This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants' professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.

This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants' professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.

The year 2014 marks the one hundredth anniversary of the assassination of Archduke Franz Ferdinand of Austria, and the beginning of the conflict that would become known as World War I. In addition to the devastating loss of human life, the Great War was also responsible for the destruction of historic buildings and monuments, the theft of precious artworks, and the burning of untold numbers of books. Ravaged uses this anniversary as a poignant gateway to a greater discussion of the effect of war on artistic heritage. Beginning with the Trojan War and weaving a compelling cross-cultural narrative that ends in the 21st-century Middle East, this affecting publication explores how cultural treasures often became silent victims of armed conflict. Illustrations highlight over two hundred artworks and relics, which are often featured alongside complementary written reflections from contemporary artists. This thoughtful book is a graceful homage to centuries of lost artistic treasures. Distributed for Mercatorfonds Exhibition Schedule: M-Museum, Leuven (03/19/14-09/01/14)