Literacy continues to be a central issue in anthropology, but methods of perceiving and examining it have changed in recent years. In this 1995 study Niko Besnier analyses the transformation of Nukulaelae from a non-literate into a literate society using a contemporary perspective which emphasizes literacy as a social practice embedded in a socio-cultural context. He shows how a small and isolated Polynesian community, with no access to print technology, can become deeply steeped in literacy in little more than a century, and how literacy can take on radically divergent forms depending on the social and cultural needs and characteristics of the society in which it develops. His case study, which has implications for understanding literacy in other societies, illuminates the relationship between norm and practice, between structure and agency, and between group and individual.

An informal yet rigorous exploration of human emotions in all their complexity and subtlety. Why do we cry at the movies? What is the best way to manage destructive feelings such as jealousy? Although emotions pervade our lives, their nature, causes, and effects have only recently been studied by social scientists and philosophers. Despite growing scientific interest in the subject, empirical findings have not yet caught up with our intuitive knowledge. In this book Aaron Ben-Ze'ev carries out what he calls "a careful search for general patterns in the primeval jungle of emotions." In an engaging, informal style he draws on a variety of theoretical approaches and popular sources to produce a coherent account of emotions in all their subtlety. All of the ideas are illustrated with examples drawn from everyday life. The book is organized into two parts. The first presents an overall conceptual framework for understanding emotions. It looks at the typical characteristics and components of emotions, distinguishes emotions from other affective phenomena, classifies the emotions, and covers such related issues as emotional intelligence, regulating emotions, and emotions and morality. The second part discusses individual emotions, including envy, jealousy, pleasure-in-others'-misfortune, pity, compassion, anger, hate, disgust, love, sexual desire, happiness, sadness, pride, regret, and shame. The text is laced with insightful and often amusing quotations from sources ranging from Mae West to Montesquieu.

This book explores the idea that knowing is a feeling that results from the interactions of the brain's unconscious and conscious processes and not through the accumulation of facts. It explains what neuroscience and psychology reveal about what it means to know and how our brain learns.

Moral Emotions and Human Interdependence in Character Education challenges contemporary mainstream approaches to character education predicated on individualism, ‘essential virtues’ and generic ‘character skills’. This book synthesizes perspectives from phenomenology, psychology, cultural sociology and policy studies into a unique theoretical framework to reveal how ideas from positive psychology, emotional intelligence and Aristotelian virtues have found their way into the classroom. The idealized, self-reliant, resilient, atomized individual at the core of current character education is rejected as one-dimensional. Instead this book argues for an alternative, more complex pedagogy of interdependence that promotes students’ well-being by connecting them to the lives of others. This book is an essential read for academics, researchers, postgraduate students and school teachers interested in character education and social and emotional learning.

The educational domain provides a platform for social mobility and social change. This book investigates the new National Educational Policy (NEP) to understand how it can bring social justice and transform education in a meaningful way to match the imagination of students from diverse groups. The author discusses matters of emotion and authority in education and argues for the need for educational psychology which takes into account the self-conscious emotions of students and teachers. The book reflects on important topics such as critical pedagogy, dehumanization, power in education through bricolage, and legitimacy in education, all within the context of critical educational psychology. Through research and observations, it discusses the socialpsychological aspect of stereotyping, othering, and prejudices in the educational domain. The book will be of interest to students, teachers, and researchers working on education, school education, sociology of education, and educational psychology. It will also be useful for academicians, educators, policymakers, schoolteachers, and those interested in the politics of education.

Includes CD-Rom ′This book will educate and enthuse teachers about emotional literacy, while providing them with a host of practical suggestions for working with children to increase awareness, understanding and control of their feelings′ - Professor Neil Frude, Clinical Psychologist, Western Mail Translating the theory of emotional literacy into a practical, whole-school approach, this book is written for teachers, psychologists and lecturers wishing to introduce and implement: o the rationale o the practice o the policy development. Drawing on his practical experience as a consultant with a special school, the author provides everything you will need to deliver a full training programme on this subject, including activities and a Powerpoint presentation on a CD-rom. His work explains the importance of considering children′s emotional life in school situations and gives practical skills to help nurture children′s emotional development. Dr Steve Killick is a Chartered Clinical Psychologist who works in the NHS with young people with severe mental health problems. He has worked in both adult and child mental health and education settings and also works as a consultant and trainer for organisations and individuals. He has recently worked with Headlands School in Wales to produce an emotional literacy programme for organisational change and curriculum development.

For more than a decade, there has been growing interest and research on the pivotal role of emotions in educational settings. This ground-breaking handbook is the first to highlight this emerging field of research and to describe in detail the ways in which emotions affect learning and instruction in the classroom as well as students’ and teachers’ development and well-being. Informed by research from a number of related fields, the handbook includes four sections. Section I focuses on fundamental principles of emotion, including the interplay among emotion, cognition, and motivation, the regulation of emotion, and emotional intelligence. Section II examines emotions and emotion regulation in classroom settings, addressing specific emotions (enjoyment, interest, curiosity, pride, anxiety, confusion, shame, and boredom) as well as social-emotional learning programs. Section III highlights research on emotions in academic content domains (mathematics, science, and reading/writing), contextual factors (classroom, family, and culture), and teacher emotions. The final section examines the various methodological approaches to studying emotions in educational settings. With work from leading international experts across disciplines, this book synthesizes the latest research on emotions in education.

This collection is concerned with two fundamental concepts of social science– power and emotion. Power permeates all human relationships and is constitutive of social, economic, and political life. It stands at the centre of social and political theorizing, and its study has enriched scholarship within a wide range of disciplines, including sociology, political science, philosophy, and anthropology. The conceptual cluster of emotion, by contrast, had a more troubled time within these same disciplines. However, since the 1970’s and the advent of the ‘emotional turn’, there has been a widespread re-evaluation of emotion in and for our shared social existence and, today, emotions research is at forefront of contemporary social science. Yet, although both concepts are now widely seen as fundamental, research on these two phenomena has tended to run in parallel. This collection, featuring leading international scholars, seeks to unite and deploy both concepts, emotion and power, in a variety of ways, and on a diverse array of topics such as: education, organizations, social movements, politics, ‘old’ and ‘new’ media, rhetoric and in comparative intellectual history. The results are at the bleeding edge of scholarship on these concepts, and will make important reading for practitioners and students working in the sociology of emotions, social and political power, political sociology, organization studies, and for sociological and political theory more generally. This book was published as a special issue of the Journal of Political Power.

This book is about community activism around HIV/AIDS in Australia. It looks at the role that the gay community played in the social, medical and political response to the virus. Drawing conclusions about the cultural impact of social movements, the author argues that AIDS activism contributed to improving social attitudes towards gay men and lesbians in Australia, while also challenging some entrenched cultural patterns of the Australian medical system, allowing greater scope for non-medical intervention into the domain of health and illness. The book documents an important chapter in the history of public health in Australia and explores how HIV/AIDS came to be a defining issue in the history of gay and lesbian rights in Australia.

“Brian Matthews brings intellectual rigour as well as passionate commitment to the important tasks of appreciating the role that emotional literacy can play in a refreshing education. It is a powerful combination. It is because he understands so well the need to attend to the purpose of education that he is so illuminating on the strategies that will give all young people the best possible chance to learn and to grow.” James Park, Director, Antidote "This book will be read by individuals who have an interest in bringing about change in the presentcurriculum. School Science Review This book reveals the huge potential of engaging pupils with their emotions in the classroom, and presents evidence that when pupils work in this way they become more co-operative and help each other to learn. The book explores how schools can move beyond a focus on cognitive attainment through an emphasis on affective engagement, to help pupils develop better relationships of all kinds and prepare them for adulthood in a fast-changing world. For teachers, the book tackles the important questions of: What is emotional literacy and emotional intelligence? How can teachers incorporate pupils’ emotional development into their lessons while nourishing and enhancing achievement? How is it possible to have a calm atmosphere in the classroom with pupils enjoying learning together? Engaging Education is the first book to link the issues of emotional literacy, equity and social justice, and the education of the whole child, thus providing the social and political context for emotional literacy. In connecting emotional literacy and equity with the structure of schooling, it establishes that co-educational schools can contribute to enabling boys and girls to relate to and understand each other. Based firmly on research, this innovative book gives teachers invaluable guidelines on what to concentrate on and what to avoid. It is key reading for teachers and trainee teachers as well as policymakers and all those concerned with education.