The Edge Of Belonging

When Ivy Rose returns to her hometown to oversee an estate sale, she soon discovers that her grandmother left behind more than trinkets and photo frames--she provided a path to the truth behind Ivy's adoption. Shocked, Ivy seeks clues to her past, but a key piece to the mystery is missing. Twenty-four years earlier, Harvey James finds an abandoned newborn who gives him a sense of human connection for the first time in his life. His desire to care for the baby runs up against the stark fact that he is homeless. When he becomes entwined with two people seeking to help him find his way, Harvey knows he must keep the baby a secret or risk losing the only person he's ever loved. In this dual-time story from debut novelist Amanda Cox, the truth--both the search for it and the desire to keep it from others--takes center stage as Ivy and Harvey grapple with love, loss, and letting go.

Living Islam Out Loud presents the first generation of American Muslim women who have always identified as both American and Muslim. These pioneers have forged new identities for themselves and for future generations, and they speak out about the hijab, relationships, sex and sexuality, activism, spirituality, and much more. Contributors: Su'ad Abdul-Khabeer, Sham-e-Ali al-Jamil, Samina Ali, Sarah Eltantawi, Yousra Y. Fazili, Suheir Hammad, Mohja Kahf, Precious Rasheeda Muhammad, Asra Q. Nomani, Manal Omar, Khalida Saed, Asia Sharif-Clark, Khadijah Sharif-Drinkard, Aroosha Zoq Rana, Inas Younis

Why bother with a church? An unthinkable question just a generation ago, this is now the first theological hurdle not just for millennials but for people of faith from all sectors. Erin Lane mines her own complicated relationship with the church to give fresh insight into the complexities and possibilities of a shared faith.

This edited collection presents the concept of lived citizenship as a fruitful avenue for exploring the role played by social work practices in the lives of people in vulnerable positions. The book centres on the everyday experiences through which people practice, negotiate, understand and feel their citizenship. The authors offer both empirical analyses of how social work influences the rights, obligations, identities and belongings of children, homeless people, migrants, ethnic minorities, and young people with mental disabilities; and a theoretical framework for analysing the complexities of social work. Drawing on the notion of intimate citizenship and an understanding of citizenship as socio-spatial, the theoretical framework addresses the challenges of enhancing the agency of social work clients and of promoting inclusive citizenship, and how these challenges are shaped by emotions, affect, rationality, materiality, power relations, policies and managerial strategies. Lived Citizenship on the Edge of Society will be of interest to students and scholars across a range of disciplines including social policy and social work.

Too often, new teachers enter the profession excited to make a difference in the lives of children only to find themselves disillusioned and overwhelmed with the expectations of the classroom. In A Sense of Belonging, Jennifer Allen shares her stories and journey in creating an infrastructure of support for new teachers within her school district. A Sense of Belonging provides research-based, practical ideas on how to support new teachers while honoring the innovation, idealism, and optimistic enthusiasm that they bring to the classroom. From supporting new teachers early in the year with administering and analyzing literacy assessments, through using student work to guide instruction, to offering ongoing help with curriculum planning, Jennifer shares strategies on: - fostering relationships with new teachers, starting before school even begins; - creating learning environments for new teachers to be reflective practitioners; - coaching new teachers in their classrooms and providing opportunities for them to observe their peers in action; - supporting new teachers beyond their first year through gradual release of support over their first several years in the classroom; and - facilitating professional development opportunities where new and veteran teachers learn alongside one another. Jennifer believes, and her book demonstrates, that when schools embrace, encourage, and celebrate the work of new teachers, they establish a supportive environment that fosters excellence and improves retention.

This book takes an interdisciplinary approach to a societal challenge that both affects and is affected by the church in multi-racial, multi-cultural, and otherwise pluralistic communities. In certain contexts, around the world there are pertinent examples of the struggles that come with learning to live together in the midst of diversity and plurality, such as the post-apartheid Republic of South Africa. However, these (more often than not racial and cultural) struggles could be eased by developing worship services that are more relevant and inclusive. This, in turn, should instil a sense of belief and a way of inclusive thinking, culminating in more inclusive living. The approach developed in this book stems from the aphorism lex orandi, lex credendi, lex (con)vivendi—or “as we pray, so we believe, so we live (together).”

This open access book offers a unique and refreshing view on working with social theory in higher education. Using engaging first-person accounts coupled with critical intellectual analysis, the authors demonstrate how theory is grappled with as part of an ongoing practice rather than a momentary disembodied encounter. In a structure that creates a space for relational dialogue, each chapter is followed by a response from another author, demonstrating the varied interpretive possibilities of social theory. Collectively the authors invite the reader to engage with them in questioning the usefulness of social theory in higher education teaching and research, in considering its possibilities and limits, and in experiencing the opportunity it offers to understand ourselves and our work differently. Written in a way that is scholarly yet accessible, the contributors explore how social theories can be used to think through issues that are emerging as key social and political concerns in higher education and beyond. The book will be of interest to advanced undergraduates, postgraduates, and early-career academics, as well as established scholars.