What would it mean for Christian counseling and pastoral care to take seriously the idea that God intervenes in the world? In this volume more than twenty of the best pastoral counselors, clinicians, and counselor educators introduce us to the models that they use to integrate the Scriptures and the work of the Holy Spirit into their daily practice.

This composite multi-dimensional and post-colonial volume offers a variety of challenging new approaches and interpretations to the ongoing discussion of the relation between Jesus and women and its unwavering importance 2000 years after its origin.

Philip Taylor offers strategies for using theatre to raise awareness, propose alternatives, provide healing, and implement community change.

The creative strategies in Design for Transformative Learning offer a playful and practical approach to learning from and adapting to a rapidly changing world. Seeing continuous learning as more than the periodic acquisition of new skills this book presents a design-led approach to revising the stories we tell ourselves, unlearning old habits and embracing new practices. This book maps learning opportunities across the contemporary landscape, narrating global case studies from K12, higher education, design consultancies and researchers. It offers narrative context, best practices and emergent strategies for how designers can partner in the important work of advancing a lifetime of learning. Committed to driving sustained transformation this is a playbook of practical moves for designing memory-making, perspective-shifting, hands-on learning encounters. The book braids stories from design practice with theories of change, transformative learning literature, cognitive and social psychology research, affect theory and Indigenous knowing. Positioning the COVID-19 pandemic as a moment to question what was previously normalised, the book proposes playful strategies for seeding transformational change. The relational practice at the core of Design for Transformative Learning argues that if learning is to be transformative the experience must be embodied, cognitive and social. This book is an essential read for design and social innovation researchers, facilitators of community engagement and co-design workshops, design and arts educators and professional learning designers. It is a useful primer for K12 teachers, organisational change practitioners and professional development facilitators curious to explore the intersection of design and learning. The companion website for the book is a practical resource that connects to many of the projects, activities, methods, designers and stories introduced in the book. The site includes links to downloadable colour diagrams, templates for digital learning encounters, and additional reflective narratives on transformative experiences. www.designingtransformativelearning.com

New and challenging readings of biblical characters This volume of collected essays introduces the concept of interfigurality, the interrelations and interdependence between characters in the Gospel of John and in the Synoptic Gospels and the Hebrew Bible.The essays are informed by a narrative-critical reader-response, (post)feminist hermeneutics and an autobiographical approach to biblical texts. This volume encourages transformative encounters between present-day readers and the ancient biblical texts. Features: Previously unpublished conference papers and published essays A new perspective on the relation between New Testament and Hebrew Bible Foreword by Fernando F. Segovia Ingrid Rosa Kitzberger is an independent scholar and the author of Transformative Encounters: Jesus and Women Re-viewed (1999) and the editor of The Personal Voice in Biblical Interpretation (1998) and Autobiographical Biblical Criticism: Between Text and Self (2002).

This is a book that supports teachers, teacher educators and educational researchers as they strive for ways to make their work more authentic, more meaningful, and therefore more spiritual. Dobson describes the practices of exemplary teachers, offers a theoretical framework for transformative teaching, and includes useful examples that the reader can readily include in her own teaching and/or research.

Exploring the intersections between migration and tourism in the Mediterranean, this book is the result of extensive ethnographic research carried out over a decade in the Mediterranean regions. It focuses on three interrelated themes: the experiences of homecoming migrants who visit their country of origin for holidays; the inequalities surrounding the encounters between local people, tourists and migrants in borderlands; and how migration and tourism affect cultural heritage in European cities. The book shows how interconnected mobilities play a crucial role in boosting the global dynamics of cultural, social, economic and political transformation in the Mediterranean.

A Century of Encounters analyzes Arab, American, and European literary depictions of self and other as they interact with each other in Arab North Africa throughout the twentieth century and introduces the trope of the encounter as a lens through which to read contemporary world literature comparatively. A focus on the transnational encounter allows for the in-depth study of constructions of gender, race, and national identities both for the self and the other in order to answer the seemingly simple questions: What makes up different encounters in the twentieth century, and how can we facilitate a productive and positive encounter between these groups? This book illustrates connections between literary texts that have hitherto been overlooked and establishes an intertextual genealogy of transcultural encounters throughout the twentieth century that coalesce around the themes of desire, family, and travel. In its literary analysis, A Century of Encounters aims to facilitate a better understanding of other cultures in general and contribute to constructive cross-cultural interactions between the United States, Europe, and Arab North Africa in particular.

What is transformation in contemporary South African higher education? How can it be facilitated through research and pedagogic practices? These questions are addressed in this edited collection by established academics and emerging research students from nine South African universities. The chapters give us access to students' worlds; how they construct, experience and navigate their complex spheres, on and off campus.