Engaging Encounters

Engaged Encounters: Thinking about Forces, Fields and Friendships with Monique Nuijten is a festschrift celebrating the scholarly, professional and personal contributions and insights of Monique Nuijten. As a creative scholar, Monique is known for her theoretical contributions to the study of development, social movements, the state, organizations, and corruption - to name a few topics. She inspires many senior and junior colleagues, as well as students, with innovative concepts like 'force fields' and development as a 'hope-generating machine'. Nuijten grounds her theoretical interventions in fine-grained ethnographic observations with a keen and sympathetic eye for the diverse actors that inhabit the structures of power and patterns of inequality she encounters. For Nuijten, theoretical and ethnographic endeavors are deeply interwoven with personal and political engagements, most recently illustrated through her research on social movements in urban settings in Brazil and Spain. The intersection of these three integrated dimensions in Monique Nuijten's oeuvre and life - the theoretical, collegial and personal - are brought out clearly in the forty contributions that each in their own way, acknowledge her unique combination of intellectual sharpness and personal warmth. As such, Monique Nuijten's scholarly life embodies an exemplary model of engaged scholarship.

This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). The authors are intent on producing ends that prepare students to undertake new analyses and evaluations that can result in new possibilities for democratic action. Emphasis is on their understanding of and position within educational technology – as opposed to using or applying educational technology. The work is not written from the point of view that their embeddedness within educational technology has a utilitarian end in mind, but rather that their situatedness within educational technology (a practice in itself) leaves open possibilities for new ways of understanding democratic education. This book is organised into six interrelated themes that work towards the cultivation of educational technology as a human practice which guides pedagogic encounters on the basis of taking risks in relation to which the unexpected, unimaginable is always possible.

DIV Welcome to Encounters, a groundbreaking Chinese language program that features a dramatic series filmed entirely in China. The program’s highly communicative approach immerses learners in the Chinese language and culture through video episodes that directly correspond to units in the combination textbook-workbook. By combining a compelling story line with a wealth of educational materials, Encounters weaves a tapestry of Chinese language and culture rich in teaching and learning opportunities. Encounters follows a carefully structured and cumulative approach. Students progress from listening and speaking to the more difficult skills of reading and writing Chinese characters, building grammar, vocabulary, and pronunciation skills along the way. The Encounters program includes: • Two Full-color Student Books for introductory Chinese study • Annotated Instructor’s Editions with answer keys and suggested class activities • Two Character Writing Workbooks linked directly to the Student Book • Ten hours of video materials, comprising dramatic episodes, cultural segments, and animations, all integrated with the Student Books • A total of 200 minutes of audio material, linked to the Student Books, for listening and speaking practice • A website, www.encounterschinese.com, providing a year’s free access to all audiovisual material of the program upon adoption /div

"Playing a role-playing game is a delicate dance. If everything runs smoothly, it feels like you and your friends are able to maneuver effortlessly through dramatic, epic, and uproariously silly scenes where everyone gets a chance to shine. And yet, other times it just doesn't come together. Combat slows to a repetitive grind, the Game Master runs out of good Non-Player Character (NPC) ideas, or after twenty-six rounds maybe even the most beautifully designed encounter just gets a bit stale. Sure, you could prep an absolute powerhouse of an all-killer-no filler role-playing session. Spend time getting fun character voices ready for every NPC. But that sounds like way too much work. This is the book you turn to for help. It's a big book of ideas designed to slot right into your existing campaign, organized into neat little tables. If you salivate at chaos magic effect tables and daydream about wild, unexpected die results, you already know it can also be fun to throw caution to the wind and let randomness determine as much as possible. Even the most organized GMs and the tightest adventure modules benefit from a little spice!"--

Teaching about the Holocaust presents one of the most formidable challenges teachers face. Meaningful Encounters is Paula Ressler and Becca Chase’s contribution to the efforts of those educators who wish to meet this challenge more knowledgeably and effectively. It tells the story of a unique, inquiry-based English teacher education course focused on Holocaust literature from several genres that integrated literacy pedagogies and literary criticism with historical, philosophical, psychological, and political theories and contexts. The book involves the reader in the complicated tangle of Holocaust education, critically illuminating how difficult this work is, but also demonstrating how teachers can introduce their students responsibly and ethically to this perennially relevant body of literature. The authors offer no facile solutions to the obstacles and pitfalls inherent in teaching this literature. They raise questions, pose problems, consider and analyze how participants responded to issues that emerged, and suggest alternative approaches. The authors recount the students’ and teacher’s unsettling and enlightening experiences, failures, and successes. By following along, preservice educators will be able to conceptualize, discuss, and practice, and inservice teachers and teacher educators rethink, how to teach Holocaust and other literatures about genocide and mass atrocities in culturally relevant and meaningful ways today.

Practitioners must be able to listen, talk, communicate and engage with children and young people if they are going to make a real difference to their lives. The key principles of collaborative, relational, child-centred working underpin all the ideas in this bestselling, practice-focused textbook. Using an innovative ‘Knowing, Being, Doing’ model, it features reflective exercises, practice examples, vignettes, cutting-edge research findings and theoretical perspectives. This new edition includes: • Updated references to policy, legislation, professional requirements, practice tools and research, including around unaccompanied young refugees and asylum seekers, and child sexual exploitation; • New learning from ethnographic and observational research of social workers’ direct practice with children; • Added focus on the context for practice, including the role of supervision and organisational containment in developing practitioners’ emotional capabilities. With detailed coverage of key skills, this book will equip students and practitioners with the critical thinking and tools needed for effective practice in order to promote the welfare, protection and rights of children and young people.

Coloniality, La Zona del Estar, and Yucatan's Maya heritage -- Making the matrix -- Modernity : problem and promise of Mexican psychiatry -- Psychiatric encounters -- In the heart of madness.

This resource features step-by-step advice, photocopiable checklists and templates, with suggestions for further activities in relation to engaging, enhancing and empowering pupil voice.