, a series of astute and provokingly prescient lectures, Tales, Tools, Technopoly, Nystrom addresses our social and moral responsibility in cultivating the narrative of our future. Straightforward and ruthlessly critical of contemporary notions of "growth" and "progress," it concludes this volume with an alternative that is also a challenge -- an appeal to our better nature to do right by our species and the planet. A seminal text for students of media and communication, The Genes of Culture, Vol. 2 is at once readable and profound, comprehensive in its erudition and bold in its conclusions. In the spirit of Media Ecology, it invites argument, and merits acclaim.

Robo Sacer engages the digital humanities, critical race theory, border studies, biopolitical theory, and necropolitical theory to interrogate how technology has been used to oppress people of Mexican descent—both within Mexico and in the United States—since the advent of the North American Free Trade Agreement (NAFTA) in 1994. As the book argues, robo-sacer identity emerges as transnational flows of bodies, capital, and technology become an institutionalized state of exception that relegates people from marginalized communities to the periphery. And yet, the same technology can be utilized by the oppressed in the service of resistance. The texts studied here represent speculative stories about this technological empowerment. These texts theorize different means of techno-resistance to key realities that have emerged within Mexican and Chicano/a/x communities under the rise and reign of neoliberalism. The first three chapters deal with dehumanization, the trafficking of death, and unbalanced access to technology. The final two chapters deal with the major forms of violence—feminicide and drug-related violence—that have grown exponentially in Mexico with the rise of neoliberalism. These stories theorize the role of technology both in oppressing and in providing the subaltern with necessary tools for resistance. Robo Sacer builds on the previous studies of Sayak Valencia, Irmgard Emmelhainz, Guy Emerson, Achille Mbembe, and of course Giorgio Agamben, but it differentiates itself from them through its theorization on how technology—and particularly cyborg subjectivity—can amend the reigning biopolitical and necropolitical structures of power in potentially liberatory ways. Robo Sacer shows how the cyborg can denaturalize constructs of zoē by providing an outlet through which the oppressed can tell their stories, thus imbuing the oppressed with the power to combat imperialist forces.

The Middle East and North Africa are constantly in the news due to political turmoil, and it is difficult for students in those countries to attend school and live the life of a child or teenager. What is it really like? This volume traces the history of education in countries of the Middle East and North African region, identifying the types of education available for different genders and social classes, and how race, ethnicity and gender affect education for those students. Primary, Secondary, and Post-Secondary educational opportunities are examined, along with curriculum, and teaching menthods. Major reforms and philosophies are also presented.

Countries included are: Algeria, Morocco, Tunisia, Egypt, Libya, Saudia Arabia, Iran, Iraq, Israel, Jordan, Syria, Lebanon.