Shows how deep learning is a way to address the toxicity of social polarization.

This book approaches English instruction through the lens of “fi gured worlds,” which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds. Teachers’ ability not only to engage with students’ experiences and interests in and outside of school but also to build connections between students’ worlds and their teaching is essential for promoting student agency, engagement, and meaningful learning. Beach and Caraballo provide an accessible framework for working with students to use critical discourse, narratives, media, genres, and more to support their identity development through addressing topics that are meaningful for them— their families, social issues, virtual worlds, and more. Through extensive activities and examples of students writing about their participation in these worlds, this text allows educators to recognize how students’ experiences in the classroom aff ect and shape their identities and to connect such an understanding to successful classroom practice. With chapters featuring eff ective instructional activities, this book is necessary reading for ELA methods courses and for all English teachers.

Discovering Leadership: Designing Your Success, Second Edition provides a comprehensive practice-based introduction to leadership. The text guides students to design their leadership purposefully and mindfully as they develop their leadership knowledge, skills, and dispositions.

A 2023 SPE Outstanding Book Honorable Mention Generative Knowing explores the mystery of learning from the unknown in ways that reveal that learning is a dynamic phenomenon, encompassing both personal and societal contexts. Dewey defines learning in terms of experience, reflection, continuity, and interactivity. When learning happens, it eventually solidifies into reliable truths that become a shortcut for taking action or making decisions—thus a habit of learning is formed and becomes rigid. Generative knowing is an emerging theory of adult learning that seeks the not-yet-foreknown potential that waits to be uncovered in the richness of experience. The book delivers vignettes of different lived experiences of being and becoming, signaling multiple ways in which a person shapes and transcends traditional conceptions of self-other binary activating the power to respond to the ongoing complex evolution of self and society. Generative Knowing seeks to accomplish four goals: to offer a unique exploration of learning, positioned as response-ability that illuminates the relatedness of learning and complex, ambiguous, unsolvable challenges that are recognizable in society as social challenges (i.e. forced migration) to present and distinguish an emerging theory of adult learning, generative knowing. Generative knowing emerged as a distinct learning disposition at the intersections of personal meaning making capacity (developmental psychology) encountering the characteristics of rising ambiguity (complexity sciences) and the lived experience of undergoing experience to make visible and help others make the connections between generative knowing at a personal level and the complex, ambiguous unsolvable challenges in today’s society, and to provide illustrations of what generative knowing entails, how it shapes personal and societal transformation and how that may support educators, facilitator activists and change activists to make space for generative knowing when complex challenges call for both personal and societal transformations. Adult education as a field of practice is presently grappling with how adults learn in a world being recomposed by a global pandemic. Generative knowing—defined as ways of being and becoming that creatively activate potential—restores many rhythms of learning, helping readers gain fresh perspectives on how learning emerges from the unknown. The vital and personal stories in this book guide readers to walk in the territory of the unknown and to pay attention to the sensations of entanglements of self with multiple societal forces as a new way of learning. Perfect for courses such as: Adult Learning Theory │ Adult Learning Theory & Praxis │ Adult Development │ Transformative Learning │ Phenomenology │ Narrative Inquiry │ New Materialism │ Creative Research Methodologies

The unique leadership challenges organizations face throughout the world call for a renewed focus on what constitutes "authentic, inclusive, servant, transformational, principled, values-based, and mindful" leadership. Traditional approaches rarely provide a permeating or systematic framework to garner a sense of higher purpose or nurture deeper moral and spiritual dimensions of leaders. Learning to be an effective leader requires a deep personal transformation, which is not easy. This text provides guidelines in a variety of settings and contexts while presenting best practices in successfully leading the twenty-first century workforce and offering strategies and tools to lead change effectively in the present-day boundary-less work environment. Given the ever-growing, widespread importance of leadership and its role in initiating change, this will be a key reference work in the field of leadership and change management in business. The uniqueness of this book lies in its anchorage in the moral and spiritual dimension of leadership, an approach most relevant for contemporary times and organizations. It represents an important milestone in the perennial quest for discovering the best leadership models and change practices to suit the contemporary organizations. Designed to be a resource for scholars, practitioners, teachers and students seeking guidance in the art and science of leadership and change management, this will be an invaluable reference for libraries with collections in business, management, sports, history, politics, law, and psychology. It will present essential strategies for leading and transforming corporations, small businesses, schools, hospitals, and various nonprofit organizations. It brings the research on leadership and change management up to date, while mapping its terrain and extending the scope and boundaries of this field in an inclusive and egalitarian manner.

The Routledge International Handbook of Dialectical Thinking is a landmark volume offering a multi-disciplinary compendium of the research, theory and practice that defines dialectical thinking, its importance and how it develops over the lifespan. For the first time, this handbook brings together theory and research on dialectical thinking as a psychological phenomenon from early childhood through the human lifespan. Grounding dialectical thinking in multiple philosophical traditions stemming from antiquity, it explores current psychological models of such thought patterns and shows how these can be applied in everyday life and across multiple disciplines, including philosophy, physics, mathematics and international relations. The handbook explains the nature of dialectical thinking, why it is important and how it can be developed in children and in adults. It concludes with a final chapter depicting a discussion among the authors, exploring the question "how could dialectical thinking be the antidote to dogma" Written by a group of international scholars, this comprehensive publication is an essential reference for researchers and graduate students in psychology and the social sciences, as well as scholars interested in integrating different perspectives and issues from a wide variety of disciplines.

Inclusive Leadership speaks to the human side of organization and communities. Both practitioners and academics provide insights that broaden our traditional view of diversity issues into a perspective focused on better understanding the theory and practice of inclusive leadership.

With the entire world experiencing the global pandemic and its aftermath, VUCA (Volatile, Uncertain, Complex, and Ambiguous) conditions have never been more extreme and the need for adaptive leadership never more urgent. But how is adaptive leadership applied outside Western cultures? How can it be taught through leadership development programs? Which tools enhance its practice and its teaching? How does adaptive leadership relate to other key theories and practices? This volume answers these questions and more as it illustrates how adaptive leadership practices address some of the world’s most pressing challenges-political and cultural division, remote work, crisis management-across a variety of sectors. Adaptive leadership has been explained as a key leadership approach for dealing with adaptive, as distinguished from technical or predictable, problems, especially prevalent in complex environments. However, adaptive leadership scholarship has suffered from a lack of conceptual clarity and casual application of its core concepts. It remains solidly Western in its prescriptions. This book will expand readers’ understanding of adaptive leadership and its potential to solve local and global adaptive challenges and will explore its relevance and application to cultures outside the United States. Aiming to increase conceptual clarity about adaptive leadership to enhance future scholarship and application and illustrate novel approaches and perspectives, this book will be of interest to researchers, academics, practitioners, and students in the fields of leadership, strategy, and organizational studies.

This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.

Companies and organizations everywhere cite creativity as the most desirable - and elusive - leadership quality of the future. Yet scores measuring creativity among American children have been on the wane for decades. A specialist in creative leadership, professor James Haywood Rolling, Jr. knows firsthand that the classroom is a key to either unlocking or blocking the critical imagination. He argues that today's schools, with their focus on rote learning and test-taking, work to stymie creativity, leaving children cut off from their natural impulses and boxed in by low expectations. Drawing on cutting-edge research in the realms of biological swarm theory, systems theory, and complexity theory, Rolling shows why group collaboration and adaptive social networking make us both smarter and more creative, and how we can design education and workplace practices around these natural principles, instead of pushing a limited focus on individual achievement that serves neither children nor their future colleagues, managers and mentors. The surprising truth is that the future will be pioneered by the collective problem-solvers, making Swarm Intelligence a must-read for business leaders, educators, and anyone else concerned with nurturing creative intelligence and innovative habits in today's youth.