This insightful book analyses the process of the first adoption of guiding human rights principles for education, the Abidjan Principles. It explains the development of the Abidjan Principles, including their articulation of the right to education, the state obligation to provide quality public education, and the role of private actors in education. Multidisciplinary in approach, both legal and education scholars address key issues on the right to education, including parental rights in education, the impact of school choice, and evidence about inequities arising from private involvement in education at the global level. Focusing on East African and francophone countries, as well as the global level, chapters explore the role and impact of private actors and privatization in education. The book concludes by calling for the rights outlined in the Abidjan Principles not to remain locked in text, but for states to take responsibility and be held to account for delivering them, as promised in international human rights treaties. Interpreting human rights law as requiring that states provide a quality public education, this book will be a valuable resource for academics and students of education policy, human rights, and education law. It will also be beneficial for policy makers, practitioners, and advocacy groups working on the right to education.

This book invites readers to explore how fourteen different experts in their respective fields create deeper meaning in their profession and work with students through thinking, in multiple ways, about the self who teaches, the self who learns, and the ways in which these selves interact within the academy. Essays in this book explore the "inside" of academia through three themes: Pursuing Authenticity, Creating Creative Community, and Humanizing Education. Contributors reflect on their own lived experiences in the academy and on pedagogies that they have created for their students. Embodied education, the theoretical framework of this book, draws on ideas of educators Parker Palmer from the West and Dr. Chinmay Pandya from the East, emerging through contributors' collaborative work. In embodied education, teachers and learners share experiences that lead to self-understanding and together find ways to humanize spaces in academia.

Women are valued for their ability to bear children in many cultures. The birth process, though supposedly the most painful experience of a woman's life, is seen as a necessary evil to achieve the end goal of children and motherhood. And yet, in the face of a typically masculinized Christianity that nevertheless professes that women are equally created in the image of God, shouldn't childbirth--a uniquely feminine experience--itself shape Christian women's souls and teach them about the heart of the God they love and follow? Drawing on her own experience of giving birth and motherhood--and the conflicting assumptions attached to them, by Christians and the culture at large--Aubry G. Smith presents a richly scriptural exploration of common conceptions about pregnancy and childbirth that will not only help mothers and soon-to-be mothers understand how to think biblically about birth, but also walks them through how to put the ideas into practice in their own lives. Along the way, she shows all readers how to see God's own experience of the birth process--and how childbirth leads to a deeper understanding of the gospel overall.

Trauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma. Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma. Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.

It was a beautiful day. There was fresh powder on the mountain because it had snowed the night before. Olympic hopeful Aubrie Mindock and her brother Austin were out flying down the mountain when all of a sudden Aubrie took a fall. She was thrown in the air like a rag doll. Her ski pole stabbed her in the lung, causing ribs to break and her to stop breathing. Seconds felt like hours and Aubrie laid motionless on the snow, fighting for air. Finally she was able to take her first breath but she was still not out of the woods. Aubrie's right knee was crushed, making it hard to get to safety. Find out how Aubrie saves her life and gets back up to the sport that she almost lost.