This is the first book to explicitly link healing and wellness practices with critical pedagogy. Bringing together scholars from Brazil, Canada, Malta and the USA, the chapters combine critical pedagogy and social justice education to reorient the conversation around wellness in teaching and learning. Working against white Eurocentric narratives of wellness in schools which focus on the symptoms, not the causes, of society's sickness, the authors argues for a "soul revival" of education which tackles, head on, the causes of dis-ease in society, from institutional racism, colonialism, xenophobia and patriarchy. The contributors provide fresh perspectives that address short-term goals of wellness alongside long-term goals of healing in schools and society by attending to underlying causes of social sickness. The chapters bridge theory and practice, bringing diverse historical and contemporary philosophical discussions around wellness into contact with concrete examples of the interconnections between wellness, education, and social justice. Examples of topics covered include: Buddhist practices for healing, Black liberation theology, hip hop pedagogy, anxiety and vulnerability, art therapy and story-telling.

This book makes the case for a pragmatist approach to the practice of social inquiry and knowledge production. Through diverse examples from multiple disciplines, contributors explore the power of pragmatism to inform a practice of inquiry that is democratic, community-centred, problem-oriented and experimental. Drawing from both classical and neo-pragmatist perspectives, the book advances a pragmatist sensibility in which truth and knowledge are contingent rather than universal, made rather than found, provisional rather than dogmatic, subject to continuous experimentation rather than ultimate proof, and verified in their application in action rather than in the accuracy of their representation of an antecedent reality. The Power of Pragmatism offers a path forward for mobilizing the practice of inquiry and knowledge production on behalf of achieving what Dewey called a sense for the better kind of life to be led. -- .

Tennis is one of the world's most popular sports, as levels of participation and spectatorship demonstrate. Moreover, tennis has always been one of the world's most significant sports, expressing crucial fractures of social class, gender, sexuality, race and ethnicity - both on and off court. This is the first book to undertake a survey of the historical and socio-cultural sweep of tennis, exploring key themes from governance, development and social inclusion to national identity and the role of the media. It is presented in three parts: historical developments; culture and representations; and politics and social issues, and features contributions by leading tennis scholars from North America, Europe, Asia and Australia. The most authoritative book published to date on the history, culture and politics of tennis, this is an essential reference for any course or program examining the history, sociology, politics or culture of sport.

Paulo Freire's critical pedagogy has had a profound influence on contemporary progressive educators around the globe as they endeavor to rethink education for liberation and the creation of more humane global society. For Freire, maintaining a sense of historicity, that is, the origins from which our thinking and practice emerges, is essential to understanding and practicing education as a means for liberation. Too often, however, critical pedagogy is presented as a monolithic philosophy, and the historical and intellectual roots of critical pedagogy are submerged. Through a compilation of essays written by leading and emerging scholars of critical pedagogy, this text brings history into the present and keeps Paulo's intellectual roots alive in all of us as we develop our praxis today.

Devoted to and inspired by the late Maxine Greene, a champion of education and advocator of the arts, this book recognizes the importance of Greene's scholarship by revisiting her oeuvre in the context of the intellectual historicity that shaped its formation. As a scholar, Greene dialogued with philosophers, social theorists, writers, musicians, and artists. These conversations reveal the ways in which the arts, just like philosophy and science, allow for the facilitation of "wide-awakeness," a term that is central to Greene's pedagogy. Amidst contemporary trends of neoliberal, one-size-fits-all curriculum reforms in which the arts are typically squeezed out or pushed aside, Greene's work reminds us that the social imagination is stunted without the arts. Artistic ways of knowing allow for people to see beyond their own worlds and beyond "what is" into other worlds of "what was" and "what might" be some day. This volume demonstrates Maxine Greene's profound ability to illuminate the importance of the artistic world and the imaginary for development of the self in the world and for encouraging a "wide-awakeness" reflective of an emerging political awareness and a longing for a democratic world that "is not yet." This book was originally published as a Special Issue of The Review of Education, Pedagogy and Cultural Studies.

Scholars working in the academic field of sport studies have long debated the relationship between sport and gender. Modern sport forms, along with many related activities, have been shown to have historically supported ideals of male superiority, by largely excluding women and/or celebrating only men's athletic achievements. While the growth of women's sport throughout the 20th and 21st centuries has extinguished the notion of female frailty, revealing that women can embody athletic qualities previously thought exclusive to men, the continuation of sex segregation in many settings has left something of a discursive 'back door' through which ideals of male athletic superiority can escape unscathed, retaining their influence over wider cultural belief systems. However, sex-integrated sport potentially offers a radical departure from such beliefs, as it challenges us to reject assumptions of male superiority, entertaining very different visions of sex difference and gender relations to those typically constructed through traditional models of physical culture. This comprehensive collection offers a diverse range of international case studies that reaffirm the contemporary relevance of sex integration debates, and also articulate the possibility of sport acting as a legitimate space for political struggle, resistance and change. This book was originally published as a special issue of Sport in Society.

Scholars working in the academic field of sport studies have long debated the relationship between sport and gender. Modern sport forms, along with many related activities, have been shown to have historically supported ideals of male superiority, by largely excluding women and/or celebrating only men's athletic achievements. While the growth of women's sport throughout the 20th and 21st centuries has extinguished the notion of female frailty, revealing that women can embody athletic qualities previously thought exclusive to men, the continuation of sex segregation in many settings has left something of a discursive 'back door' through which ideals of male athletic superiority can escape unscathed, retaining their influence over wider cultural belief systems. However, sex-integrated sport potentially offers a radical departure from such beliefs, as it challenges us to reject assumptions of male superiority, entertaining very different visions of sex difference and gender relations to those typically constructed through traditional models of physical culture. This comprehensive collection offers a diverse range of international case studies that reaffirm the contemporary relevance of sex integration debates, and also articulate the possibility of sport acting as a legitimate space for political struggle, resistance and change. This book was originally published as a special issue of Sport in Society.

Winner of the Lord Aberdare Literary Prize 2015- from the British Society for Sports History. From its advent in the mid-late nineteenth century as a garden-party pastime to its development into a highly commercialised and professionalised high-performance sport, the history of tennis in Britain reflects important themes in Britain's social history. In the first comprehensive and critical account of the history of tennis in Britain, Robert Lake explains how the game's historical roots have shaped its contemporary structure, and how the history of tennis can tell us much about the history of wider British society. Since its emergence as a spare-time diversion for landed elites, the dominant culture in British tennis has been one of amateurism and exclusion, with tennis sitting alongside cricket and golf as a vehicle for the reproduction of middle-class values throughout wider British society in the twentieth and twenty-first centuries. Consequently, the Lawn Tennis Association has been accused of a failure to promote inclusion or widen participation, despite steadfast efforts to develop talent and improve coaching practices and structures. Robert Lake examines these themes in the context of the global development of tennis and important processes of commercialisation and professional and social development that have shaped both tennis and wider society. The social history of tennis in Britain is a microcosm of late-nineteenth and twentieth-century British social history: sustained class power and class conflict; struggles for female emancipation and racial integration; the decline of empire; and, Britain's shifting relationship with America, continental Europe, and Commonwealth nations. This book is important and fascinating reading for anybody with an interest in the history of sport or British social history.

Devoted to and inspired by the late Maxine Greene, a champion of education and advocator of the arts, this book recognizes the importance of Greene's scholarship by revisiting her oeuvre in the context of the intellectual historicity that shaped its formation. As a scholar, Greene dialogued with philosophers, social theorists, writers, musicians, and artists. These conversations reveal the ways in which the arts, just like philosophy and science, allow for the facilitation of "wide-awakeness," a term that is central to Greene's pedagogy. Amidst contemporary trends of neoliberal, one-size-fits-all curriculum reforms in which the arts are typically squeezed out or pushed aside, Greene's work reminds us that the social imagination is stunted without the arts. Artistic ways of knowing allow for people to see beyond their own worlds and beyond "what is" into other worlds of "what was" and "what might" be some day. This volume demonstrates Maxine Greene's profound ability to illuminate the importance of the artistic world and the imaginary for development of the self in the world and for encouraging a "wide-awakeness" reflective of an emerging political awareness and a longing for a democratic world that "is not yet." This book was originally published as a Special Issue of The Review of Education, Pedagogy and Cultural Studies.

This book validates the prolific contribution of Dr. Vera John-Steiner to the social sciences and extends her scholarship, teaching, and mentoring to a new generation of thinkers. Compiled as a companion volume to her Selected Works, the text highlights this scholar's gifts to psychology, education, linguistics, and the arts through a collection of letters composed by students, colleagues, collaborators, and mentees. In keeping with Dr. John-Steiner's collaborative and innovative approach, the epistolary genre invites readers into a larger thought community through personal connections, biographical vignettes, and academic expansions of her work. In sharing her commitment to social justice, readers will find themselves compelled to join the collective initiatives established by this notable scholar during the past fifty years to achieve an equitable, enriched education for all.

This book validates the prolific contribution of Dr. Vera John-Steiner to the social sciences and extends her scholarship, teaching, and mentoring to a new generation of thinkers. Compiled as a companion volume to her Selected Works, the text highlights this scholar's gifts to psychology, education, linguistics, and the arts through a collection of letters composed by students, colleagues, collaborators, and mentees. In keeping with Dr. John-Steiner's collaborative and innovative approach, the epistolary genre invites readers into a larger thought community through personal connections, biographical vignettes, and academic expansions of her work. In sharing her commitment to social justice, readers will find themselves compelled to join the collective initiatives established by this notable scholar during the past fifty years to achieve an equitable, enriched education for all.

In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an "imaginary" dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work. Each chapter starts with such a dialogue interspersed with the works of others and the author's critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and "dark" imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination. After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and "dark" imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab's four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry

The Vygotsky on Education Primer serves as an introduction to the life and work of the Russian psychologist Lev Vygotsky. Even though he died almost eighty years ago, his life's work remains both relevant and significant to the field of education today. This book examines Vygotsky's emphasis on the role of cultural and historical context in learning, while challenging theories that emphasize a universalistic view of learning through fixed, biologically determined stages of development. Given our current preoccupation with standardized outcomes and the corporatization of schooling, Vygotsky's most important ideas about education need to be reconsidered. The primer provides an overview of his two best-known ideas: the zone of proximal development and the development of thinking and speech as a means of empowerment, and discusses Vygotsky's views of the roles of critical and creative imagination in the formation of personal agency and in creative collaboration. Applications to current practices from a wide range of sources clarify and promote relevance to diverse audiences. This primer presents the essence of Vygotsky's work in language that is accessible to all students of education.

Tennis is one of the world's most popular sports, as levels of participation and spectatorship demonstrate. Moreover, tennis has always been one of the world's most significant sports, expressing crucial fractures of social class, gender, sexuality, race and ethnicity - both on and off court. This is the first book to undertake a survey of the historical and socio-cultural sweep of tennis, exploring key themes from governance, development and social inclusion to national identity and the role of the media. It is presented in three parts: historical developments; culture and representations; and politics and social issues, and features contributions by leading tennis scholars from North America, Europe, Asia and Australia. The most authoritative book published to date on the history, culture and politics of tennis, this is an essential reference for any course or program examining the history, sociology, politics or culture of sport.

This book makes the case for a pragmatist approach to the practice of social inquiry and knowledge production. Through diverse examples from multiple disciplines, contributors explore the power of pragmatism to inform a practice of inquiry that is democratic, community-centred, problem-oriented and experimental. Drawing from both classical and neo-pragmatist perspectives, the book advances a pragmatist sensibility in which truth and knowledge are contingent rather than universal, made rather than found, provisional rather than dogmatic, subject to continuous experimentation rather than ultimate proof, and verified in their application in action rather than in the accuracy of their representation of an antecedent reality. The Power of Pragmatism offers a path forward for mobilizing the practice of inquiry and knowledge production on behalf of achieving what Dewey called a sense for the better kind of life to be led. -- .

This is the first book to explicitly link healing and wellness practices with critical pedagogy. Bringing together scholars from Brazil, Canada, Malta and the USA, the chapters combine critical pedagogy and social justice education to reorient the conversation around wellness in teaching and learning. Working against white Eurocentric narratives of wellness in schools which focus on the symptoms, not the causes, of society's sickness, the authors argues for a "soul revival" of education which tackles, head on, the causes of dis-ease in society, from institutional racism, colonialism, xenophobia and patriarchy. The contributors provide fresh perspectives that address short-term goals of wellness alongside long-term goals of healing in schools and society by attending to underlying causes of social sickness. The chapters bridge theory and practice, bringing diverse historical and contemporary philosophical discussions around wellness into contact with concrete examples of the interconnections between wellness, education, and social justice. Examples of topics covered include: Buddhist practices for healing, Black liberation theology, hip hop pedagogy, anxiety and vulnerability, art therapy and story-telling.

Winner of the Lord Aberdare Literary Prize 2015- from the British Society for Sports History. From its advent in the mid-late nineteenth century as a garden-party pastime to its development into a highly commercialised and professionalised high-performance sport, the history of tennis in Britain reflects important themes in Britain's social history. In the first comprehensive and critical account of the history of tennis in Britain, Robert Lake explains how the game's historical roots have shaped its contemporary structure, and how the history of tennis can tell us much about the history of wider British society. Since its emergence as a spare-time diversion for landed elites, the dominant culture in British tennis has been one of amateurism and exclusion, with tennis sitting alongside cricket and golf as a vehicle for the reproduction of middle-class values throughout wider British society in the twentieth and twenty-first centuries. Consequently, the Lawn Tennis Association has been accused of a failure to promote inclusion or widen participation, despite steadfast efforts to develop talent and improve coaching practices and structures. Robert Lake examines these themes in the context of the global development of tennis and important processes of commercialisation and professional and social development that have shaped both tennis and wider society. The social history of tennis in Britain is a microcosm of late-nineteenth and twentieth-century British social history: sustained class power and class conflict; struggles for female emancipation and racial integration; the decline of empire; and, Britain's shifting relationship with America, continental Europe, and Commonwealth nations. This book is important and fascinating reading for anybody with an interest in the history of sport or British social history.

This collection is a moving tribute to Nel Noddings, a fascinating and influential scholar who has contributed greatly to numerous fields, including education, feminism, ethics, and the study of social justice and equity. Dear Nel: Opening the Circles of Care presents contributions from renowned teachers, educators, and activists, such as David Berliner, Jim Garrison, Madeline Grumet, Denis Phillips, William H. Schubert, Barbara Thayer-Bacon, Cristina Igoa, Eva Feder Kittay, Riane Eisler, and Sara Ruddick. Each provides a personal tribute to Noddings highlighting stories of her lived experience and drawing on her writing and teaching. This unique volume includes an interview with Noddings by Lynda Stone that provides historical context for Noddings' work and that imagines possible future spaces for her legacy. Featuring a personal and engaging format, Dear Nel offers insights, commentary, and reflections on the extraordinary life work of a major scholar. And, most importantly, it will serve to expand the circles of care that is Nel's work.

Serfs and Kings and Demystifying Political Economy are two separate polemics that take a philosophical approach to the conspiracy behind world domination by the global elite. Serfs and Kings is a thought provoking essay on the arcane historical evolution of political and economic power and how this evolution has taken place largely behind the scenes. It explores our own beliefs as "serfs" as well as trying to understand the beliefs of the elite who have risen to the top as the social engineers of the New World Order. It explores how the masses are manipulated by as Plato called them "the Philosopher Kings" from early on in our education, through the control of history and reinforcement by the media. It provides insight into the true economic causes of war and terrorism and explores the depths of media mind control used to create a fearful public increasingly willing to give up their liberties. Demystifying Political Economy follows along the same lines as Serfs and Kings but provides a more in depth focus on the evolution of political economy both in the U.S. and globally. It explores economic development from local agrarian based trade to the globally intertwined high tech system in which we find ourselves today. Not designed to be an overview of macro economics, this essay focuses on the impact to the human condition in connection with economic development. It takes a philosophical look at socialism and capitalism and the gradual evolution to the hybrid system that will likely become the new global model. It provides analysis of the domination by the captains of enterprise, central banks, and the governments they control to keep the system moving forward. In these two polemics, author Steven Conrad deftly explores the evolution of this powerful elite and the deception of the masses by this esoteric group. His alternate views of history, the evolution of political economies and social engineering are both fascinating and startling. The exploration of these arcane theories will leave readers staring into the great abyss, while creating some practical insights into our basic freedoms. While readers will gain invaluable insight into the one World global synthesis that is currently taking place, they should be forewarned: Once you see the truth, there is no turning away from it.

In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an "imaginary" dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work. Each chapter starts with such a dialogue interspersed with the works of others and the author's critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and "dark" imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination. After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and "dark" imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab's four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry

Paulo Freire's critical pedagogy has had a profound influence on contemporary progressive educators around the globe as they endeavor to rethink education for liberation and the creation of more humane global society. For Freire, maintaining a sense of historicity, that is, the origins from which our thinking and practice emerges, is essential to understanding and practicing education as a means for liberation. Too often, however, critical pedagogy is presented as a monolithic philosophy, and the historical and intellectual roots of critical pedagogy are submerged. Through a compilation of essays written by leading and emerging scholars of critical pedagogy, this text brings history into the present and keeps Paulo's intellectual roots alive in all of us as we develop our praxis today.