This book demonstrates how humans can become sensitised to, and intervene in, environmental degradation by writing, reading, analysing and teaching poetry. It offers both theoretical and practice-based essays, providing a diversity of approaches and voices that will be useful in the classroom and beyond. The chapters in this edited collection explore how poetry can make readers climate-ready and climate-responsive through creativity, empathy and empowerment. The book encompasses work from or about Oceania, Africa, Europe, North America, Asia, and Antarctica, integrating poetry into discussions of specific local and global issues, including the value of Indigenous responses to climate change; the dynamics of climate migration; the shifting boundaries between the human and more-than-human world; the eco-poetics of the prison-industrial complex; and the ongoing environmental effects of colonialism, racism, and sexism. With numerous examples of how poetry reading, teaching and learning can enhance or modify mindsets, the book focuses on offering creative, practical approaches and tools that educators can implement into their teaching and equipping them with the theoretical knowledge to support these. This volume will appeal to educational professionals engaged in teaching environmental, sustainability, and development topics, particularly from a humanities-led perspective.

Bartky draws on the experience of daily life to unmask the many disguises by which intimations of inferiority are visited upon women. She critiques both the male bias of current theory and the debilitating dominion held by notions of "proper femininity" over women and their bodies in patriarchal culture.

This book demonstrates how humans can become sensitised to, and intervene in, environmental degradation by writing, reading, analysing and teaching poetry. It offers both theoretical and practice-based essays, providing a diversity of approaches and voices that will be useful in the classroom and beyond. The chapters in this edited collection explore how poetry can make readers climate-ready and climate-responsive through creativity, empathy and empowerment. The book encompasses work from or about Oceania, Africa, Europe, North America, Asia, and Antarctica, integrating poetry into discussions of specific local and global issues, including the value of Indigenous responses to climate change; the dynamics of climate migration; the shifting boundaries between the human and more-than-human world; the eco-poetics of the prison-industrial complex; and the ongoing environmental effects of colonialism, racism, and sexism. With numerous examples of how poetry reading, teaching and learning can enhance or modify mindsets, the book focuses on offering creative, practical approaches and tools that educators can implement into their teaching and equipping them with the theoretical knowledge to support these. This volume will appeal to educational professionals engaged in teaching environmental, sustainability, and development topics, particularly from a humanities-led perspective.

Explore the aftermath of traumatic stress as it affects various populations, including therapists themselves! This book will educate you about the aftermath of traumatic stress as it impacts people in a variety of settings. It explores the factors that lead to increased or reduced vulnerability to the effects of traumatic stress, emphasizing the impact of cumulative/multiple trauma rather than the effects of a single traumatic incident, to help you design and implement effective prevention and intervention programs. The specific populations and groups addressed in this important book include: adolescent girls involved in armed conflict in Colombia's guerilla war urban African-American youtha theoretical model for risk and resiliency people with strong spiritual/religious beliefshow spirituality can affect a person's reaction to traumatic stress women in recovery in a community aftercare shelter female trauma therapistsfactors affecting vicarious traumatization of helping professionals college students with histories of abuse Providing a framework for understanding traumatic stress-related issues based on a variety of methodologies and measures, Traumatic Stress and Its Aftermath addresses important questions, such as: What is the relationship between the experiences of trauma or other stressful life events, and subsequent traumatic stress? What are the protective factors that can buffer or ameliorate the development of traumatic stress in the face of adverse life experiences, trauma, or other stressful events? How do these questions evolve in different cultural or community contexts, and with different populations? What are the implications for interventions for community institutions and mental health workers? What roles do self-esteem and spirituality play in a person's reaction to traumatic stress? How do reactions to traumatic stress differ between women who have been sexually abused as children and women who have not? From editor Sandra S. Lee: Contemporary developments in the study of traumatic stress are shifting. This book reflects an emphasis on the study of traumatic stress in normal community, cultural, or college student populations and groups, while other literature has focused on individuals specifically diagnosed with PTSD. In addition, Traumatic Stress and Its Aftermath: Cultural, Community, and Professional Contexts emphasizes the search for risk and protective factors and factors that can buffer the relationship between trauma exposure and subsequent distress.

This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data. *Chapter I, Classroom Research, introduces the reader to major research purposes and research types as they relate to classroom research, the distinction between quantitative and qualitative research, the formulation of research questions and research designs, and ethical issues in research. *Chapter II, Researching Teachers and Learners, presents research methods that can be used to examine teachers' and learners' attitudes and behaviors: action research, survey research, interviews, verbal reports, diary studies, case studies, and ethnographies. *Chapter III, Researching Classroom Discourse, deals with methods that can be used to study the oral and written discourse of classrooms: interaction analysis, discourse analysis, text analysis, and ways to examine the social and political assumptions underlying the choice and presentation of content in second language teaching materials. *Chapter IV, Writing Research Reports, provides guidelines for both thesis writing and journal articles. Researching Second Language Classrooms is an ideal text for TESOL research methods courses and an essential resource for inservice teachers who wish to undertake classroom research.

Best known as one of the great short story writers of the twentieth century, Raymond Carver also published several volumes of poetry and considered himself as much a poet as a fiction writer. Sandra Lee Kleppe combines comparative analysis with an in-depth examination of Carver's poems, making a case for the quality of Carver's poetic output and showing the central role Carver's pursuit of poetry played in his career as a writer. Carver constructed his own organic literary system of 'autopoetics,' a concept connected to a paradigm shift in our understanding of the inter-relatedness of biological and cultural systems. This idea is seen as informing Carver's entire production, and a distinguishing feature of Kleppe's book is its contextualization of Carver's poetry within the complex literary and scientific systems that influenced his development as a writer. Kleppe addresses the common themes and intertextual links between Carver's poetry and short story careers, situates Carver's poetry within the love poem tradition, explores the connections between neurology and poetic memories, and examines Carver's use of the elegy genre within the context of his terminal illness. Tellingly, Carver's poetry, which has aroused slight interest among literary scholars, is frequently taught to medical students. This testimony to the interdisciplinary implications of Carver's work suggests the appropriateness of Kleppe's culminating discussion of Carver's work as a bridge between the fields of literature and medicine.

In a growing number of countries, English is required as a foreign language for all students, English language learning is being encouraged at a younger and younger age, and English proficiency tests are key in many high-stakes educational and professional decisions. What general principles should inform a socioculturally sensitive pedagogy and what pedagogical practices would be consistent with these principles?

Directly addressing these essential questions, this book explores the pedagogical implications of the continuing spread of English and its role as an international language. In each chapter an expert on a particular aspect of English language teaching reflects on what the spread of English suggests for classroom principles and practice and provides specific examples of practices that are consistent with these principles. All chapters include activities, discussion questions, and an illustrative vignette that encourage teachers to apply the pedagogical practices to their own classroom and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, this book fills a critical need in the field.

Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which English is taught and learned. Its unique value is the combination of three strands ? globalization, sociolinguistics, and English as an international language ? in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy.

International English in Its Sociolinguistic Contexts

• fully recognizes the relationship between social context and language teaching
• describes the social and sociolinguistic factors that affect the teaching and learning of English
• examines how the social context is influential in determining which languages are promoted in schools and society and how these languages are taught
• is unique in directly relating basic constructs in sociolinguistics to English language teaching
• features case studies that illustrate the diversity of English teaching contexts

Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels.

Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which English is taught and learned. Its unique value is the combination of three strands ? globalization, sociolinguistics, and English as an international language ? in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy.

International English in Its Sociolinguistic Contexts

• fully recognizes the relationship between social context and language teaching
• describes the social and sociolinguistic factors that affect the teaching and learning of English
• examines how the social context is influential in determining which languages are promoted in schools and society and how these languages are taught
• is unique in directly relating basic constructs in sociolinguistics to English language teaching
• features case studies that illustrate the diversity of English teaching contexts

Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels.

This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data.
*Chapter I, "Classroom Research," introduces the reader to major research purposes and research types as they relate to classroom research, the distinction between quantitative and qualitative research, the formulation of research questions and research designs, and ethical issues in research.
*Chapter II, "Researching Teachers and Learners," presents research methods that can be used to examine teachers' and learners' attitudes and behaviors: action research, survey research, interviews, verbal reports, diary studies, case studies, and ethnographies.
*Chapter III, "Researching Classroom Discourse," deals with methods that can be used to study the oral and written discourse of classrooms: interaction analysis, discourse analysis, text analysis, and ways to examine the social and political assumptions underlying the choice and presentation of content in second language teaching materials.
*Chapter IV, "Writing Research Reports," provides guidelines for both thesis writing and journal articles.
"Researching Second Language Classrooms" is an ideal text for TESOL research methods courses and an essentialresource for inservice teachers who wish to undertake classroom research.

Drawing from the experience of everyday life Bartky shows how women come to be oppressed and devalued in our patriarchal society.

Explore the aftermath of traumatic stress as it affects various populations, including therapists themselves! This book will educate you about the aftermath of traumatic stress as it impacts people in a variety of settings. It explores the factors that lead to increased or reduced vulnerability to the effects of traumatic stress, emphasizing the impact of cumulative/multiple trauma rather than the effects of a single traumatic incident, to help you design and implement effective prevention and intervention programs. The specific populations and groups addressed in this important book include: adolescent girls involved in armed conflict in Colombia's guerilla war urban African-American youtha theoretical model for risk and resiliency people with strong spiritual/religious beliefshow spirituality can affect a person's reaction to traumatic stress women in recovery in a community aftercare shelter female trauma therapistsfactors affecting vicarious traumatization of helping professionals college students with histories of abuse Providing a framework for understanding traumatic stress-related issues based on a variety of methodologies and measures, Traumatic Stress and Its Aftermath addresses important questions, such as: What is the relationship between the experiences of trauma or other stressful life events, and subsequent traumatic stress? What are the protective factors that can buffer or ameliorate the development of traumatic stress in the face of adverse life experiences, trauma, or other stressful events? How do these questions evolve in different cultural or community contexts, and with different populations? What are the implications for interventions for community institutions and mental health workers? What roles do self-esteem and spirituality play in a person's reaction to traumatic stress? How do reactions to traumatic stress differ between women who have been sexually abused as children and women who have not? From editor Sandra S. Lee: Contemporary developments in the study of traumatic stress are shifting. This book reflects an emphasis on the study of traumatic stress in normal community, cultural, or college student populations and groups, while other literature has focused on individuals specifically diagnosed with PTSD. In addition, Traumatic Stress and Its Aftermath: Cultural, Community, and Professional Contexts emphasizes the search for risk and protective factors and factors that can buffer the relationship between trauma exposure and subsequent distress.

This book explores poetry and pedagogy in practice across the lifespan. Poetry is directly linked to improved literacy, creativity, personal development, emotional intelligence, complex analytical thinking and social interaction: all skills that are crucial in contemporary educational systems. However, a narrow focus on STEM subjects at the expense of the humanities has led educators to deprioritize poetry and to overlook its interdisciplinary, multi-modal potential. The editors and contributors argue that poetry is not a luxury, but a way to stimulate linguistic experiences that are formally rich and cognitively challenging. To learn through poetry is not just to access information differently, but also to forge new and different connections that can serve as reflective tools for lifelong learning. This interdisciplinary book will be of value to teachers and students of poetry, as well as scholars interested in literacy across the disciplines.

All over the world, people get dressed, mostly for the same reasons. Why, then, do we look so different from each other? The answers lie in the constellations of factors that contribute to the human condition, from climate to conformity, gender expression to race and ethnicity. Beginning with the body as the organizing principle around which to study dress, this 50th anniversary edition of The Visible Self makes sense of humans as biological, social, and aesthetic creatures based on cross-disciplinary concepts and examples. It explores the daily act of dress in cultures around the world, using the word “dress” to describe the wide variety of behaviors connected to the act of adorning our bodies—or not—through the use of clothing, modifications, and/or supplements. Political economies are addressed holistically to understand the global world through contemporary topics such as racism and how dress can be used to sustain or rebel against dominant structures. With current examples and relevant readings in every chapter, the authors convey how dress can achieve standards of appearance and social ideals, relate to individuality and conformity in fashion, and communicate identity and character in the arts. Exploring the global mash-up of fashion, dress, culture, production, and sustainability—including life in a post-pandemic world—The Visible Self offers a powerful understanding of the way we look and how we look at others. New to this Edition: - Focus on the body as the organizing principle in the study of dress including additional insight on fashion and using this concept to define the target customer - Investigation of current issues such as race and the post-pandemic world - Updated readings, at the end of each chapter, with discussion questions that directly connect chapter concepts to reading content - Activities that apply chapter concepts to design, product development, merchandising, and everyday life STUDIO Features Include: - Links to third party video clips to help visualize how dress is used to identify the self - Self-assessment quizzes to test yourself on what you have just read - Flashcards of key terms and concepts covered in the book Instructor Resources - Instructor’s Guide to help incorporate the text into your classroom - Test Bank to highly key concepts and test student comprehension on those concepts - PowerPoint Slides for every chapter

English today is a global language embedded in a great variety of social contexts, resulting in linguistic and pedagogical variation. Taking a new look at the teaching and assessing of English as an international language (EIL), this text highlights overarching principles and provides specific strategies for responding to questions and challenges posed by the changing demographics of English language learners and users around the world. Teaching and Assessment in EIL Classrooms introduces an original, coherent framework in which needs analysis, pedagogical principles, and assessment are integrated describes variables that influence effective teaching and assessment and the characteristics of various EIL teachers and learners emphasizes that pedagogical and assessment decisions need to be based on the learning and teaching needs of each specific EIL context includes specific principles and strategies for teaching and assessing grammar, oral language, and literacy skills in EIL classrooms provides strategies for integrating computer-mediated language into EIL classrooms in ways that promote cross-cultural awareness, language development, and individualized learning Timely, accessible, and practical, this text for graduate and pre- and in-service courses on language teaching and assessment is at the forefront in providing valuable information and guidance for enabling principled and context-sensitive praxis in EIL classrooms worldwide.

With This Ring is the 19th volume of the series Contemporary Studies in Sociology from their Sociology collection, edited by R.Robin Miller.

In a growing number of countries, English is required as a foreign language for all students, English language learning is being encouraged at a younger and younger age, and English proficiency tests are key in many high-stakes educational and professional decisions. What general principles should inform a socioculturally sensitive pedagogy and what pedagogical practices would be consistent with these principles?

Directly addressing these essential questions, this book explores the pedagogical implications of the continuing spread of English and its role as an international language. In each chapter an expert on a particular aspect of English language teaching reflects on what the spread of English suggests for classroom principles and practice and provides specific examples of practices that are consistent with these principles. All chapters include activities, discussion questions, and an illustrative vignette that encourage teachers to apply the pedagogical practices to their own classroom and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, this book fills a critical need in the field.

In this book, Sandra Barney examines the transformation of medical care in Central Appalachia during the Progressive Era and analyzes the influence of women volunteers in promoting the acceptance of professional medicine in the region. By highlighting the critical role played by nurses, clubwomen, ladies' auxiliaries, and other female constituencies in bringing modern medicine to the mountains, she fills a significant gap in gender and regional history. Barney explores both the differences that divided women in the reform effort and the common ground that connected them to one another and to the male physicians who profited from their voluntary activity. Held together at first by a shared goal of improving the public welfare, the coalition between women volunteers and medical professionals began to fracture when the reform agendas of women's groups challenged physicians' sovereignty over the form of health care delivery. By examining the professionalization of male medical practitioners, the gendered nature of the campaign to promote their authority, and their displacement of community healers, especially female midwives, Barney uncovers some of the tensions that evolved within Appalachian society as the region was fundamentally reshaped during the era of industrial development. |Examines the modernization of health care in Appalachia during the Progressive Era and reveals the role women played in promoting the acceptance of professional medicine in the region.

This edited collection offers educators at all levels a range of practical and theoretical approaches to teaching poetry in the context of environmental sustainability. The contributors are keenly aware of the urgency facing the planet's ecosystems-ecosystems which include all of us-and this volume makes the case that teaching poetry is not a luxury. Each of the book's three sections works from a specific angle and register. Part I focuses on pragmatic approaches to classroom activities and curricular choices; Part II considers policies and politics, including the role of the UN's Education for Sustainable Development (ESD) program; and Part III takes a widescreen view, exploring the philosophical issues that arise when poems are integrated into sustainability curricula. This book exemplifies how poetry empowers readers to think imaginatively about how to sustain-and why to sustain-our world, its resources, and its beauty.

English today is a global language embedded in a great variety of social contexts, resulting in linguistic and pedagogical variation. Taking a new look at the teaching and assessing of English as an international language (EIL), this text highlights overarching principles and provides specific strategies for responding to questions and challenges posed by the changing demographics of English language learners and users around the world. Teaching and Assessment in EIL Classrooms introduces an original, coherent framework in which needs analysis, pedagogical principles, and assessment are integrated describes variables that influence effective teaching and assessment and the characteristics of various EIL teachers and learners emphasizes that pedagogical and assessment decisions need to be based on the learning and teaching needs of each specific EIL context includes specific principles and strategies for teaching and assessing grammar, oral language, and literacy skills in EIL classrooms provides strategies for integrating computer-mediated language into EIL classrooms in ways that promote cross-cultural awareness, language development, and individualized learning Timely, accessible, and practical, this text for graduate and pre- and in-service courses on language teaching and assessment is at the forefront in providing valuable information and guidance for enabling principled and context-sensitive praxis in EIL classrooms worldwide.

This book provides an introduction to the field of sociolinguistics for second and foreign language teachers. Chapters cover the basic areas of sociolinguistics that have a bearing on language teaching, including regional and social variations in dialects, language and gender, World Englishes, and intercultural communication. Each chapter has been specially written for this collection by an individual who has done extensive research on the topic explored. For each topic there is an overview of central terms and issues, and a discussion of implications for the language classroom. This is the first introductory text to address explicitly the pedagogical implications of current theory and research in sociolinguistics. The book will also be of interest to any teachers with students from linguistically diverse backgrounds.

This text examines sociopolitical, economic, familial, and educational agendas that influence attainment of second language literacy. The paperback examines the sociopolitical, economic, familial, and educational agendas that influence an immigrant's attainment of literacy in a new language. Each agenda is introduced through illuminating case studies drawn from research in North America, Australia, and the United Kingdom. Professor McKay analyzes the conflicts among different interest groups and paints a sensitive picture of how the needs of an individual may be at odds with any and all of the various literacy agendas. The book addresses teachers and teachers-in-training involved in second language education, whether their students are in special language classes, bilingual education, or enrolled in the mainstream curriculum. It also provides valuable insights to individuals responsible for developing second language literacy policies in the political, labor, and educational sectors.

This book explores poetry and pedagogy in practice across the lifespan. Poetry is directly linked to improved literacy, creativity, personal development, emotional intelligence, complex analytical thinking and social interaction: all skills that are crucial in contemporary educational systems. However, a narrow focus on STEM subjects at the expense of the humanities has led educators to deprioritize poetry and to overlook its interdisciplinary, multi-modal potential. The editors and contributors argue that poetry is not a luxury, but a way to stimulate linguistic experiences that are formally rich and cognitively challenging. To learn through poetry is not just to access information differently, but also to forge new and different connections that can serve as reflective tools for lifelong learning. This interdisciplinary book will be of value to teachers and students of poetry, as well as scholars interested in literacy across the disciplines.