Writing a Wider War presents a dramatically new interpretation of the role of Boer women in the conflict and profoundly changes how we look at the making of Afrikaner nationalism. African experiences of the war are also examined, highlighting racial subjugation in the context of colonial war and black participation, and showcasing important new research by African historians. The collection includes a reassessment of British imperialism and probing essays on J. A. Hobson; the masculinist nature of life on commando among Boer soldiers; Anglo-Jewry; secularism; health and medicine; nursing, women, and disease in the concentration camps; and the rivalry between British politicians and generals. An examination of the importance of the South African War in contemporary British political economy, and the part played by imperial propaganda, rounds off a thoroughly groundbreaking reinterpretation of this formative event in South Africa's history.

Global Movements: Dance, Place, and Hybridity provides a theoretical and practical examination of the relationships between the global mobility of ideas and people, and its impact on dance and space. Using seven case studies, the contributors illustrate the mixture of dance styles that result from the global diffusion of cultural traditions and practices. The collection portrays a multitude of ways in which public and private spaces-stages, buildings, town squares as well as natural environments-are transformed and made meaningful by culturally diverse dances. Global Movements will be of interest to scholars of geography, dance, and global issues.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews, designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers' professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.

Rooted in the performative of Speech Act Theory, this interdisciplinary study crafts a new model to compare the work we do with words when we protest: across genres, from different geographies and languages. Rich with illustrative examples from Turkey, U.S., West Germany, Romania, Guatemala, Great Britain, and Northern Ireland, it examines the language of protest (chants, songs, poetry and prose) with an innovative use of analytical tools that will advance current theory. Operating at the intersection of linguistic pragmatics and critical discourse analysis this book provides fresh insights on interdisciplinary topics including power, identity, legitimacy and the Social Contract. In doing so it will appeal to students and scholars of sociolinguistics, pragmatics and critical discourse analysis, in addition to researchers working in sociology, political science, discourse, cultural and communication studies.

I'd grown up thinking life was like one of the dressmaking patterns Mother bought to sew my clothes. If I followed it, my life would turn out as perfect as my dresses. I'd meet someone and fall in love with him. He would love me and take care of me. That's what my father had done with Mother and me. That's what men did. We would get married, have children and live a loving life. Somehow it had all changed, like the clouds - Sheila Horne. It's 1973. As Toronto loosens up, four young women must navigate the shifting social currents put in motion by the '60s. Ella realizes everything she trusted as a child is a lie. Raynie believes marriage is the easy way out and thinks nothing of having sex with any guy she meets. Jessie would rather face life stoned, while Meg still desperately wants a husband and family. But childhood values and friendships are tested when a car accident sparks a series of life-altering events.

During the 1990s there has been increased interest in research on various aspects of teacher education, ranging from the preparation of teachers to continuing professional development. The increase of interest in how teachers become competent in very complex social settings is a result of a general recognition by researchers and policy makers alike that teachers are the key to any serious efforts at educational reform. This book addresses a variety of issues surrounding the field of inquiry into teaching practice that has become known as "self-study", equivalent in many ways to the "action research" movement, but at tertiary level.

Time In Practice: Temporality, Intersubjectivity, and Listening Differently is an original exploration of diverse ways in which individuals ‘live’ time, consciously and unconsciously. Challenging the psychoanalytic emphasis on the past as determinative, Mary Lynne Ellis explores the significance of present and future dimensions of individuals’ experiences which catalyses change in the analytical relationship. Through critical analyses of the theorizing of Freud, Jung, Klein, Winnicott and Lacan, Ellis highlights the limitations of spatial metaphors, binaries of ‘inner/’outer’, in addressing the socio-political and historical specificity of patients’ experiences, including questions of identity and discrimination. She explores how intersectional and interdisciplinary perspectives allow for the development of new interpretations of temporality/intersubjectivity/language/embodiment in analytical practices. Ellis reflects on the dynamism of conceptualizations emergent in autobiography, fiction, phenomenological and post-modern philosophy, gender, post-colonial, queer, and cultural studies, for contemporary relational psychoanalytic practices. This revised and updated edition includes discussion of experiences of loss, vulnerability, mortality, inequalities, and powerlessness associated with the profound impact of the spread of Corona Virus, climate change, and the Ukraine war. It also includes a new chapter on mourning, time, and identities. The book will be of interest to psychotherapists, art therapists, counsellors, psychologists, and those working in the fields of gender, sexuality, class, race and post-colonial studies, literature, and allied disciplines.

Time In Practice: Temporality, Intersubjectivity, and Listening Differently is an original exploration of diverse ways in which individuals ‘live’ time, consciously and unconsciously. Challenging the psychoanalytic emphasis on the past as determinative, Mary Lynne Ellis explores the significance of present and future dimensions of individuals’ experiences which catalyses change in the analytical relationship. Through critical analyses of the theorizing of Freud, Jung, Klein, Winnicott and Lacan, Ellis highlights the limitations of spatial metaphors, binaries of ‘inner/’outer’, in addressing the socio-political and historical specificity of patients’ experiences, including questions of identity and discrimination. She explores how intersectional and interdisciplinary perspectives allow for the development of new interpretations of temporality/intersubjectivity/language/embodiment in analytical practices. Ellis reflects on the dynamism of conceptualizations emergent in autobiography, fiction, phenomenological and post-modern philosophy, gender, post-colonial, queer, and cultural studies, for contemporary relational psychoanalytic practices. This revised and updated edition includes discussion of experiences of loss, vulnerability, mortality, inequalities, and powerlessness associated with the profound impact of the spread of Corona Virus, climate change, and the Ukraine war. It also includes a new chapter on mourning, time, and identities. The book will be of interest to psychotherapists, art therapists, counsellors, psychologists, and those working in the fields of gender, sexuality, class, race and post-colonial studies, literature, and allied disciplines.

Teacher educators live hectic lives at institutional and discipline boundaries. Our greatest potential for influence is through developing relationships with others in our practice. Our work is fundamentally relational and emotional. We are obligated to the teachers we teach and the public students they teach. Our practice exists in the midst of experience, conflicting and often hostile boundaries, and between what we know from research and what we understand from practice. Self-study of practice invites researchers to embrace the hectic and fragmented territory of practice as the space for study.

This book educates those who would like to explore practice in the methodology of self-study. It provides both a pragmatic and theoretic guide. It grounds the research in ontology and establishes dialogue as the inquiry process. It supports researchers through the use of frameworks to guide research and explication of strategies for conducting it.

Leading and Learning for Effective Feedback in K-12 Classrooms provides practical applications for those who conduct teacher classroom observations and provide feedback for growth. Leaders will learn strategies to support content and program area teachers with effective feedback practices. The book supplements effective instructional practices and includes strategies for useful modifications of mandated uniform observation instruments. The collection of thirteen chapters in this edited text includes: Supervisory theories Developmental and differentiated feedback Applying human resource orientation to supervision Using classroom video for supervision Feedback for equitable change Feedback for culturally responsive instruction Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools After reading Leading and Learning for Effective Feedback in K-12 Classrooms, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning.

Leading and Learning for Effective Feedback in K-12 Classrooms provides practical applications for those who conduct teacher classroom observations and provide feedback for growth. Leaders will learn strategies to support content and program area teachers with effective feedback practices. The book supplements effective instructional practices and includes strategies for useful modifications of mandated uniform observation instruments. The collection of thirteen chapters in this edited text includes: Supervisory theories Developmental and differentiated feedback Applying human resource orientation to supervision Using classroom video for supervision Feedback for equitable change Feedback for culturally responsive instruction Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools After reading Leading and Learning for Effective Feedback in K-12 Classrooms, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning.

Data Journalism and the Regeneration of News traces the emergence of data journalism through a scholarly lens. It reveals the growth of data journalism as a subspecialty, cultivated and sustained by an increasing number of professional identities, tools and technologies, educational opportunities and new forms of collaboration and computational thinking. The authors base their analysis on five years of in-depth field research, largely in Canada, an example of a mature media system. The book identifies how data journalism's development is partly due to it being at the center of multiple crises and shocks to journalism, including digitalization, acute mis- and dis-information concerns and increasingly participatory audiences. It highlights how data journalists, particularly in well-resourced newsrooms, are able to address issues of trust and credibility to advance their professional interests. These journalists are operating as institutional entrepreneurs in a field still responding to the disruption effects of digitalization more than 20 years ago. By exploring the ways in which data journalists are strategically working to modernize the way journalists talk about methods and maintain journalism authority, Data Journalism and the Regeneration of News introduces an important new dimension to the study of digital journalism for researchers, students and educators.

This book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential. The book examines various aspects of differentiation including levels of experience from pre-service to veteran, practices of school principals as they supervise and evaluate staff, and wider education policies that can support or hinder differentiation. Providing fascinating insights into how teacher evaluation policies can support practice in a variety of contexts, this timely collection will be of interest and value to students and scholars of teacher evaluation and professional development.

How do journalists know what they know? Who gets to decide what good journalism is and when it's done right? What sort of expertise do journalists have, and what role should and do they play in society? Until a couple of decades ago, journalists rarely asked these questions, largely because the answers were generally undisputed. Now, the stakes are rising for journalists as they face real-time critique and audience pushback for their ethics, news reporting, and relevance. Yet the crises facing journalism have been narrowly defined as the result of disruption by new technologies and economic decline. This book argues that the concerns are in fact much more profound. Drawing on their five years of research with journalists in the U.S. and Canada, in a variety of news organizations from startups and freelancers to mainstream media, the authors find a digital reckoning taking place regarding journalism's founding ideals and methods. The book explores journalism's long-standing representational harms, arguing that despite thoughtful explorations of the role of publics in journalism, the profession hasn't adequately addressed matters of gender, race, intersectionality, and settler colonialism. In doing so, the authors rethink the basis for what journalism says it could and should do, suggesting that a turn to strong objectivity and systems journalism provides a path forward. They offer insights from journalists' own experiences and efforts at repair, reform, and transformation to consider how journalism can address its limits and possibilities along with widening media publics.

The current thrust in the field of education is to improve teachers' understanding of how research on best practices can improve student learning. The field of world language education introduces a double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns with national expectations for developing students' language and intercultural abilities for success in the global workplace, yet in schools across America, all K-12 students do not have the opportunity to study languages, even though research supports their astonishing facility for acquisition. Schools and teachers without resources, including time to investigate and implement evidence-based best practices, are ultimately held accountable for student performance. If world language teachers are to advocate for languages, they must use their expertise and share evidence of their students' progress. The American Council on the Teaching of Foreign Languages (ACTFL) recently began development of a national research priorities agenda for grades preK-16. Action research, which is classroom-centered and inquiry-based, can contribute to our profession's efforts, as it helps us to increase awareness of the critical need for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering deeply meaningful insights into their students' progress that they can share with others. Teacher-researchers investigate innovative approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies. Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as evidence of what all kinds of students can do in languages. At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to contribute, particularly for preservice teachers who are shaping their views and understanding about world language instruction and the connections between research and best practices. The book includes four studies conducted by preservice teachers during their student teaching internships in North Carolina public schools. The editor hopes that their work and observations will inspire and assist world language educators at all stages of their careers.