"This book is grounded in the field of curriculum studies, within which we ask: What do curriculum workers do outside of graduate schools of education? How do scholar-practitioners (K-12 teachers, teacher educators, and community educators) do curriculum work influenced by theory and that influences theorizing in our field? In this book, we will highlight the work of six influential curriculum studies scholars: Maxine Greene, Janet Miller, William Pinar, William Schubert, William Watkins, and Carter G. Woodson. After introducing and contextualizing the work of the featured scholar, we will include three chapters by scholar-practitioners (teachers, teacher educators, and community educators) influenced by the work and ideas of the featured scholar. These essays illustrate how curriculum studies scholars are influencing practice in a variety of places; explore the ways that curriculum studies theorizing can be an intervention against technical pedagogical or curricular approaches; and focus on the conversations between theory and practice"--

In a range of professions, professional practice today is under threat. It is endangered, for example, by pressures of bureaucratic control, commodification, marketization, and the standardisation of practice in some professions. In these times, there is a need for deeper understandings of professional practice and how it develops through professional careers. Enabling Praxis: Challenges for education explores these questions in the context of initial and continuing professional education of teachers.

Through a discussion of Walter Benjamin, Sigmund Freud, Mieke Bal and others, author Michaela Grobbel focuses on the work three women authors as types of performance which lead to re-presentations of memory. These women writers foreground the present but also critically demonstrate the complex relationship of the present to the past. Grobbel's work is a critical addition to any discussion of feminism, memory and literary modernism.

The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.

The distinct subjects of eschatology and gender equality have seen an explosion of interest in recent decades, particularly within Pentecostal scholarship. Pentecostalism is regarded ideally as both an eschatological and egalitarian movement. However, many Pentecostals have lamented the inconsistency between the early egalitarian impulse of the movement and its current restrictive practices. This situation has been described as the so-called Pentecostal “gender paradox,” referring to the conflicting freedoms and limitations experienced by Pentecostal women. Pentecostals have also recognized the waning eschatological fervor within the movement and its shifting eschatological convictions, leading to calls to rediscover the eschatological heart of the movement. Despite the renewed interest in both eschatology and women's equality, little research has been done to put these two areas into conversation with each other: eschatological convictions are often absent in the debate on gender roles in the church. For Pentecostals, eschatology has often been about urgency in “saving souls” rather than attending to social issues, but could Pentecostal eschatology be the key to (re)discovering greater equality for women in the church? Is the waning of both eschatology and women's equality within Pentecostalism potentially interrelated? For over one hundred years the role of women in Pentecostalism has been debated without a firm consensus. By examining gender solely through an eschatological lens in history, Scripture, and praxis, this work provides a valuable and creative contribution to one of the most important theological and global issues of our time, women's (in)equality. This book is also one of the first comprehensive studies to approach a single social issue solely through an eschatological lens and to provide attention to developing a thorough and methodologically connected eschatological praxis. By uncovering the unified eschatological-egalitarian narrative thread within both the Pentecostal and biblical story, this work suggests that the present end of women's inequality begins with fidelity to the future eschaton of gender equality.

Social Inequalities, Media, and Communication: Theory and Roots provides a global analysis of the intersection of social inequalities, media, and communication. This book contains chapter contributions written by scholars from around the world who engage in country- and region-specific case studies of social inequalities in media and communication. The volume is a theoretical exploration of the classical, structuralist, culturalist, postmodernist, and postcolonial theoretical approaches to inequality and how these theoretical discourses provide critical understanding of social inequalities in relation to narratives shaped by media and communication experiences. The contributors provide class and gender analyses of media and culture, engage theoretical discourses of inequalities and capitalism in relation to communication technologies, and explore the cyclical relationship of theory and praxis in studying inequalities, media, and communication.