Treating bodies as more than discursive in social research can feel out of place in academia. As a result, embodiment studies remain on the outside of academic knowledge construction and critical scholarship. However, embodiment scholars suggest that investigations into the profound division created by privileging the mind-intellect over the body-spirit are integral to the project of decoloniza…
In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine a…
With a foreword by Lewis Cardinal, A Metaphoric Mind brings together for the first time key works selected from among Dr. Joe’s writings, published and unpublished. Spanning nearly thirty years, the essays invite us to share in his transformative legacy through a series of encounters, with Aboriginal spirituality and ancestral ways of knowing, with Elders and their teachings, with education a…
This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from th…
This book examines the many ways in which economic concepts, theories and models can be used to examine issues in higher education. The topics explored in the book include how students make college-going decisions, the payoffs to students and society from going to college, markets for higher education services, demand and supply in markets for higher education, why and how state and federal gov…
In the early twentieth century, scientists and theorists—such as Jean Piaget and Lev Vygotsky— developed widely studied theories to explain how young children acquire knowledge. Scientists have continued to study children’s ways of knowing by care- fully observing and listening as children pursue new skills, explore materials, solve problems, work together with others, and encounter e…
With a foreword by Lewis Cardinal, A Metaphoric Mind brings together for the first time key works selected from among Dr. Joe’s writings, published and unpublished. Spanning nearly thirty years, the essays invite us to share in his transformative legacy through a series of encounters, with Aboriginal spirituality and ancestral ways of knowing, with Elders and their teachings, with education a…
From 1906 to 1918, Green kept a personal journal—hitherto in private possession—in which she reflected on her professional duties and her domestic life in Alaska. Collected in The Teacher and the Superintendent are Boulter’s letters and Green’s diary. Together, their vivid, first- hand impressions bespeak the earnest but paternalistic beliefs of those who lived and worked in immensely i…
This book presents the outcomes of research and practical endeavour in some of the diverse contexts in which learning takes place: classrooms, schools, professional development settings, community projects and service sector agencies. It invites the reader to engage with two related questions of contemporary concern in the leadership field: "What can we learn about the important influence o…
This volume will introduce the readers to an alternative nexus of education, equity and economy, pointing to economies and educations that promote a less stratified and exploitive world, and as the chapter authors demonstrate, this view has a wide range of applications, from technology, mathematics, to environmental catastrophes and indigenous cultures. This first volume in the new book seri…