Matters Of Engagement

By drawing on a broad range of disciplinary and cross-disciplinary expertise, this study addresses the history of emotions in relation to cross-cultural movement, exchange, contact, and changing connections in the later medieval and early modern periods. All essays in this volume focus on the performance and negotiation of identity in situations of cultural contact, with particular emphasis on emotional practices. They cover a wide range of thematic and disciplinary areas and are organized around the primary sources on which they are based. The edited volume brings together two major areas in contemporary humanities: the study of how emotions were understood, expressed, and performed in shaping premodern transcultural relations, and the study of premodern cultural movements, contacts, exchanges, and understandings as emotionally charged encounters. In discussing these hitherto separated historiographies together, this study sheds new light on the role of emotions within Europe and amongst non-Europeans and Europeans between 1100 and 1800. The discussion of emotions in a wide range of sources including letters, images, material culture, travel writing, and literary accounts makes Matters of Engagement an invaluable source for both scholars and students concerned with the history of premodern emotions.

By drawing on a broad range of disciplinary and cross-disciplinary expertise, this study addresses the history of emotions in relation to cross-cultural movement, exchange, contact, and changing connections in the later medieval and early modern periods. All essays in this volume focus on the performance and negotiation of identity in situations of cultural contact, with particular emphasis on emotional practices. They cover a wide range of thematic and disciplinary areas and are organized around the primary sources on which they are based. The edited volume brings together two major areas in contemporary humanities: the study of how emotions were understood, expressed, and performed in shaping premodern transcultural relations, and the study of premodern cultural movements, contacts, exchanges, and understandings as emotionally charged encounters. In discussing these hitherto separated historiographies together, this study sheds new light on the role of emotions within Europe and amongst non-Europeans and Europeans between 1100 and 1800. The discussion of emotions in a wide range of sources including letters, images, material culture, travel writing, and literary accounts makes Matters of Engagement an invaluable source for both scholars and students concerned with the history of premodern emotions.

User Engagement (UE) is a complex concept to investigate. The purpose of this book is not to constrain UE to one perspective, but to offer a well-rounded appreciation for UE across various domains and disciplines. The text begins with two foundational chapters that describe theoretical and methodological approaches to user engagement; the remaining contributions examine UE from different disciplinary perspectives and across a range of computer-mediated environments, including social and communications media, online search, eLearning, games, and eHealth. The book concludes by bringing together the cross-disciplinary perspectives presented in each chapter and proposing an agenda for future research in this area. The book will appeal to established and emerging academic and industry researchers looking to pursue research and its challenges. This includes scholars at all levels with an interest in user engagement with digital media, from students to experienced researchers, and professionals in the fields of computer science, web technology, information science, museum studies, learning and health sciences, human-computer interaction, information architecture and design, and creative arts.

Distance learning and remote learning have been developing options within the eLearning and talent training realms for over two decades, yet distance learning has become a significant reality within the past few months, especially as the COVID-19 pandemic has forever impacted the K-12, higher education, and adult training and talent development workforce solutions. Within the rapid shift into remote and distance learning environments, the curricular design and instructional design are understood as necessary. However, there is a need to understand aspects around social learning within eLearning environments. It is important to understand the opportunity of moving towards transformative social learning environmental engagement and experiences within distance and remote learning environments to improve the ability to understand social learning in eLearning environments. eLearning Engagement in a Transformative Social Learning Environment focuses on supporting and enhancing remote and distance learning (eLearning) instructional experiences, discusses the strategic role of social learning within eLearning environments, and enhances levels of engagement, transformative learning, and talent attainment environments. This book provides insights and support towards policies and procedures within instructional and training decision making around social learning needs and support. The chapters will explore social learning opportunities and support, modeling social learning engagement, communities of practice, and instructional processes of eLearning. The intended audience is teachers, curriculum developers, instructional designers, professionals, researchers, practitioners, and students working in the field of teaching, training, and talent development.

Despite employee engagement literature spanning more than three decades, persistent challenges remain, and many seem to be permeating organizations from the outside in. Organizations invested in current structures, adhering to larger cultural ideas and taking cues from other organizations compartmentalize engagement as a people problem and relegate it to a space outside of normal operations. This is the employee engagement dilemma. The US macro-cultural lens focusing on individualism and meritocracy reinforces and confirms this approach and the logic underlying it. These cultural ideas drive scholars and practitioners toward ever closer examination of circumstances within organizational settings, and so the dilemma remains. In the context of the Fourth Industrial Revolution and the Great Resignation, the employee engagement stakes have never been higher, especially for organizations with remote workforces. In A Creative Approach to the Employee Engagement Dilemma: Larger Cultural Influences and New Theoretical Insights, Fisher employs a symbolic interactionist lens and other theoretical tools to interrogate the current trajectory and make visible foundational cultural assumptions operating in and influencing organizations from the outside that delimit our thinking about and undermine engagement before it even begins. Equipped with these larger cultural insights, Fisher then revisits the engagement literature and broader scholarly offerings to pull in novel insights, applied research solutions, and new directions for future studies.

Engagement is the label increasingly embraced by higher education to describe activities associated with serving the public interest. What had been viewed previously as service to, extension of, and outreach from is now engagement with as faculty members, students, and staff collaborate with partners in community affairs. This book describes how members of a faculty learning community have come to understand engagement as both intellectual endeavor and scholarly practice at the interface between academy and citizenry. Coming to Critical Engagement argues that the academy has a moral imperative to participate deliberately and consistently in democratic and systemic discourse with the public.

Student engagement is a catch-all term, irresistible to educators and policy makers, and serving many agendas and purposes. This ground-breaking book provides a powerful theory of student engagement, rooted in critical theory and social justice. It sets out a compelling argument for student engagement to promote social justice and to repel neoliberalism in, and through, higher education, addressing three key questions: Student engagement in what? Student engagement for what? Student engagement for whom? The answers draw on Habermas, Honneth, Gramsci, Foucault, and Giroux in examining ideology, power, recognition, resistance, and student engagement, with examples drawn from across the world. It sets out key features, limitations, and failures of neoliberalism in higher education, and indicates how student engagement can resist it. Student engagement calls for higher education institutions to be sites for challenge, debate on values and power, action for social justice, and for students to engage in the struggle to resist neoliberalism, taking action to promote social justice, democracy, and the public good. This book is essential reading for educators, researchers, managers and students in higher education, social scientists, and social theorists. It is a call to reawaken higher education for social justice, human rights, democracy, and freedoms.