This e-book presents a crucial work in the systematic study of educators’ cinematic reflections and to what extent could these be interpreted in terms of the theoretical framework of Habermas’s domains of reflection and discursive acts. The chapters in this volume altogether describe important theoretical developments, data analysis, and significant findings about the importance of popular film in pedagogy. The topics in this book present an exploratory view of reflective practices, cinematic experiences and journaling. Sample essays are also provided for the benefit of readers. It is through these converging possible cinematic explorations that we may be able to move from solitary/monologic reflective practices to a rational reconstructive educational pedagogy. This e-book will be of interest to students, researchers and teachers in the realm of psychology, education and pedagogy.

Today’s organizational environment is characterized by high levels of cross-cultural, cross-national, and cross-religious communication, conflict, collaboration, and commerce. This environment produces myriad encounters between individuals who embrace different ideologies, religions and spiritual practices. As such, unanswered (and even unasked) questions about management, spirituality, and religion abound. This book, seeks to advance our understanding by asking the big questions. Blessed are Those Who Ask the Questions: What Should We be Asking About Management, Spirituality, and Religion in Organizations? is intended to be provocative in nature. Its chapters address novel ways that leadership, organizations, and organizational stakeholders mutually impact each other by their similarities and differences in religious, spiritual, and ideological traditions, cultures, and practices. Interdisciplinary in nature and firmly grounded in scholarly literature, this book identifies and maps out bold new trajectories for advancing the study of management spirituality, and religion (including but going far beyond Western, Christian conceptualizations of religion). Sometimes universal, sometimes quite specific, this volume identifies unexplored, underexplored, or unresolved issues in the field and proposes new streams of research. Diverse conceptual, empirical, theoretical, and critical treatments that honor a variety of inquiry styles and research methods push the boundaries of MSR research.

The relationship between the media and religion in a contemporary world is not only obvious, but also complex. In a culture that increasingly focuses on visual media, film plays a salient role in forging notions of identity and creates a sense of community in younger generations. In this book, an interdisciplinary team of scholars delve deep into the relationship amongst younger individuals from different countries, universities and disciplines, as well the influence of film on their developing worldview. The publication ultimately portrays the media as an agent of cultural and religious change, underscoring the necessity of critical, contextual and interdisciplinary reflection on the interplay between the media and religion.

Psychology and Pop Culture: An Empirical Adventure examines the psychological aspects of pop culture preferences, personality, and behavior from across sixteen research studies. The authors analyze such phenomena as superhero and antihero fandoms, internet trolls, women in popular culture, generational preferences, and romance and sexuality. Analyzing pop culture in the context of the #MeToo movement, LGBTQIA+ representation, and contemporary politics, Keith W. Beard, April Fugett, and Britani Black pay close attention to contemporary issues of inclusion and marginalization.

From Library Journal: "A comprehensive book, providing information on the rationale for connecting pop culture to library services and offering a range of projects to get students into the library." Integrating Pop Culture into the Academic Library explores how popular culture is used in academic libraries for collections, instruction, and programming. This book describes the foundational basis for using popular culture and discusses how it ignites conversations between librarians and students, making not only the information relatable, but the library staff, as well. The use of popular culture in the library setting acknowledges the importance of students’ interests and how these interests can be used to understand their information needs in unique and interesting ways. By integrating popular culture into library collections, instruction, and programming, librarians present research and discovery in ways that connect with students and the broader community. This book demonstrates that academic libraries using popular culture find it to be an effective tool, both for instruction and programming. The editors are librarians who utilize popular culture in various ways to provide instruction and reinforce information literacy concepts in their own practice. Readers will find chapters written by a variety of authors from different types of academic libraries, including community colleges, comprehensive universities, research universities, and law schools. These unique perspectives offer readers different ways of thinking about how librarians can incorporate students’ interests in popular culture to promote the mission of the library. In addition to well-known examples such as Hamilton: The Musical, Pokémon, Harry Potter, Black Panther, and Barbie, readers will also encounter lesser-known library applications of popular culture, including cartoneras, zines, fantasy maps, gaming collectives, and paranormal walking tours. All of these examples highlight the multiple way libraries leverage popular culture to expand their reach and identity with students and the community at-large.

This collection of original essays looks at the way in which experiences and representations of femininity are changing, and explores the possibilities for producing 'new' femininities in the twenty-first century. The volume includes a Preface by leading feminist scholar Angela McRobbie.