This book provides an interdisciplinary focus on music, memory, and ageing by examining how they intersect outside of a formal therapeutic context or framework and by offering a counter-narrative to age as decline. It contributes to the development of qualitative research methodologies by utilizing and reflecting on methods for studying music, memory, and ageing across diverse and interconnected contexts. Using the notion of inheritance to trouble its core themes of music, memory, ageing, and methodology, it examines different ways in which the concept of inheritance is understood but also how it commonly refers to the practice of passing on, and the connections this establishes across time and space. It confronts the ageist discourses that associate popular music predominantly with youth and that focus narrowly, and almost exclusively, on music's therapeutic function for older adults. By presenting research which examines various intersections of music and ageing outside of a therapeutic context or framework, the book brings a much-needed intervention.

As long as there have been formal curricula, there have been disappointing curricula. In an increasingly authoritarian world, problematic curricula are on the rise, leaving teachers in a bind. When faced with these problematic curricula, some teachers will submit and do as they are told, while other teachers will oppose the problematic curricula, and, in some cases, face the consequences. Instead, Seth McCall argues for reworking problematic curricula. Turning to the nearest bookshelf, he engages with his own troubling inheritance, a problematic curriculum: E. D. Hirsch et al.’s The New Dictionary of Cultural Literacy. As a gift from a beloved family member, that text proved too dear to discard and too problematic to accept unchanged. Drawing on examples of assemblage art, the author reworks the problematic curriculum through cutting, juxtaposing with other materials, and re-contextualizing in a different setting. Navigating in the wake of reactionary movements, A Troubling Inheritance: Reworking Problematic Curricula encourages teachers to find forms of subsistence while continuing to work toward a larger vision of social justice.

Listening, Belonging, and Memory puts connected listening at the center of current debates around whose voices might be listened to, who by, and why. Arguing that listening has to be understood in relation to the self, nation, age, witnessing, and memory, it uses examples from digital storytelling, listening projects, and critical media analysis to highlight connections between listening and power. It centers on voices, stories, and silence, how they interweave, and are activated, maneuvered, reconfigured, and denied. It focuses on the small, microengagements that crouch within the superstructures of violent border control and the censorious policing of sonic citizenry, identifying cracks in the reshuffling of histories and hierarchies that connected listening affords.

Written in response to a need expressed by Spiritual Directors, Retreat Leaders and teachers on introductory courses to Christian spirituality for an engaging and readable introduction to the subject, The Path to Your Door provides an accessible and well-researched introduction to themes within the Christian spiritual tradition. In a highly readable fashion it introduces the reader to some of the key themes in classic and contemporary Christian experience and allows them to engage with the material for themselves through the use of varied spiritual exercises. The Path to Your Door is an invitation to an on-going journey of spiritual exploration, grounded in the Christian tradition but encouraging each reader to find their own path and discover their own unique language of prayer.

Twenty years after the publication of Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences, Joe L. Kincheloe and the contributing authors of Multiple Intelligences Reconsidered critique and rethink the theory in new frames of reference. Initially drawn to multiple intelligences (MI) theory because of its self-proclaimed challenge to the psychology establishment, the authors delineate their disillusionment with its evolution over the last two decades. The critiques provided here open exciting new doors to innovation in educational psychology and pedagogy, and move the fields in the direction initially promised by MI theory. Each intelligence presented by Gardner is examined and critiqued, while larger concepts in the theory are identified and assessed.

Caroline Kearney faced a heartbreaking dilemma. Caroline was a thirty-one-year-old mother of six when her husband died in Melbourne, Australia in 1865. Having no legal rights herself to the sheep station in Wimmera, Victoria that her late husband owned, she had great hopes that her sons would inherit it. But that was not to be. Her husband’s will, written on his deathbed, offered a reasonable annuity to support her and the children, but it came with a catch. To get that money, Caroline had to move to Ireland with her children and live in a house of her brothers-in-law’s choosing. English-born, Caroline had migrated to Australia with her family when she was only seventeen. She had never even been to Ireland. Her husband and his family – unlike her – were Catholic. This extraordinary book combines storytelling with a historian’s detective work. Pieced together from evidence in archives, newspapers, genealogical sites, legal records and old-fashioned legwork, Caroline’s Dilemma sheds new light on the workings of colonial gender relationships and family lives that spanned the nineteenth century globe. It reveals much about women’s property rights, migration, settler colonialism, the Irish diaspora, and sectarian conflict. It shows how one middle-class woman and her family fought to shape their own lives within the British Empire.

This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities. States, cities, and school boards are being given more responsibility and power in determining curriculum content and standards, accompanied by increasing privatization of public education through the rise of charter schools and for-profit organizations’ incursion into managing schools. Given these pressures, critical geography’s unique approach to spatial constructions of schools is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces operating on such things as schools, communities, people, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape are shaped by processes and outcomes of school reform.

Amelia and Alder's baby has finally arrived. Alder's former family friends come to town to see the baby at the same time Camino releases a set of dinosaur onesies. Sure enough, somebody is murdered. The culprit does not stick out like a saur thumb. Add that to sleeplessness, and Amelia is soon a nervous rex. With all the distractions, can Amelia and friends solve the murder? You can bet Jurassican! Baby Spells Trouble is Book 17 in the paranormal cozy mystery series, The Kitchen Witch, from USA Today Bestselling author, Morgana Best.