The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone – in its different forms, positive and negative, as solitude, silence and loneliness – is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North and Latin America, and Asia.

Teachers in any subject area must have a basic understanding of how language is learned and used in educational contexts because language impacts teaching and learning across all subjects. This book is written specifically for those teachers and teacher traineeslearning to teach who want to know more about language learning and use in educational contexts and, especially, those who care about the social implications of language in education. Chapters address crucial questions that teachers must address: How is language structured? How is language learned at home and in school, by first, second and bilingual language learners? How is language used in classrooms to shape learning? How does language vary in different regions and due to social characteristics of users? How can language be used to make meaning in different modes (oral/written) and contexts? How do language policies intersect with education policies, and how do these impact teachers? The chapters are full of examples of language use in educational contexts to help readers understand language in action. The examples not only highlight key points, they also provide opportunities for readers to deepen their understanding by experiencing analysis of language. Each chapter closes with a discussion of relevance to educational settings and questions which can be used for in-class discussion or personal reflection. Suggestions for further readings and online viewing are included, and a comprehensive companion website is available

Education and Constructions of Childhood considers the social construction of childhood through the institutions of education and schooling. Grounded in a strong conceptual, theoretical framework, this accessible text will guide the reader through this evolving area. Reflective exercises, chapter summaries and useful websites will encourage and support student learning and the application of new concepts. Education and Constructions of Childhood is essential reading for undergraduate and postgraduate students on Education Studies and related courses.

How can we access the energy and wisdom needed to embark on the generous and healing venture of trust that we call forgiveness?

This handbook begins with a foundational overview of rural education, examining the ways in which definitions, histories, policies, and demographic changes influence rural schools. This foundational approach includes how corporatization, population changes, poverty, and the role of data affect everyday learning in rural schools. In following sections, the contributors consider how school closures, charter schools, and district governance influence decision making in rural schooling, while also examining the influence of these structures on higher education attainment, rural school partnerships, and school leadership. They explore curriculum studies in rural education, including place-based and trauma-informed pedagogies, rural literacies, rural stereotype threat, and achievement. Finally, they engage with issues of identity and equity in rural schools by providing an overview of the literature related to diverse populations in rural places, including Indigenous, Black, and Latinx communities, and exceptional learners. Importantly, this handbook applies theoretical tools to rural classroom experiences, demonstrating the potential of work centered at the intersection of theory, rurality, and classroom practice. Each section concludes with a response by an international scholar, situating the topics covered within the broader global context.

How do children determine which identity becomes paramount as they grow into adolescence and early adulthood? Which identity results in patterns of behaviour as they develop? To whom or to which group do they feel a sense of belonging? How might children, adolescents and young adults negotiate the gap between their own sense of identity and the values promoted by external influences? The contributors explore the impact of globalization and pluralism on the way most children and adolescents grow into early adulthood. They look at the influences of media and technology that can be felt within the living spaces of their homes, competing with the religious and cultural influences of family and community, and consider the ways many children and adolescents have developed multiple and virtual identities which help them to respond to different circumstances and contexts. They discuss the ways that many children find themselves in a perpetual state of shifting identities without ever being firmly grounded in one, potentially leading to tension and confusion particularly when there is conflict between one identity and another. This can result in increased anxiety and diminished self-esteem. This book explores how parents, educators and social and health workers might have a raised awareness of the issues generated by plural identities and the overpowering human need to belong so that they can address associated issues and nurture a sense of wholeness in children and adolescents as they grow into early adulthood.

The book concludes by showing how the influence of Merton and Nhat Hanh is reflected in the work of contemporaries such as Thomas Keating, David Steindl-Rast, A. T. Ariyaratne, and Joanna Macy."--BOOK JACKET.

Well-known liturgical scholar and writer Philip Pfatteicher turns his attention in this book to "liturgical spirituality" as distinct from "liturgy and spirituality," which assumes two essentially separate disciplines."Liturgical spirituality" is a holistic concept, bringing together both liturgy and spirituality with reference to the interior life of the spirit that is formed and nurtured by the church's liturgy. Pfatteicher acknowledges that there are other kinds of spirituality that appear to flourish apart from and in addition to the liturgy: for example, the spirituality of the desert ascetics of the early centuries of christianity, the devotion of the Religious Society of Friends, and many forms of meditation and spiritual discipline such as the Spiritual Exercise of Ignatius Loyola. The focus of the present volume, however, is on the spiritual life as formed by the liturgy, the ordered form of Christian worship, East and West, Catholic and Protestant.In addition to the form of worship one might experience on a Sunday morning, Liturgical Spirituality guides the reader through and into the experience of daily prayer, the Easter Vigil, the Church Year, the Eucharist, hymns and music, Baptism, and even church architecture as "hallowing space."In 1955 Louis Bouyer published an admirable study entitled Liturgical Piety, written before Vatican II and its far-reaching reforms that fundamentally changed the entire Western church. Philip Pfatteicher has now taken up the challenge of expanding upon Bouyer with a current and invigorating study not of "liturgical piety" but of "liturgical spirituality."Philip Phatteicher is Professor of English at East Stroudsburg University in Pennsylvania, a frequent writer and lecturer on liturgical issues, and author of A Dictionary of Liturgical Terms and The School of the Church: Worship and Christian Formation, both published by Trinity Press.

It is estimated that there are 43 million Americans with one or more physical or mental disabilities. Over the past several decades, the disability movement has grown in strength and sophistication, attaining maturity with the Americans with Disabilities Act of 1990. This landmark civil rights legislation ushered in a new era for people with disabilities.Many religious people, however well meaning, are unfamiliar with the language and philosophy of the disability movement. They unintentionally give offense by language and actions that reflect a by-gone era. This book aims to do two things: to acquaint church and synagogue leaders with the history and philosophy of the disability movement and to provide resources from scripture and theology for thinking and preaching about disability in a new way.

This book provides a dispassionate analysis of new religious movements, charting their growth and examining them from a variety of perspectives – sociological, psychological, legal and theological. Saliba then questions whether or not membership harms those who join these new movements and assesses the charge that they 'brainwash' their adherents.