Re Centring Lives And Lived Experience In Education

Through critical, qualitative, creative, and arts-integrated approaches, this collection explores the co-curricular capacity of lived experience to re/centre human being in education.

Of Books, Barns, and Boardrooms: Exploring Praxis through Reflexive Inquiry is at once scholarly and deeply personal. A rich weave of learning moments across multiple contexts— formal education, workplace learning, relationships with horses—this text explores the various ways that pedagogy and practice emerge with and through our lived experiences. Centring the metaphor of join-up, a relational approach to starting new horses, the book intertwines educational theory with storied experience to uncover opportunities for cultivating collaborative spaces born of trust, deep communication, agency, and relationality. A highly readable text, Of Books, Barns, and Boardrooms models reflexive inquiry as a way of being while inviting us to imagine possibilities for re/humanizing teaching and learning.

Great Muslim Leaders presents Islamic-informed alternatives to Eurocentric Christian understandings of education and educational leadership. It does so by interrupting and displacing the West’s centuries long dismissive stance and monolithic gaze on Islam by showcasing outstanding diverse Muslim leaders across space and time. Each chapter focuses on a single leader, and includes a biographical sketch; a discussion of their context and activities as a leader; key lessons readers can learn from their leadership, and recommendations that are relevant for teachers and educational leaders. This collection of Muslim leaders, chosen by Muslim scholars, brings to education discourse the breadth of Islamic intellectual history, giving the book a global appeal and facilitating a sharing of innovative and classic ideas across cultures, faith traditions, and national boundaries. Great Muslim Leaders introduces to readers Muslim intellectuals, spiritual leaders, philosophers, poets, artists, activists, scientists, celebrities, politicians, educators, film makers, historical figures, theorists, and academics whose lives have positively shaped their community, society, and the world. Their lived experiences are underpinned by deep spirituality and faith, revealing the significance and import religious belief has on moral and ethical action. The book concludes with seven lessons that cut across the chapters that encapsulate the immense value Islamic spirituality and faith bring to education and leadership. ENDORSEMENTS: "In recent years many books have been written on Islam and Muslims. However, Great Muslim Leaders: Lessons for Education is a 'must read.' In this unique, well written and engaging study, Melanie Brooks and Miriam Ezzani demonstrate how faith and spirituality have informed the lives and accomplishments of major Muslim leaders in a broad section of professions." — John L. Esposito, Georgetown University "Scholars of leadership ignore spiritual and religious exemplars at their peril. By seeking such exemplars from Islam in such an organic manner, this volume models the central lessons it conveys: promoting pluralism, thoughtfully questioning, critically reflecting, and, most vitally, helping us recognize and embrace the sacred trust of leadership." — Martin Scanlan, Boston College "Great Muslim Leaders: Lessons for Education is timely, inspirational and packed with lessons for educators and learners alike. At a time when Islamic education is moving toward renewal, this book will provide much needed insight, real-life lessons and direction. This is a must read for anyone seeking to be enriched by the lives of great Muslim leaders - be they learners, educators or leaders." — Mohamad Abdalla AM, University of South Australia "So many popular leadership books tell the same story of a great white American man who overcame obstacles to build an empire. It is refreshing to read this book featuring educational leaders whose Muslim faith is central to their practice and whose work is bigger than themselves. The biographies of these diverse leaders from across the world offer lessons in humility and hope as well as practical tips for other leaders who seek to apply their faith, whether Muslim or not, to a more connected way of being and of leading." —Joanne M. Marshall, Iowa State University

THAWZEN Moments: Autoethnographic Piano Teaching and Learning Stories is a collection of 46 vignettes, digitally edited photographs, poems, and reflective-reflexive narratives about children’s imaginative, creative, and magical lifeworlds of exploring music and piano playing. There are many ways of learning to play the piano, THAWZEN different ways of re/imagining music. There are many stories to share with you, never-ending questions to explore together. The stories included in this book are our happy piano play, our shared musical journeys in re/creating more meaningful and joyful piano teaching and learning experiences.

"This collection of essays explores posthuman approaches to social studies education, challenging the field to think differently about the precarious status of the world. Authors examine how educators and scholars can foster more ethical ways of teaching, learning, and researching by cultivating a greater sense of attunement to the more-than-human"--

Colleges typically have writing centers to which students can bring their writing assignments to a peer tutor for assistance, but most high schools and middle schools do not. This book advocates for the creation of writing centers in 7–12 schools and explains why the school library is the best place for the writing center. There is a glaring absence of writing centers in today's K–12 schools. More and more students are being asked in college entrance testing to submit samples of their writing, and employers are expecting their workers to write correctly and clearly. This book addresses the critical lack of writing centers below the undergraduate level. It demonstrates how middle school and high school librarians can create writing centers in their school libraries, explains how to assist students through a one-on-one writing tutorial method, and gives students and teachers the tools for learning and understanding the complex art of writing. Author Timothy Horan—inventor of the School Library Writing Center—establishes why school libraries represent the best—and most logical—places to create writing centers, and why school librarians are the natural choice to direct writing center operations. He then takes readers through the process of creating a writing center from original conception up through opening day. Additional topics covered include how to publicize and "grow" your School Library Writing Center; maintaining your writing center for efficient operation on a daily basis as well as for years to come; how to become an effective writing center director and writing tutor; the most current technology that can be used to assist in the writing, composition, and research process; and working with English language learner (ELL) students within your writing center.

Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes which decentre, reframe, and reimagine conventional educational research strategies and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia, and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity, and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes, and fieldwork practices which are often unproblematically assumed to be universally relevant.

This book offers first-person narratives of teachers’ curriculum encounters. The reflections of teachers are presented using Pinar’s Method of Currere as a tool for undertaking deep analysis of teachers’ curriculum encounters. The Method of Currere allows teachers to embody curriculum in all its forms, allowing for reflection on encounters in the formal, informal, hidden curriculum and beyond. The book aims to provide readers with a broad understanding of curriculum as the lived experience encapsulating the educational, personal, and professional life of the teacher. In this way teachers are able to trace and make sense of the development of their knowledge and make changes that lead to the continuous offering of quality education. The book will be of interest to students, scholars and practitioners involved in curriculum studies, teacher education/training, teaching, and general education.