This volume conceptualizes and distinguishes storying from narrative and storytelling to establish itself as a method. It theorizes that storying pertains to ones’ identity, to the unique positions of who one is, how they came to be, and why they came to be (Raj, 2019). Building upon foundational work from Freire, Greene, and Clandinin & Connelly, this book elucidates storying through a new concept “emotional truth”--a deeply personal and authentic experience that builds a tangible connection from teller to listener. Such an involved conception of Storying could have the potential to anchor storying as research methodology and as valid pedagogical practice. Further, the chapters in this book establish storying as a concept, method, and as pedagogical practice.

This volume conceptualizes and distinguishes storying from narrative and storytelling to establish itself as a method. It theorizes that storying pertains to ones’ identity, to the unique positions of who one is, how they came to be, and why they came to be (Raj, 2019). Building upon foundational work from Freire, Greene, and Clandinin & Connelly, this book elucidates storying through a new concept “emotional truth”--a deeply personal and authentic experience that builds a tangible connection from teller to listener. Such an involved conception of Storying could have the potential to anchor storying as research methodology and as valid pedagogical practice. Further, the chapters in this book establish storying as a concept, method, and as pedagogical practice.

This book positions the concept of Storying as integral to leadership in qualitative research, drawing on a wide range of studies and perspectives by diverse, minoritized leaders. Presenting stories of leadership, resistance, diversity, and cultural wealth, these chapters highlight “problems of practice” from Latinx, Black, and BIPOC administrators, special education teachers, EOP community college students, and parents, including those undocumented. Crucially, the book showcases where “leadership in place” is exemplified through storying, arguing that “storying” is more empowering in qualitative research since it acknowledges the identities and reflexivity of both the researcher and the researched. This significant aspect of research methodology not only addresses cultural historicity but also fosters authentic representations of participant identities and lived experiences. The chapters directly and innovatively address these power dynamics and show how they are re-negotiated within spaces that are culturally relevant, socially situated, and historically constructed. They demonstrate how, through storying, the limits of textual interpretations can be traversed. This unique volume contributes to the growing literature on the largest minority group in the United States and is highly relevant to those with interests in educational leadership, race and ethnicity, research methods, and qualitative research.

Reflexivity and Critical Pedagogy highlights the essential nature of reflexivity in creating sites for transformative possibilities in education. The book argues that seemingly intractable epistemological inequalities are embedded within educational structures and processes and also contends that perspectives which define knowledge as a unitary truth are essentially inadequate to address current global problems. Further, it argues that people and ideas traditionally positioned outside the academy are vital to developing more effective educational interventions. This volume stresses the influence of dominant societal discourses in creating and sustaining particular and limited definitions of knowledge. It also explores their power in delineating acceptable processes of knowledge dissemination. These discourses, whether consciously or otherwise, indwell teachers, learners and policy-makers as well as educational structures and organisations. It proposes reflexivity as the key component needed to combat such forces and one that is an essential ingredient in critical pedagogy.

In educational leadership, aspiring leaders from traditionally marginalized backgrounds face a difficult range of challenges that hinder their ability to thrive. This problem is not confined to a single facet but extends its reach across the educational landscape, impacting diversity, equity, and inclusivity within academic institutions. As the demand for authentic and practical guidance in navigating the leadership pipeline becomes increasingly urgent, institutions struggle to prepare aspiring leaders effectively and develop a more inclusive curriculum. These issues are deeply interconnected, forming a complex and multifaceted problem that demands an all-encompassing solution. Within the pages of Pursuing Equity and Success for Marginalized Educational Leaders, the remedy for this intricate challenge unfolds. This groundbreaking book emerges as a product of collaboration between seasoned practitioners and esteemed researchers, presenting a comprehensive guide aimed at empowering aspiring leaders hailing from marginalized backgrounds. It is a valuable resource, offering practical guidance and research-backed strategies.

This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.

Enhance your teaching style with James E. Groccia′s systemic and insightful seven-variable model using a truly international perspective. The need to understand learning and teaching from multiple cultural perspectives has become critically important in educating the next generation of college students. Using a unique global view, this comprehensive volume presents international perspectives on critical issues impacting teaching and learning in diverse higher education environments. Education experts from around the world share their perspectives on college and university teaching, identifying international differences and similarities. The chapters are organized around a model developed by James E. Groccia, which focuses on seven interrelated variables that must be explored to develop a full perspective of college and university teaching and learning. These interrelated variables include teacher, learner, learning process, learning context, course content, instructional processes, and learning outcomes. Using this logical model, the contributors provide readers with a guide for systemic thinking about how to improve teaching and learning, curriculum development, and assessment.

Pedagogy, both the discipline and the word itself, has had a tortured history. It has been used as a synonym for practice and acquired negative connotations that confuse it with pedantry, conferring low status on those associated with it (school teachers and professors of education). In the 1880s, for example, most university professors of pedagogy made a concerted effort to replace the term with education. In the 1960s, however, pedagogy surfaced again as an alternative to education in academic departments that had once openly ridiculed it.But pedagogy's fractured meaning cannot be explained away as a matter of technical jargon or political fashion. To do so conceals the power struggles between scholars and professional teachers that continue to this day. In this unusual and unprecedented volume, Salvatori uses pedagogy as a key term for understanding how American education evolved in the early twentieth century. She traces its contested meaning in a fascinating group of documents - dictionary and encyclopedia definitions, early treatises on pedagogy, professional literature, and debates about "the place" of pedagogy - and offers a critical framework for reading them.The past that these documents uncover, Salvatori hopes, will incite sustained and responsible critical investigation of current institutional, political, and theoretical interests that, by continuing to construct pedagogy as essentially practical, a-theoretical, and anti-intellectual, simultaneously justify its ancillary status to theory within the academy.

The Handbook of Cultural Studies in Education brings together interdisciplinary voices to ask critical questions about the meanings of diverse forms of cultural studies and the ways in which it can enrich both education scholarship and practice. Examining multiple forms, mechanisms, and actors of resistance in cultural studies, it seeks to bridge the gap between theory and practice by examining the theme of resistance in multiple fields and contested spaces from a holistic multi-dimensional perspective converging insights from leading scholars, practitioners, and community activists. Particular focus is paid to the practical role and impact of these converging fields in challenging, rupturing, subverting, and changing the dominant socio-economic, political, and cultural forces that work to maintain injustice and inequity in various educational contexts. With contributions from international scholars, this handbook serves as a key transdisciplinary resource for scholars and students interested in how and in what forms Cultural Studies can be applied to education.

“The third edition of Reflective Practice depicts the concept of ‘reimagining’ in such a brilliant way and is a must-have resource for nurses.” –Portia Janine Jordan, PhD, MBA, MCUR, RN, FANSA Professor, Department of Nursing and Midwifery Faculty of Medicine and Health Sciences Stellenbosch University “This incredible edition of a professional masterpiece pulls together global leaders, creative thinkers, entrepreneurs, educators, and practitioners to support and guide us as healthcare professionals. A joy to read and a must-read for all professionals who are reflexive.” –Thomas Kearns, EdD, MEd, BNS, RGN, RPN, RNT, FAAN, FFNMRCSI Past Executive Director (Dean), Faculty of Nursing and Midwifery RCSI University of Medicine and Health Sciences, Dublin Co-Director, Global Innovation and Leadership Academy, Faculty of Nursing and Midwifery, RCSI “In this outstanding book, Sara Horton-Deutsch and Gwen Sherwood provide an invaluable resource for nurse educators and their students. Reflective Practice: Reimagining Ourselves, Reimagining Nursing takes a complex topic and makes it accessible for learners across all levels. This should be required reading in all nursing programs!” –Pamela R. Jeffries, PhD, RN, FAAN, ANEF, FSSH Dean of Nursing, Valere Potter Professor of Nursing Vanderbilt School of Nursing A nurse’s work is multifaceted, medically complex, technically precise, and physically demanding. But nursing—the act of caring—is also social, emotional, impactful, and personal. Because nursing education programs prioritize the importance of the technical and physical aspects of nursing, that is what they teach. This leaves practicing nurses poorly equipped to understand the science of caring and unprepared for the constant stream of emotional and psychological stressors that come with this profoundly important work. The unintended consequences of this omission include burnout, toxic work environments, and exodus from the profession. In this highly anticipated and particularly timely third edition of Reflective Practice, authors Sara Horton-Deutsch and Gwen Sherwood invite readers to reflect, recalibrate, reimagine, rethink, and reframe the work of nursing care and their various roles and relationships within it. This book focuses first on the individual, then practice settings, and finally systems and communities while providing supporting theoretical frameworks, practical applications, and opportunities for personal and shared reflection along the way. Reflective Practice guides nurses to emotional and psychological fulfillment in all aspects of care.