This book encourages rethinking of home economics and teaching by providing insights into the embodied pedagogy of teachers who refuse to live by tired cliches.

The contemporary study of spirituality encompasses a wide range of interests, often founded on inter- and multidisciplinary approaches.

Textbooks are crucial in shaping today’s global and diverse world. They can contribute to making it both ‘better’ and more ‘intercultural’, but also, on occasion, create limited and biased ideas about the ‘Other’. This collected volume undertakes multidisciplinary research into textbooks, taking one of the best education systems in the world – Finland – as an example. The authors investigate the issue of diversities in textbooks from multiple perspectives, disciplines, school levels and content areas. Together, the chapters provide examples of hidden ideologies, (neo-)stereotyping and othering when looking beneath the surface of texts and illustrations. The authors also present concrete tools that can be used for analysing diversities and interculturality in textbooks. In addition, the chapters will serve to develop teachers’ and students’ abilities to encounter diversities and similarities in ways that enhance their sensitivity, self-reflexivity and criticality. This volume will be of interest for students in educational sciences; pre-service teachers and in-service teachers of various school subjects; teacher educators; and researchers in the areas of subject didactics, multicultural and intercultural education, language education, educational leadership, curriculum, and policy. Forewords and Commentary by Jari Lavonen, Karen Risager, Adrian Holliday and Julie S. Byrd Clark.

Culturally Responsive Education: Reflections from the Global South and North examines culturally responsive education’s contribution to sustainable development and explores ways in which educational practitioners respond to cultures in and around educational contexts. This book argues that cultural responsiveness in education is invaluable for sustainability in and throughout education, and explores methods with which to deepen the understanding of the values and intercultural dialogue constantly present in education. Using a number of international and multidisciplinary studies, the authors offer a novel perspective on to the consideration of diversity throughout education and provide a valuable contribution to the ongoing global and national debate surrounding the UN Sustainable Development Goal initiative. With a focus on collaboration, this edited volume is vital reading for scholars, teachers and students of education, sociology, and development studies as well as education professionals. The book will also be of interest to education policy -makers and international and non-governmental organizations.

Food and Cooking Skills Education (FCSE) is a complex mix of policy and practicality, educational theory and pedagogy, classroom and government policy. This book shows how FCSE has been at the centre of a tussle between education and policy for decades. It reviews how FCSE has grappled with various significant issues of concern that threaten to marginalise it and pose problems for educational practicalities, as expectations are increased, but resources are squeezed. It assesses the debate about the significance and importance of acquiring practical food and cooking skills in a society where the purchase of ready-made food has become commonplace, and public knowledge of where our food comes from is noticeably lacking. This has contributed to the escalating incidence of diet-related diseases and the attendant cost to society, and threatened environmental sustainability. In turn, governments have reacted by proposals to make practical cooking skills a statutory National Curriculum subject as part of the armoury for tackling such costs. Based on detailed research conducted across England and Wales, as well as comparisons with thirty-five other countries or states, the author makes recommendations for policy to manage this challenge facing contemporary society.

"This book creates new knowledge -- no other home economics writer in the world has attempted this." Dr Margaret Henry, Hong Kong Institute of Education "This book fills a major gap in the literature in Australia and elsewhere. It is deliciously written and wonderfully rich. The teacher in home economics in particular, but in Australian curriculum more broadly, has been enriched by this analysis, which significantly opens new arenas for research." Professor Marie Brennan, University of Canberra

British culture is strewn with names that strike a chord the world over such as Shakespeare, Churchill, Dickens, Pinter, Lennon and McCartney. This book examines the people, history and movements that have shaped Britain as it now is, providing key information in easily digested chunks.

Globally, the food system and the relationship of the individual to that system, continues to change and grow in complexity. Eating is an everyday event that is part of everyone’s lives. There are many commentaries on the nature of these changes to what, where and how we eat and their socio-cultural, environmental, educational, economic and health consequences. Among this discussion, the term "food literacy" has emerged to acknowledge the broad role food and eating play in our lives and the empowerment that comes from meeting food needs well. In this book, contributors from Australia, China, United Kingdom and North America provide a review of international research on food literacy and how this can be applied in schools, health care settings and public education and communication at the individual, group and population level. These varying perspectives will give the reader an introduction to this emerging concept. The book gathers current insights and provides a platform for discussion to further understanding and application in this field. It stimulates the reader to conceptualise what food literacy means to their practice and to critically review its potential contribution to a range of outcomes.

The Essential Cult TV Reader is a collection of insightful essays that examine television shows that amass engaged, active fan bases by employing an imaginative approach to programming. Once defined by limited viewership, cult TV has developed its own identity, with some shows gaining large, mainstream audiences. By exploring the defining characteristics of cult TV, The Essential Cult TV Reader traces the development of this once obscure form and explains how cult TV achieved its current status as legitimate television. The essays explore a wide range of cult programs, from early shows such as Star Trek, The Avengers, Dark Shadows, and The Twilight Zone to popular contemporary shows such as Lost, Dexter, and 24, addressing the cultural context that allowed the development of the phenomenon. The contributors investigate the obligations of cult series to their fans, the relationship of camp and cult, the effects of DVD releases and the Internet, and the globalization of cult TV. The Essential Cult TV Reader answers many of the questions surrounding the form while revealing emerging debates on its future.