A volume in Landscapes of Education Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children's perspectives about teaching and curriculum has the potential for increasing students' interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice. Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and curriculum in the contested educational landscape.

The metaphor of the monster or predator-usually a sexual predator, drug dealer in areas frequented by children, or psychopathic murderer-is a powerful framing device in public discourse about how the criminal justice system should respond to serious violent crimes. The cultural history of the monster reveals significant features of the metaphor that raise questions about the extent to which justice can be achieved in both the punishment of what are regarded as "monstrous crimes" and the treatment of those who commit such crimes.

This book is the first to address the connections between the history of the monster metaphor, the 19th century idea of the criminal as monster, and the 20th century conception of the psychopath: the new monster. The book addresses, in particular, the ways in which the metaphor is used to scapegoat certain categories of crimes and criminals for anxieties about our own potential for deviant, and, indeed, dangerous interests. These interests have long been found to be associated with the fascination people have for monsters in most cultures, including the West.

The book outlines an alternative public health approach to sex offending, and crime in general, that can incorporate what we know about illness prevention while protecting the rights, and humanity, of offenders.

The book concludes with an analysis of the role of forensic psychiatrists and psychologists in representing criminal defendants as psychopaths, or persons with certain personality disorders. As psychiatry and psychology have transformed bad behavior into mad behavior, these institutions have taken on the legal role of helping to sort out the most dangerous among us for preventive "treatment" rather than carceral "punishment."

State and local governments are often trumpeted as laboratories of democracy, capable of significant policy innovation and expertise. Yet the reality is that states more often than not repeatedly reenact failed policies that past research shows do not work. American Politics in the Age of Ignorance contends that policy making is shrouded in many myths and that policy makers often ignore ample research and evidence when it comes to legislating on a range of issues. Examining such hot button issues as restricting immigration and welfare migration, seeking to lure businesses with tax breaks, and providing public subsidies for sports stadiums, this book catalogs a list of repeatedly enacted failed policies that public officials advocate, offering a critical and skeptical analysis of the policy process.

This book offers new transdisciplinary perspectives on luxury, exploring the topical phenomenon of digitally retouched (censored) and blockchain-secured (sensored) luxury watches and outlining implications that emerge for the field of luxury studies and managerial practice. Based on a cross-disciplinary approach, the book integrates theoretical and empirical perspectives to advance the readers’ understanding of luxury. With a particular focus on the Swiss luxury watch context, the book thereby draws on qualitative, quantitative, and archival data to shed new light on recent luxury trends, integrating literature on aesthetics of labour, conspicuous consumption, Gestalt theory, ethical theory, functional theories of attitudes, and surveillance studies. Eight chapters take the reader through a range of topical challenges arising with the display and changing moral perceptions of luxury and shifts that the luxury watch sector is facing in light of the digital transformation impacting luxury goods and the luxury management environment. This unique book will be of value for academics, scholars and upper-level students across management studies with a particular interest in the luxury and fashion industries, luxury management, brand management, business ethics and digital transformation. With a foreword by Thomaï Serdari, Leonard N. Stern School of Business, New York University.

In The Best Guide to Allergy, medical experts answer all your personal concerns and questions about allergy and asthma in easily understood language. Drawing on their extensive experience in treating both children and adults, as well as on the latest research findings, they offer up-to-date, explanations of the causes, care, treatment, remedies, and prevention of these uncomfortable, often debilitating, and sometimes even life-threatening ailments.

In the wake of recent violence our nation has experienced, and the paranoia that has ensued, we've directed our attention to potential terrorists in our midst. Yet our children face more risk from people they know than from terrorists they have never met. An estimated one in five girls and one in ten boys in the United States experience some form of sexual abuse by age eighteen. What could possibly motivate a person to molest a child? Not Monsters documents the stories of nine convicted child molesters through one-on-one interviews, listening to what offenders have to say about their crimes and exploring the roots of these behaviors from a social constructionist perspective. Their words paint a compelling and frightening portrait of how sexual abuse works in Western culture to perpetuate a political and social system of dominance and control.

In the wake of recent violence our nation has experienced, and the paranoia that has ensued, we've directed our attention to potential terrorists in our midst. Yet our children face more risk from people they know than from terrorists they have never met. An estimated one in five girls and one in ten boys in the United States experience some form of sexual abuse by age eighteen. What could possibly motivate a person to molest a child? Not Monsters documents the stories of nine convicted child molesters through one-on-one interviews, listening to what offenders have to say about their crimes and exploring the roots of these behaviors from a social constructionist perspective. Their words paint a compelling and frightening portrait of how sexual abuse works in Western culture to perpetuate a political and social system of dominance and control.

The metaphor of the monster or predator-usually a sexual predator, drug dealer in areas frequented by children, or psychopathic murderer-is a powerful framing device in public discourse about how the criminal justice system should respond to serious violent crimes. The cultural history of the monster reveals significant features of the metaphor that raise questions about the extent to which justice can be achieved in both the punishment of what are regarded as "monstrous crimes" and the treatment of those who commit such crimes. This book is the first to address the connections between the history of the monster metaphor, the 19th century idea of the criminal as monster, and the 20th century conception of the psychopath: the new monster. The book addresses, in particular, the ways in which the metaphor is used to scapegoat certain categories of crimes and criminals for anxieties about our own potential for deviant, and, indeed, dangerous interests. These interests have long been found to be associated with the fascination people have for monsters in most cultures, including the West. The book outlines an alternative public health approach to sex offending, and crime in general, that can incorporate what we know about illness prevention while protecting the rights, and humanity, of offenders. The book concludes with an analysis of the role of forensic psychiatrists and psychologists in representing criminal defendants as psychopaths, or persons with certain personality disorders. As psychiatry and psychology have transformed bad behavior into mad behavior, these institutions have taken on the legal role of helping to sort out the most dangerous among us for preventive "treatment" rather than carceral "punishment."

Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.

• What is 'public pedagogy'?
• What theories, research, aims, and values inform it?
• What does it look like in practice?

Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.

Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.

• What is 'public pedagogy'?
• What theories, research, aims, and values inform it?
• What does it look like in practice?

Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.

In The Best Guide to Allergy, medical experts answer all your personal concerns and questions about allergy and asthma in easily understood language. Drawing on their extensive experience in treating both children and adults, as well as on the latest research findings, they offer up-to-date, explanations of the causes, care, treatment, remedies, and prevention of these uncomfortable, often debilitating, and sometimes even life-threatening ailments.