This volume explores whether theatre pedagogy can and should be transformed in response to the global climate crisis. Conrad Alexandrowicz and David Fancy present an innovative re-imagining of the ways in which the art of theatre, and the pedagogical apparatus that feeds and supports it, might contribute to global efforts in climate protest and action. Comprised of contributions from a broad range of scholars and practitioners, the volume explores whether an adherence to aesthetic values can be preserved when art is instrumentalized as protest and considers theatre as a tool to be employed by the School Strike for Climate movement. Considering perspectives from areas including performance, directing, production, design, theory and history, this book will prompt vital discussions which could transform curricular design and implementation in the light of the climate crisis. Theatre Pedagogy in the Era of Climate Crisis will be of great interest to students, scholars and practitioners of climate change and theatre and performance studies.

International Models of Changemaker Education: Programs, Methods, and Design offers educators (pre-service and in-service teachers, principals, vice principals and school staff, teacher educators, and educational leaders in K-12 education) around the world, a practical guide to understanding and implementing the programmatic structures and institutional cultures that help young people discover and activate their power as changemakers. The text is perfect for educators who have the vision of inclusion and empowerment and are looking for field tested how-to's from the front lines of school/teacher/student interactions. The book presents a compelling set of field-tested, experience-based international educational models that cover the curriculum, mindset, cultures, and systems that have proven successful in supporting young people in their growth as catalysts for change. The models include the meeting of basic needs through innovative collaboration, addressing changemaking in teacher education, teacher shortages in high poverty communities, as well as models of peace education, environmental education, and models focused on social emotional learning and intelligence.

This book is situated at the intersection of queer/gender studies and theories of acting pedagogy and performance. It explores the social and cultural matrix in which matters of gender are negotiated, including that of post-secondary theatre and drama education. It identifies the predicament of gender dissident actors who must contend with the widespread enforcement of realist paradigms within the academy, and proposes a re-imagining of the way drama/theatre/performance are practised in order to serve more fairly and effectively the needs of queer actors in training. This is located within a larger project of critique in reference to the art form as a whole. The book stimulates discussion among practitioners and scholars on matters concerning various kinds of diversity: of gender expression, of approaches to the teaching of acting, and to the way the art form may be imagined and executed in the early years of the 21st Century, in particular in the face of the climate crisis. But it is also an aid to practitioners who are seeking new theoretical and practical approaches to dealing with gender diversity in acting pedagogy.

This volume explores whether theatre pedagogy can and should be transformed in response to the global climate crisis. Conrad Alexandrowicz and David Fancy present an innovative re-imagining of the ways in which the art of theatre, and the pedagogical apparatus that feeds and supports it, might contribute to global efforts in climate protest and action. Comprised of contributions from a broad range of scholars and practitioners, the volume explores whether an adherence to aesthetic values can be preserved when art is instrumentalized as protest and considers theatre as a tool to be employed by the School Strike for Climate movement. Considering perspectives from areas including performance, directing, production, design, theory and history, this book will prompt vital discussions which could transform curricular design and implementation in the light of the climate crisis. Theatre Pedagogy in the Era of Climate Crisis will be of great interest to students, scholars and practitioners of climate change and theatre and performance studies.

How can colleges and schools support the inclusion of family, school and community engagement curricula in teacher and administrator preparation programs? The contributions in this book try to answer this question, with contributors describing their experiences, their programs, and their support for the goal of enhancing parental involvement and engagement in Schools and Colleges of Education. The authors and researchers, such as Joyce Epstein, who is the foremost researcher on the topic, have the knowledge and expertise in family, school, and community engagement and partnerships from both theory and best practice perspectives. The book is designed to be interactive, and readers are encouraged to engage themselves in the conversation. Readers are invited to e-mail any of the editors to discuss the questions posed. This book was originally published as a special issue of Teaching Education.

How can colleges and schools support the inclusion of family, school and community engagement curricula in teacher and administrator preparation programs? The contributions in this book try to answer this question, with contributors describing their experiences, their programs, and their support for the goal of enhancing parental involvement and engagement in Schools and Colleges of Education. The authors and researchers, such as Joyce Epstein, who is the foremost researcher on the topic, have the knowledge and expertise in family, school, and community engagement and partnerships from both theory and best practice perspectives. The book is designed to be interactive, and readers are encouraged to engage themselves in the conversation. Readers are invited to e-mail any of the editors to discuss the questions posed. This book was originally published as a special issue of Teaching Education.

International Models of Changemaker Education: Programs, Methods, and Design offers educators (pre-service and in-service teachers, principals, vice principals and school staff, teacher educators, and educational leaders in K-12 education) around the world, a practical guide to understanding and implementing the programmatic structures and institutional cultures that help young people discover and activate their power as changemakers. The text is perfect for educators who have the vision of inclusion and empowerment and are looking for field tested how-to's from the front lines of school/teacher/student interactions. The book presents a compelling set of field-tested, experience-based international educational models that cover the curriculum, mindset, cultures, and systems that have proven successful in supporting young people in their growth as catalysts for change. The models include the meeting of basic needs through innovative collaboration, addressing changemaking in teacher education, teacher shortages in high poverty communities, as well as models of peace education, environmental education, and models focused on social emotional learning and intelligence.

This book is situated at the intersection of queer/gender studies and theories of acting pedagogy and performance. It explores the social and cultural matrix in which matters of gender are negotiated, including that of post-secondary theatre and drama education. It identifies the predicament of gender dissident actors who must contend with the widespread enforcement of realist paradigms within the academy, and proposes a re-imagining of the way drama/theatre/performance are practised in order to serve more fairly and effectively the needs of queer actors in training. This is located within a larger project of critique in reference to the art form as a whole. The book stimulates discussion among practitioners and scholars on matters concerning various kinds of diversity: of gender expression, of approaches to the teaching of acting, and to the way the art form may be imagined and executed in the early years of the 21st Century, in particular in the face of the climate crisis. But it is also an aid to practitioners who are seeking new theoretical and practical approaches to dealing with gender diversity in acting pedagogy.

The history and theory of international law have been transformed in recent years by post-colonial and post-imperial critiques of the universalistic claims of Western international law. The origins of those critiques lie in the often overlooked work of the remarkable Polish-British lawyer-historian C. H. Alexandrowicz (1902-75). This volume collects Alexandrowicz's shorter historical writings, on subjects from the law of nations in pre-colonial India to the New International Economic Order of the 1970s, and presents them as a challenging portrait of early modern and modern world history seen through the lens of the law of nations. The book includes the first complete bibliography of Alexandrowicz's writings and the first biographical and critical introduction to his life and works. It reveals the formative influence of his Polish roots and early work on canon law for his later scholarship undertaken in Madras (1951-61) and Sydney (1961-67) and the development of his thought regarding sovereignty, statehood, self-determination, and legal personality, among many other topics still of urgent interest to international lawyers, political theorists, and global historians.

Alex Alexandrowicz spent 22 years in custody protesting his innocence. This book explains how something which began with a plea bargain in the belief that he would serve a 'short' sentence turned into a Kafkaesque nightmare. His 'Prison Chronicles' are placed in perspective by Professor David Wilson. The Longest Injustice contains the full story of Anthony Alexandrovich - known universally as 'Alex'. Principally, the book is about his 29-year fight against his conviction as a seventeen-year-old for aggravated burglary, wounding with intent, and assault occasioning actual bodily harm. Twenty-two of these years were spent in prison where Alex was a discretionary life sentenced prisoner, and where he steadfastly maintained his innocence. He continues to do so after release, and is taking his case through the Criminal Cases Review Commission (CCRC), which was set up in 1995 to investigate alleged miscarriages of justice. Alex's own recollections are supplemented by analysis of the dilemma facing people in British prisons who are determined to maintain their innocence, and the book highlights the considerable disincentives and disadvantages to them of doing so. Authors Alex Alexandrowicz spent 22 years in some of Britain's most notorious gaols much of this time as a Category A high security prisoner. His Prison Chronicles are a first hand account in which he explains why he believes he was wrongly convicted (a matter currently with the Criminal Cases Review Commission) and vividly recreates his experiences of the early years following his arrest. Institutionalised by the system and apprehensive of the outside world he now lives alone in Milton Keynes where he continues the long fight to clear his name from a flat which has grown to resemble a prison cell. David Wilson is professor of criminology at the Centre for Criminal Justice Policy and Research at the University of Central England in Birmingham. A former prison governor, he is editor of the Howard Journal and a well-known author, broadcaster and presenter for TV and radio, including for the BBC, C4 and Sky Television. He has written three other books for Waterside Press: Prison(er) Education: Stories of Change and Transformation (with Ann Reuss) (2000) , Images of Incarceration: Representations of Prison in Film and Television Drama (with Sean O'Sullivan) (2004), and Serial Killers: Hunting Britons and Their Victims (2007).

"The rationale for this book is excellent. The idea of exposing new teachers to a bit of ?reality training? is long overdue in teacher development programs."
John Davis
Assistant Professor, Teacher Education Department
California State University, Dominguez Hills