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In contemporary educational research, practice and policy,
‘indigenous women’ have emerged as an important focus in the
global education arena and the 2030 Sustainable Development Agenda.
This edited book investigates what is significant about indigenous
women and their learning in terms of policy directions, research
agendas and, not least, their own aspirations. The book examines
contemporary education policy and questions the dominant deficit
discourse of indigenous women as vulnerable. By contrast, this
publication demonstrates the marginalisations and multiple
discriminations that indigenous women confront as indigenous
persons, as women and as indigenous women. Chapters draw on
ethnographic research in Egypt, Ethiopia, India, Mexico, Nepal,
Peru and the Philippines and engage with indigenous women’s
learning from the perspectives of rights, gender equality and
cultural, linguistic and ontological diversity. The book
investigates intergenerational and intercultural learning and
indigenous women’s agency and power in the face of complex and
dynamic changing social, physical, economic and cultural
environments. The grounded ethnographic chapters illustrate
indigenous women’s diverse historical and contemporary
experiences of inequalities, opportunities and formal education and
how these influence their strengths, learning aspirations and ways
of learning, as well as their values, demands, desires and
practices. Chapters 1– 6 and 8 in this book were originally
published in a special issue of the journal Studies in the
Education of Adults.
In contemporary educational research, practice and policy,
'indigenous women' have emerged as an important focus in the global
education arena and the 2030 Sustainable Development Agenda. This
edited book investigates what is significant about indigenous women
and their learning in terms of policy directions, research agendas
and, not least, their own aspirations. The book examines
contemporary education policy and questions the dominant deficit
discourse of indigenous women as vulnerable. By contrast, this
publication demonstrates the marginalisations and multiple
discriminations that indigenous women confront as indigenous
persons, as women and as indigenous women. Chapters draw on
ethnographic research in Egypt, Ethiopia, India, Mexico, Nepal,
Peru and the Philippines and engage with indigenous women's
learning from the perspectives of rights, gender equality and
cultural, linguistic and ontological diversity. The book
investigates intergenerational and intercultural learning and
indigenous women's agency and power in the face of complex and
dynamic changing social, physical, economic and cultural
environments. The grounded ethnographic chapters illustrate
indigenous women's diverse historical and contemporary experiences
of inequalities, opportunities and formal education and how these
influence their strengths, learning aspirations and ways of
learning, as well as their values, demands, desires and practices.
Chapters 1- 6 and 8 in this book were originally published in a
special issue of the journal Studies in the Education of Adults.
Whether an individual doctoral study or a large-scale
multidisciplinary project, researchers working across cultures face
particular challenges around power, identity, and voice, as they
encounter ethical dilemmas which extend beyond the micro-level of
the researcher-researched relationship. In using a cross-cultural
perspective on how to conceptualise research problems, collect
data, and disseminate findings in an ethical manner, they also
engage with the geopolitics of academic writing, language
inequalities, and knowledge construction within a globalised
economy. It is increasingly recognised that existing ethical codes
and paradigms either do not sufficiently address such issues or
tend to be rather restrictive and insensitive to multiple and
complex cultural and contextual differences. This book extends our
understanding of the ethical issues and dilemmas faced by
researchers in comparative and international education. It asks
what the relevance of postcolonial theory is for understanding
research ethics in comparative and international education; whether
Western ethical practices in qualitative social research are
incompatible with cultures outside the West; how a 'situated'
approach can be developed for exploring research ethics across
cultures and institutions; and how 'informed consent' can be
negotiated when the process appears to contradict community values
and practices. In sharing experiences from a wide range of cultural
and institutional contexts, the authors offer both theoretical
resources and practical guidance for conducting research ethically
across cultures. This book was originally published as a special
issue of Compare: A Journal of Comparative and International
Education.
Women's literacy is often assumed to be the key to promoting better
health, family planning and nutrition in the developing world. This
has dominated much development research and has led to women's
literacy being promoted by governments and aid agencies as the key
to improving the lives of poor families. High dropout rates from
literacy programmes suggest that the assumed link between women's
literacy and development can be disputed. This book explores why
women themselves want to learn to read and write and why, all too
often, they decide that literacy classes are not for them. Bringing
together the experiences of researchers, policy makers and
practitioners working in more than a dozen countries, this edited
volume presents alternative viewpoints on gender, development and
literacy through detailed first-hand accounts. Rather than seeing
literacy as a set of technical skills to be handed over in
classrooms, these writers give new meaning to key terms such as
'barriers', 'culture', 'empowerment' and 'motivation'. Divided into
three sections, this text examines new research approaches, a
gendered perspective on literacy policy and programming, and
implementation of literacy projects in African, Asian and South
American contexts. With new insights and groundbreaking research,
this collection will interest academics and professionals working
in the fields of development, education and gender studies.
Are literate women more likely to use contraceptives or to send
their children to school? This is a question that has dominated
much development research and has led to women's literacy being
promoted by governments and aid agencies as the key to improving
the lives of poor families.
However, high dropout rates from literacy programs suggest that the
assumed link between women's literacy and development can be
disputed. This book explores why women themselves want to learn to
read and write and why, all too often, they decide that literacy
classes are not for them.
Bringing together the experiences of researchers, policy makers and
practitioners working in more than a dozen countries, this edited
volume presents alternative viewpoints on gender, development and
literacy through detailed first-hand accounts. Rather than seeing
literacy as a set of technical skills to be handed over in
classrooms, these writers give new meaning to key terms such as
"barriers," "culture," "empowerment" and "motivation."
Divided into three sections, this text examines new research
approaches, a gendered perspective on literacy policy and
programming and implementation of literacy projects in African,
Asian and South American contexts. With new insights and
groundbreaking research, this collection will interest academics
and professionals working in the fields of development, education
and gender studies.
Anna Robinson's first full collection, "The Finders of London",
introduces a compelling new voice in poetry. Her poems, set in and
around the centre of London, depict a capital both familiar and
alien, peopled with figures contemporary and historical: from the
residents of present-day Lambeth, to the victims of Jack the
Ripper, and to those whose spirits are still embedded in the
reflections of a plate-glass office window, in the earth beneath
the author's feet, or in the flotsam washed up on the Thames beach.
It's these working-class voices that lend strength to Robinson's
own, and with it she mythologizes, catalogues and searches for the
anima and animus of this multi-natured city. The river Thames is
never far away, its foreshore the setting for the long poem that
provides the book's title: "The Finders of London", part-chronicle,
part-modern fairytale, caked in mud, it challenges the morality of
its Victorian counterparts while telling a simple and elegant tale
of the toshers and the river they live and work under.
The links between literacy and development have been the focus of
research conducted by both economists and anthropologists. Yet
researchers from these different disciplines have tended to work in
isolation from each other. This book aims to create a space for new
interdisciplinary debate in this area, through bringing together
contributions on literacy and development from the fields of
education, literacy studies, anthropology and economics. The book
extends our theoretical understanding on the ways in which people's
acquisition and uses of literacy influence changes in agency,
identity, social practice and labour market and other outcomes. The
chapters discuss data from diverse cultural contexts (South Africa,
Bangladesh, India, Nepal, Peru, and Mexico), and from contrasting
research paradigms. The contributors examine the significance of
culture and socio-economic contexts in shaping such processes. As
such, they contribute to our understanding of the role of literacy
in processes of poverty reduction, and its importance to people's
capabilities and wellbeing. The themes covered include: the
dynamics of literacy use in the production of agency, the
enactment, negotiation and embodiment of new social identities -
including gendered and religious identities; the impacts of
literate identities and use on institutional relations and social
participation; the dynamics of literacy 'sharing' and their
externalities within and beyond households; formal analysis of the
impacts of proximate illiteracy on labour market and health
outcomes across men and women and social contexts. This book was
published as a special issue of the Journal of Development Studies.
The links between literacy and development have been the focus
of research conducted by both economists and anthropologists. Yet
researchers from these different disciplines have tended to work in
isolation from each other. This book aims to create a space for new
interdisciplinary debate in this area, through bringing together
contributions on literacy and development from the fields of
education, literacy studies, anthropology and economics. The book
extends our theoretical understanding on the ways in which people s
acquisition and uses of literacy influence changes in agency,
identity, social practice and labour market and other outcomes. The
chapters discuss data from diverse cultural contexts (South Africa,
Bangladesh, India, Nepal, Peru, and Mexico), and from contrasting
research paradigms. The contributors examine the significance of
culture and socio-economic contexts in shaping such processes. As
such, they contribute to our understanding of the role of literacy
in processes of poverty reduction, and its importance to people s
capabilities and wellbeing. The themes covered include: the
dynamics of literacy use in the production of agency, the
enactment, negotiation and embodiment of new social identities -
including gendered and religious identities; the impacts of
literate identities and use on institutional relations and social
participation; the dynamics of literacy sharing and their
externalities within and beyond households; formal analysis of the
impacts of proximate illiteracy on labour market and health
outcomes across men and women and social contexts.
This book was published as a special issue of the Journal of
Development Studies.
Whether an individual doctoral study or a large-scale
multidisciplinary project, researchers working across cultures face
particular challenges around power, identity, and voice, as they
encounter ethical dilemmas which extend beyond the micro-level of
the researcher-researched relationship. In using a cross-cultural
perspective on how to conceptualise research problems, collect
data, and disseminate findings in an ethical manner, they also
engage with the geopolitics of academic writing, language
inequalities, and knowledge construction within a globalised
economy. It is increasingly recognised that existing ethical codes
and paradigms either do not sufficiently address such issues or
tend to be rather restrictive and insensitive to multiple and
complex cultural and contextual differences. This book extends our
understanding of the ethical issues and dilemmas faced by
researchers in comparative and international education. It asks
what the relevance of postcolonial theory is for understanding
research ethics in comparative and international education; whether
Western ethical practices in qualitative social research are
incompatible with cultures outside the West; how a 'situated'
approach can be developed for exploring research ethics across
cultures and institutions; and how 'informed consent' can be
negotiated when the process appears to contradict community values
and practices. In sharing experiences from a wide range of cultural
and institutional contexts, the authors offer both theoretical
resources and practical guidance for conducting research ethically
across cultures. This book was originally published as a special
issue of Compare: A Journal of Comparative and International
Education.
We are working within an increasingly globalised knowledge economy,
where researchers collaborate in cross-cultural teams, collect data
in a variety of languages and share findings for international
audiences who may be unfamiliar with the cultural context.
Researching across Languages and Cultures is a guide for doctoral
students and other researchers engaged in such multilingual and
intercultural research, providing a framework for analysis and
development of their experiences. Demonstrating the link between
the theoretical approaches offered by the authors and the practical
problems encountered by doctoral researchers, this ground-breaking
book draws on research interviews with doctoral students from
around the world. Students' written reflections on their
experiences are presented as interludes between each chapter. A
practical, hands-on guide to planning, conducting and writing up
research, the book explores the crucial roles involved in
interpreting data across cultures within doctoral research. Key
topics include: The role of the interpreter and/or local research
assistant in the research process and the ethics of translation.
Constructing knowledge across cultures: addressing questions of
audience, power and voice Academic literacy practices in
multilingual settings The doctoral student's role within the
geopolitics of academic publishing and forms of research
dissemination The pragmatics of mediated communication
(implicatures, intentions, dialogue) Researchers who come from and
work in monolingual societies often forget that their context is
unusual - most of the world live in multilingual contexts, where
linguistic shifts and hybridities are the norm. Two authors with
extensive experience, together with a number of their existing or
former research students, share insights into these issues that
surround language and culture in research. This book will be a
useful guide for academic researchers, doctoral students, research
supervisors and Masters students who carry out empirical research
in multilingual or multicultural contexts and/or are writing about
their research for a diverse readership across the world.
We are working within an increasingly globalised knowledge economy,
where researchers collaborate in cross-cultural teams, collect data
in a variety of languages and share findings for international
audiences who may be unfamiliar with the cultural context.
Researching across Languages and Cultures is a guide for doctoral
students and other researchers engaged in such multilingual and
intercultural research, providing a framework for analysis and
development of their experiences. Demonstrating the link between
the theoretical approaches offered by the authors and the practical
problems encountered by doctoral researchers, this ground-breaking
book draws on research interviews with doctoral students from
around the world. Students' written reflections on their
experiences are presented as interludes between each chapter. A
practical, hands-on guide to planning, conducting and writing up
research, the book explores the crucial roles involved in
interpreting data across cultures within doctoral research. Key
topics include: The role of the interpreter and/or local research
assistant in the research process and the ethics of translation.
Constructing knowledge across cultures: addressing questions of
audience, power and voice Academic literacy practices in
multilingual settings The doctoral student's role within the
geopolitics of academic publishing and forms of research
dissemination The pragmatics of mediated communication
(implicatures, intentions, dialogue) Researchers who come from and
work in monolingual societies often forget that their context is
unusual - most of the world live in multilingual contexts, where
linguistic shifts and hybridities are the norm. Two authors with
extensive experience, together with a number of their existing or
former research students, share insights into these issues that
surround language and culture in research. This book will be a
useful guide for academic researchers, doctoral students, research
supervisors and Masters students who carry out empirical research
in multilingual or multicultural contexts and/or are writing about
their research for a diverse readership across the world.
Into the Woods takes us to imaginary wild woodland in the centre of
London. In this story the woodsman, the wild girl and the widow
Mary live in a recognisable present, but being archetypes, they
continually try to emerge from our time into one that may never
have been - to the Lambeth woods. We too are drawn into our own
fantasies of wild woods from folk tales, and here real-life images
of Epping Forest and Box Hill fuel our imagination and work to
plunge us, resisting, into the centre of the woods, into
heterotopia. In the end though, we emerge back to the familiar, and
the widow Mary snaps us back to reality when she purchases an acre
of woodland from the Archbishop of Canterbury, signaling the end of
the wild wood. The second book from Anna Robinson builds upon her
acclaimed debut The Finders of London, leading us further into a
London that we have never seen
Welcome to Backyard Gardening and Home Cooking At GRuB, we believe
that good food is a basic human right. Growing, eating and
gathering around healthy food is a simple and powerful way to
connect people to each other and to important work in our
community. We hope you, your family, and your neighbors see your
garden as the beginning of a new way to build connections with one
another. As your seeds sprout and grow into hearty vegetables and
you harvest the fruits of your labor together, you can look forward
to cooking delicious meals using some of the fabulous recipes we've
compiled in this cookbook. The proceeds from this book will go to
support our work with low-income youth and families in our
community. Happy Cooking Love, GRuB WHAT'S INSIDE: Overrun with
zucchini? Too many tomatoes? Wondering how that innocent package of
seeds or those vegetable starts turned into the bushels of produce
filling your garden? Have no fear. GOOD GRuB will help you take
advantage of your garden's bounty. Packed with 240 tasty recipes,
the chapters are organized by vegetable families to make finding
that just right recipe quick and easy. Try dishes like Arugula
& Beet Salad, Summer Vegetable Pie, and Zucchini Lasagna. Warm
yourself up with Pumpkin Caraway Soup, Creamy Carrot Soup, or North
African Stew. Appetizers, beverages, breads, and desserts are among
the recipes that round out the collection, all using fresh produce
from the garden. There are also chapters devoted to fruits, herbs,
and edible flowers, and one that will help you create gifts using
garden ingredients. The final chapter, The Cook's Helpers, includes
such helpful information as culinary terms, food equivalents,
substitutions, and stocking the pantry. From Easy Tomato Sauce to
Rhubarb Crumble, you are sure to find both old favorites and new
winners in this collection.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
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