One of the challenges that educational systems are facing worldwide is enabling children's voices from silenced, marginalized, and excluded groups to be heard in communities of philosophical inquiry. Children from unprivileged socioeconomic sectors or minorities, and whose narrative is not in accord with that of the dominant mainstream narrative, often feel uncomfortable expressing their feelings, experiences, and mostly their authentic philosophical questions during communities of philosophical inquiry. They prefer not to raise the questions from their identity perspective. Even if they are friendly, such communities of inquiry are governed—even if implicitly—by the hegemonic meta-narrative. This book addresses the challenges of authentic inclusion of these children and their identities/narratives. The book will analyze how discourse about multiple identities and narratives can enrich the theoretical foundations of Philosophy for/with Children as opposed to the sterile banking and normalizing education. It analyzes the challenge of various identities and their uniqueness within childhood in order to offer theoretical and pedagogical-educational solutions within Philosophy for and with Children. This book furthers our understanding of dialogical inquiry, particularly within a pluralistic environment that explicitly promotes democratic culture.

This book examines the importance of exploring the varied and diverse perspectives of student experiences. In both academic institutions and everyday discourse, the notion of the ‘student voice’ is an ever-present reminder of the importance placed upon the student experience in Higher Education: particularly in a context where the financial burden of undertaking a university education continues to grow. The editors and contributors explore how notions of the ‘student voice’ as a single, monolithic entity may in fact obscure divergence in the experiences of students. Placing so much emphasis on the ‘student voice’ may lead educators and policy makers to miss important messages communicated – or consciously uncommunicated – through student actions. This book also explores ways of working in partnership with students to develop their own experiences. It is sure to be of interest and value to scholars of the student experience and its inherent diversity.

Voice and Identity draws from the knowledge and expertise of leading figures to explore the evolving nature of voice training in the performing arts. The authors in this international collection look through both practical and theoretical lenses as they connect voice studies to equity, diversity, inclusion, and belonging, and to gender and gender diversity. The book offers chapters that focus on practical tools and tips for voice teachers, and the text also includes chapters that give rich social, cultural, and theoretical discussions that are both academic and accessible, with a particular focus on gender diverse, gender non-binary, transgender, and inclusionary voice research. Offering interdisciplinary insights from voice practitioners and scholars from the disciplines of actor training, singing, public speaking, voice science, communication, philosophy, women’s studies, Indigenous studies, gender studies, and sociology, this book will be a key resource for practitioners and researchers engaged in these fields. The chapters in this book were originally published in the Voice and Speech Review journal.

This handbook brings together scholarship from various subfields, disciplinary traditions, and geographic and geopolitical contexts to understand how student voice is operating in different higher education dimensions and contexts around the world. The handbook helps not only to map the range of student voice practices in college and university settings, but also to identify the common core elements, enabling conditions, constraints, and outcomes associated with student voice work in higher education. It offers a broad understanding of the methodologies, current debates, history, and future of the field, identifying avenues for future research.

As colleges and universities in North America increasingly identify "internationalization" as a key component of the institution’s mission and strategic plans, faculty and administrators are charged with finding innovative and cost-effective approaches to meet those goals. This volume provides an overview and concrete examples of globally-networked learning environments across the humanities from the perspective of all of their stakeholders: teachers, instructional designers, administrators and students. By addressing logistical, technical, pedagogical and intercultural aspects of globally-networked teaching, this volume offers a unique perspective on this form of curricular innovation through internationalization. It speaks directly to the ways in which new technologies and pedagogies can promote humanities-based learning for the future and with it the broader essential skills of intercultural sensitivity, communication and collaboration, and critical thinking.

This book offers inspiring and thought-provoking ideas to all involved in postgraduate programmes in teacher education: teacher educators, policy-makers, researchers, administrators, and schools collaborating with staff of postgraduate courses and their students.

This book investigates origins, meanings, uses and effects of student engagement in higher education, and addresses three core questions: (1) Why is student engagement so visible in higher education today? (2) What are its dominant characteristics? (3) What is missing in the popular view of student engagement? These questions pave the way for a fresh approach to student engagement. The book argues that an elective affinity between student engagement and policies embedded in neoliberalism, the dominant ideology of the early 21st century, enables student engagement to transcend diverse intellectual and practice contexts. This affinity encourages quality learning and teaching that enables student to succeed in their studies and future careers. The book shows that focusing on neoliberal objectives for learning and teaching limits the potential of student engagement in higher education. This conclusion leads to a critical and practical social-ecological perspective that approaches engagement more as a pathway to social justice than as a list of techniques. This book is a work of critical scholarship backed by empirical research. It questions accepted theories and practices and offers fresh insights into student engagement in higher education, including how engagement could promote social justice.

Situated among fields (applied linguistics, creative writing studies, writing studies), this book empirically explores the language of writers in contexts of learning externalized in literary genres. At its core, this book features linguistic and thematic analysis of the writing and reflections of adults who experienced what they usually described as meaningful CW in university coursework, sometimes in science and research-focused courses where they might not have expected to compose a literary genre. In addition to synthesizing empirical studies that in total included more than 3,500 participants, chapters present new research involving about 400 more. This book is meant to be substantial in its goal of systematically organizing what is known about CW’s relationship to writers: in terms of feelings of engagement, gains in content knowledge, and revelations about oneself and others.

At the core of education, the notion of wellbeing permeates both learner and teacher wellbeing. This book explores the central role and responsibility of education in ensuring the wellbeing of children and young people. Through the employment of vignettes, proactive educational wellbeing initiatives are provided to address issues pertaining to learner and teacher wellbeing, mainstream classrooms, educational marginalisation, disabilities, cyber citizens, initial teacher education and rural education. Through employing diverging theoretical approaches of; expectancy x value theory; ecological systems theory and community practices across digital imagery; case studies; questionnaires and survey methodology, the key message of the centrality of wellbeing to educational success pervades. This book provides a critical engagement with the educational discourse of wellbeing, whilst addressing issues impacting on wellbeing with worldwide implications. It offers a unique insight into both learner and teacher wellbeing and how education can contribute to enhancing wellbeing outcomes for society in general.