Initiating readers in the fascinating and complex history of witchcraft, from the goddess mythologies of ancient cultures to the contemporary embrace of the craft by modern artists and activists, this expansive tome conjures up a breathtaking overview of an age-old tradition. Rooted in legend, folklore, and myth, the archetype of the witch has evolved from the tales of Odysseus and Circe, the Celtic seductress Cerridwen, and the myth of Hecate, fierce ruler of the moonlit night. In Witchcraft we survey her many incarnations since, as she shape-shifts through the centuries, alternately transforming into mother, nymph, and crone-seductress and destroyer. Edited by Jessica Hundley, and co-edited by author, scholar, and practitioner Pam Grossman, this enthralling visual chronicle is the first of its kind, a deep dive into the complex symbologies behind witchcraft traditions, as explored through the history of art itself. The witch has played muse to great artists throughout time, from the dark seductions of Francisco Jose de Goya and Albrecht Durer to the elegant paean to the magickal feminine as re-imagined by the Surrealist circle of Remedios Varo, Leonora Carrington, and Leonor Fini. The witch has spellbound through folktales and dramatic literature as well, from the poison apples of The Brothers Grimm, to the Weird Sisters gathered at their black cauldron in Shakespeare's Macbeth, to L. Frank Baum's iconic Wicked Witch of the West, cackling over the fate of Dorothy. Throughout this entrancing visual voyage, we'll also bear witness to the witch as she endures persecution and evolves into empowerment, a contemporary symbol of bold defiance and potent nonconformity. Featuring enlightening essays by modern practitioners like Kristen J. Sollee and Judika Illes, as well interviews with authors and scholars such as Madeline Miller and Juliet Diaz, Witchcraft includes a vast range of cultural traditions that embrace magick as spiritual exploration and creative catharsis. About the series The Library of Esoterica explores how centuries of artists have given form to mysticism, translating the arcane and the obscure into enduring, visionary works of art. Each subject is showcased through both modern and archival imagery culled from private collectors, libraries, and museums around the globe. The result forms an inclusive visual history, a study of our primal pull to dream and nightmare, and the creative ways we strive to connect to the divine.

From the podcast host of The Witch Wave and practicing witch Pam Grossman-who Vulture has dubbed the "Terry Gross of witches"-comes an exploration of the world's fascination with witches, why they have intrigued us for centuries and why they're more relevant now than ever. When you think of a witch, what do you picture? Pointy black hat, maybe a broomstick. But witches in various guises have been with us for millennia. In Waking the Witch, Pam Grossman explores the impact of the world's most magical icon. From the idea of the femme fatale in league with the devil to the bewitching pop culture archetypes in Sabrina the Teenage Witch and Harry Potter; from the spooky ladies in fairy tales to the rise of contemporary witchcraft, witches reflect the power and potential of women. Part cultural analysis, part memoir, Waking the Witch traces the author's own journey on the path to witchcraft, and how this has helped her find self-empowerment and purpose. It celebrates witches past, present, and future, and reveals the critical role they have played-and will continue to play-in the world as we know it. "Deftly illuminating the past while beckoning us towards the future, Waking the Witch has all the makings of a feminist classic. Wise, relatable, and real, Pam Grossman is the witch we need for our times" (Ami McKay, author of The Witches of New York).

In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies "core practices" of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs.

Core Practices for Project-Based Learning offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach. Pam Grossman and her colleagues draw on their research with teachers, educational leaders, and curriculum designers to identify the instructional goals, practices, and mindsets that enable educators to effectively facilitate deep learning in PBL environments. The authors first define the four primary teaching goals of the PBL model: supporting subject-area learning, engaging students in authentic work, encouraging student collaboration and agency, and building an iterative culture where students are always prototyping, reflecting, and trying again. They then equip educators with ten key practices that serve these goals. These practices include methods to elicit higher-order thinking, engage students in disciplinary and interdisciplinary practice, and mentor student decision making. The authors guide educators from a clear starting place through a series of concrete, manageable steps that apply whether they are initiating PBL or working to improve the quality of existing PBL implementation. Extended case studies illustrate the use of the core practices in real-world situations. Core Practices for Project-Based Learning is an invaluable resource to help educators realize their instructional vision and create meaningful student experiences.

In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies "core practices" of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs.

Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers. Drawing on the work of leading scholars, Alternative Routes to Teaching provides a thorough and dispassionate review of the research evidence on alternative certification. It takes readers beyond the simple dichotomies that have characterized the debate over alternative certification, encourages them to look carefully at the trade-offs implicit in any route into teaching, and suggests ways to "marry" the proven strengths of both traditional and alternative approaches.

Ascend Ascend was written over the course of twenty days, coming in and out of trance states brought on by intermittent fasting and somatic rituals while secluded in the tower of a 100-year-old church. It is rooted in the jewish mystical tradition of merkabah literature, chronicling an ascent up the kabbalistic sefirot to witness the “chariot of god.” While traditional merkabah prose trends dry—focused on preparations for the journey while demurring to describe the experience itself—Ascend Ascend uses poetry to touch the ineffable. Equal parts Walt Whitman and Maggot Brain, this long poem documents the ecstatic destruction of the self.