Decision Enhancement (DE) is a field of practice aimed at extending lessons, principles and tools built up over a thirty year period, largely under the term 'Decision Support'. This book encourages reflection and discussion within and across executives, their advisors, change management specialists, and experts in multi-disciplinary fields.

Amid the overlapping crises of a pandemic, ecological disaster, and global capitalism, two leading Black and Indigenous feminist theorists ask one another: what do liberated lands, minds, and bodies look like? These letters are part debate, part dialogue, and part lively and detailed familial correspondence between two razor-sharp thinkers, sending notes to each other during a stormy present. Featuring a foreword by Ruth Wilson Gilmore and an afterword by Robin D.G. Kelley.

How Christian depictions of the End allow spectators to experience--and feel--their place within the future history of humankind

It’s time for the educational slugfest to stop. ‘Traditional’ and ‘progressive’ education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education – one that is genuinely empowering for all young people – is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and ‘character’, and lay the foundations for a 21st-century education worthy of the name.

Rehearsing the State presents a comprehensive investigation of the institutions, performances, and actors through which the Tibetan Government-in-Exile is rehearsing statecraft. McConnell offers new insights into how communities officially excluded from formal state politics enact hoped-for futures and seek legitimacy in the present. Offers timely and original insights into exile Tibetan politics based on detailed qualitative research in Tibetan communities in India Advances existing debates in political geography by bringing ideas of stateness and statecraft into dialogue with geographies of temporality Explores the provisional and pedagogical dimensions of state practices, adding weight to assertions that states are in a continual situation of emergence Makes a significant contribution to critical state theory

Choice Outstanding Academic Title, 2019 George Freedley Memorial Award Finalist, 2020 Between the world wars, several labor colleges sprouted up across the U.S. These schools, funded by unions, sought to provide members with adult education while also indoctrinating them into the cause. As Mary McAvoy reveals, a big part of that learning experience centered on the schools’ drama programs. For the first time, Rehearsing Revolutions shows how these left-leaning drama programs prepared American workers for the “on-the-ground” activism emerging across the country. In fact, McAvoy argues, these amateur stages served as training grounds for radical social activism in early twentieth-century America. Using a wealth of previously unpublished material such as director’s reports, course materials, playscripts, and reviews, McAvoy traces the programs’ evolution from experimental teaching tool to radically politicized training that inspired overt—even militant—labor activism by the late 1930s. All the while, she keeps an eye on larger trends in public life, connecting interwar labor drama to post-war arts-based activism in response to McCarthyism, the Cold War, and the Civil Rights movement. Ultimately, McAvoy asks: What did labor drama do for the workers’ colleges and why did they pursue it? She finds her answer through several different case studies in places like the Portland Labor College and the Highlander Folk School in Tennessee.