Anchored in Jewish ethical tradition and community-building, Hope Into Practice is an activist's call to repair the world. Linking recovery from internalized anti-Semitism (and sexism) with more empowered/effective activism for social justice, this book brings to life an irresistible blend of women's healing stories, history, and a fair-minded perspective on Israel-Palestine - as well as in-depth discussions of anti-Semitism, Jewish trauma, racism, white privilege, assimilation, and liberation --inviting us to have the courage to face our fears but not act on them: to choose justice, despite our fears. To date, Hope into Practice has received 5 awards, including the Association for Women in Psychology Jewish Caucus Award.

In Not Like Those Who Have No Hope, Nestor O. Miguez brings the insights of historical-critical study and political analysis together with incisive theological reflection. Taking on European philosophical interpretations of Paul, the "North Atlantic consensus" regarding social stratification in the Pauline churches, and the distortions of "rapture" theology, Miguez situates Paul's mission in the political context of Roman Thessalonica and reads his first letter in engagement with Latin American realities. The result is a surprising rediscovery of Paul as an organic intellectual for whom hope is always a socially concrete reality.

In this seminal book, Krumer-Nevo introduces the Poverty-Aware Paradigm: a radical new framework for social workers and professionals working with and for people in poverty. The author defines the core components of the Poverty-Aware Paradigm, explicates its embeddedness in key theories in poverty, critical social work and psychoanalysis, and links it to diverse facets of social work practice. Providing a revolutionary new way to think about how social work can address poverty, she draws on the extensive application of the paradigm by social workers in Israel and across diverse poverty contexts to provide evidence for the practical advantages of integrating the Poverty-Aware Paradigm into social work practices across the globe.

“[A] landmark book . . . Solnit illustrates how the uprisings that begin on the streets can upend the status quo and topple authoritarian regimes” (Vice). A book as powerful and influential as Rebecca Solnit’s Men Explain Things to Me, her Hope in the Dark was written to counter the despair of activists at a moment when they were focused on their losses and had turned their back to the victories behind them—and the unimaginable changes soon to come. In it, she makes a radical case for hope as a commitment to act in a world whose future remains uncertain and unknowable. Drawing on her decades of activism and a wide reading of environmental, cultural, and political history, Solnit argues that radicals have a long, neglected history of transformative victories, that the positive consequences of our acts are not always immediately seen, directly knowable, or even measurable, and that pessimism and despair rest on an unwarranted confidence about what is going to happen next. Now, with a moving new introduction explaining how the book came about and a new afterword that helps teach us how to hope and act in our unnerving world, she brings a new illumination to the darkness of our times in an unforgettable new edition of this classic book. “One of the best books of the 21st century.” —The Guardian “No writer has better understood the mix of fear and possibility, peril and exuberance that’s marked this new millennium.” —Bill McKibben, New York Times–bestselling author of Falter “An elegant reminder that activist victories are easily forgotten, and that they often come in extremely unexpected, roundabout ways.” —The New Yorker

The first systematic exploration of Deweyan pedagogy in an actual classroom since studies of Dewey’s own Laboratory School at the turn of the century! In Part I, using accessible language, Stephen Fishman discusses Dewey’s educational theory in the context of Dewey’s ideology and process philosophy. In Part II, Fishman joins composition specialist Lucille McCarthy to examine his own Introduction to Philosophy class. In doing so, the authors model a collaborative form of practitioner inquiry and bring to life such complex Deweyan concepts as student-curriculum integration, interest and effort, and continuity and interaction.

This book recognises the challenges associated with the concept of spirituality. An awareness of this concept is integral to the provision of person-centred holistic care. However, APNs ability to provide spiritual care is often impeded by time pressures and the prioritisation of clinical tasks. Confusion about the meaning of spiritually and its relationship to religion compound the challenges involved in providing spiritual care leaving APNs feeling ill-equipped to address this area of care. Indeed many APNs view spirituality as synonymous with religion. This book provides clarity with the assumption that spirituality is innate to all of our patients and is related to what gives them hope, meaning and purpose. Fundamentally it is about being human. APNs ability to practice with kindness, compassion and empathy will naturally resonate with spiritually competent practice. It begins with an outline of the definitions of spirituality in addition to the concept of spiritually competent practice. An emphasis on the importance of personal development follows. Case studies from countries across the globe illustrate the benefit of integrating spirituality and provide evidence of the importance and relevance of integrating spirituality into practice. These include discussion and presentations of the related concepts of availability and vulnerability which will give APNs more confidence and competence to integrate spirituality into practice. This book is relevant for APNs, students, educators and researchers.