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The Arthurdale School : Cultural Intervention Through Rural Folklife Education in a Progressive New Deal Setting
| The Arthurdale School : Cultural Intervention Through Rural Folklife Education in a Progressive New Deal Setting |
| Autore | Rosenberg Jan |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (129 pages) |
| Disciplina | 371.009173475482 |
| Altri autori (Persone) | BrockmeierLoretta |
| Soggetto topico | Comunitat i escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-45626-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Prelude -- A Note on Orthography -- Preface -- Acknowledgements -- Contents -- Abbreviations -- List of Tables -- Chapter 1: Introduction -- References -- Chapter 2: Approaches -- 2.1 From Here to There: How I Met Elsie Ripley Clapp and the Arthurdale School -- 2.2 Historical Ethnography -- 2.3 Ecological Psychology -- 2.4 Folklore/Folklife -- 2.4.1 Education/Progressive Education -- 2.5 Folklife Education -- References -- Chapter 3: Elsie Ripley Clapp: From Woman of Valor to Progressive Education Leader -- References -- Chapter 4: The Arthurdale School -- References -- Chapter 5: Life as It Was at the Arthurdale School and the Discovery of Folklife -- References -- Chapter 6: Collision and Demise -- References -- Chapter 7: The Arthurdale School under Elsie Ripley Clapp and Folklife Education: Where Transdisciplinary Curriculum and Social-Emotional Learning Meet with STEAM -- 7.1 Barbara Allen, A Personal Story -- References -- Chapter 8: Conclusion: Individuals and Community Redux -- References -- Chapter 9: Epilogue: The Force of Community-Protecting the Heritage of Arthurdale in the 1980s -- References -- Appendix A: Executive Order 7027 Establishing the Resettlement Administration -- Appendix B: Jan Rosenberg's Educational Formation -- Index. |
| Record Nr. | UNINA-9910799228403321 |
Rosenberg Jan
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| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Becoming community-engaged educators : engaging students within and beyond the classroom walls / / edited by George M. Jacobs, Graham V. Crookes
| Becoming community-engaged educators : engaging students within and beyond the classroom walls / / edited by George M. Jacobs, Graham V. Crookes |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (91 pages) |
| Disciplina | 737 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Citizenship - Study and teaching
Educació cívica Comunitat i escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-8644-0
981-16-8645-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910743214503321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Citizen teachers and the quest for a democratic society : place-making, border crossing, and the possibilities for community organizing / / Gerald K. Wood
| Citizen teachers and the quest for a democratic society : place-making, border crossing, and the possibilities for community organizing / / Gerald K. Wood |
| Autore | Wood Gerald K. |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (127 pages) |
| Disciplina | 370.1931 |
| Soggetto topico |
Community and school
Democracy and education Service learning Comunitat i escola Democràcia Aprenentatge servei |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031154645
9783031154638 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Preface -- Acknowledgments -- Contents -- Chapter 1: Citizen Teachers: Why Teachers Should Organize -- Opening Vignette -- Introduction -- Teachers' Working Conditions -- Divestment from Public Education -- Community and Education Organizing in Chicago -- Education Organizing -- #RedforEd -- Conceptualizing Citizen Teachers -- What Is a Citizen Teacher? -- Citizen Professionals -- Situating Myself as a Citizen Teacher -- Organization of the Book -- References -- Chapter 2: Place-Making as Citizen Teachers: Analyzing Using Critical and Racialized Geographies -- Opening Vignette -- Introduction -- Place-Making in Schools and Communities -- Production of Space -- Critical and Racialized Geographies -- Racial and Spatial Reorganization and Public Schools -- Thinking Spatially -- COVID-19 -- Mass School Shootings -- Mapping the School Context -- Success for All -- Conclusion -- References -- Chapter 3: The Power of Teacher Organizing -- Opening Vignette -- Introduction -- Whiteness and White Spatial Imaginaries -- Border Crossings and Border Pedagogy -- Community Organizing Concept: Self-Interest -- Community Organizing Concept: Power -- Community Organizing Skill: Individual Meetings -- Context of Teacher Organizing -- Organizing for Mutual Accountability -- Conducting Individual Meetings -- Honoring Community Traditions and Spaces -- Power Mapping, Research, and Identifying Targets -- Lessons Learned -- Challenges -- Conclusion -- References -- Chapter 4: The Power of Parent Organizing -- Opening Vignette -- Introduction -- Education Organizing -- Black Spatial Imaginaries -- Distinguishing Between Parent Involvement and Parent Engagement -- Community Organizing Concept: Public Accountability -- Community Organizing Skill: Conducting House Meetings -- Bridging and Bonding Spaces -- Stories from Parent Organizing.
Identifying Parent Leaders -- Parent-Teacher Organization (PTO) -- Math Curriculum -- Parent and Family Involvement Team -- Fry Bread Sale -- Lessons Learned -- Conclusion -- References -- Chapter 5: The Power of Student Organizing: Public Achievement -- Opening Vignette -- Introduction -- Public Achievement -- Community Organizing Concept: Public Work -- Community Organizing Concept: Everyday Politics -- Public Achievement in Action -- Context of Public Achievement Northern Arizona University (NAU) -- Engaging Public Achievement -- Walking Through an Example: Getting a Playground with Fourth Graders -- Lessons Learned -- Conclusion -- References -- Chapter 6: The Power of Teacher Education -- Opening Vignette -- Introduction -- Civic Engagement -- 1964 Mississippi Freedom Schools -- Community Organizing Concept: Free Spaces -- Student Involvement Days: Putting Freedom School Principles into Practice -- Aspiring Educators Union Chapter: Social Justice Unionism -- Union Stewardship -- Changing the Structure -- Transitioning Toward Social Justice Unionism -- Lessons Learned -- Conclusion -- References -- Chapter 7: Conclusion -- Opening Vignette -- Introduction -- Teacher Identities as Citizen Teachers -- Border Crossings and the Mobilizations of Broader Collective Interests -- Getting Started -- Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910624381403321 |
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Wood Gerald K.
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Handbook of school mental health : innovations in science and practice / / edited by Steven W. Evans [and three others]
| Handbook of school mental health : innovations in science and practice / / edited by Steven W. Evans [and three others] |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (561 pages) |
| Disciplina | 616.89 |
| Collana | Issues in Clinical Child Psychology |
| Soggetto topico |
School children - Mental health services
Clinical psychology School psychology Psicologia infantil Ansietat en els infants Comunitat i escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-20006-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introductory Chapter from the Editors -- Section 1: Promoting Meaningful Engagement and Leadership by Diverse Stakeholders -- Chapter 2. The Importance of Diversity and Engagement -- Chapter 3. Advancing Research to Improve the Practice of Family Engagement and Leadership in Schools -- Chapter 4. Building Effective Measurement Systems for Family Engagement and Leadership in Schools -- Chapter 5. Social Network Analysis and Social Capital in School Mental Health -- Chapter 6. Building Cultural Humility as a Foundation for Meaningful Engagement of Stakeholders in School Mental Health -- Chapter 7. Mental Health Literacy and Stigma Reduction in School Mental Health -- Chapter 8. Parenting Beliefs and Parenting Practices to Promote Youth Mental Health -- Chapter 9. Building School-Community Relationships to Advance Parental Leadership and Equity in School Mental Health -- Chapter 10. Parental Racial Socialization and Coping to Promote Mental Health -- Chapter 11. Developing School-Community Relationships to Promote Mental Health -- Section 2. Section 2: Training, Coaching, and Workforce Development -- Chapter 12. Helping Professionals Make a Difference -- Chapter 13. Training Teachers in Culturally Competent Tier 1/Universal Classroom Management -- Chapter 14. Innovative Methods for Preparing the Early Childhood Teacher Workforce -- Chapter 15. Leveraging Technology to Enhance Teacher Training and Preparedness -- Chapter 16. Coaching Teachers in Tier 2/Targeted Classroom Interventions -- Chapter 17. Mental Health Workforce Preparation -- Chapter 18. Preparing the Mental Health Workforce for Service Delivery in Rural Communities -- Chapter 19. Teacher Readiness for Adoption and Implementation of Evidence-Based Practices -- Chapter 20. Leveraging School Guidance Departments to Train School Mental Health Providers -- Chapter 21. Preparing the School Mental Health Workforce for Partnerships to Address Children’s Needs -- Section 3. Intervention Science for Children with Specific Needs -- Chapter 22. Intervention Science: Clarifying the Path Forward -- Chapter 23. SMH Interventions for Anxiety -- Chapter 24. SMH Interventions for Depression -- Chapter 25. SMH Interventions for Trauma -- Chapter 26. SMH Interventions for ADHD -- Chapter 27. SMH Interventions for Suicide Prevention -- Chapter 28. SMH Interventions for Substance Use Prevention -- Chapter29. SMH Interventions for Bullying and Aggression -- Chapter 30. SMH Interventions to Enhance Social Functioning -- Chapter 31. SMH Interventions for Autism -- Chapter 32. Preventing Problems with SMH Universal Social and Emotional Programs -- Section 4. Innovations in Scaling Up and Implementation Science -- Chapter 33. Making Implementation Science Work in SMH -- Chapter 34. Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC) in Schools -- Chapter 35. Adapting Preventive Interventions to Meet Student Needs: A Focus on Tier 2 Interventions -- Chapter 36. Leveraging a Coordinated Knowledge System (CKS) to Scale Up Evidence-Based Practices -- Chapter 37. Scaling-up Screening of Student Behavioral and Mental Health Needs -- Chapter 38. Best Practices in Online Delivery of Mental Health Programs and Practices -- Chapter 39. Integrating Evidence-Based Practices through Multitiered Systems of Support -- Chapter 40. Supporting Scaleup of Positive Behavior Support: A National Technical Assistance Model -- Chapter 41. Optimizing Implementation of School-Based Programming by Leveraging Motivational Interviewing -- Chapter 42. Strategies and Structures to Promote Scaleup of Evidence-Based Practices in Schools -- Chapter 43. Supporting Implementation of Evidence-Based Practices in Schools: A Focus on Measures, Models, and Mechanisms -- Chapter 44. Estimating Cost of School-Mental Health -- Chapter 45. State and Federal Policies to Support Scale Up of School-Based Programming. |
| Record Nr. | UNINA-9910678264703321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Pathways to Community Engagement in Education : Collaboration in Diverse, Urban Neighbourhoods / / by Catherine M. Hands
| Pathways to Community Engagement in Education : Collaboration in Diverse, Urban Neighbourhoods / / by Catherine M. Hands |
| Autore | Hands Catherine M |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 371.19 |
| Soggetto topico |
Schools
Education and state Community development Social service School management and organization School administration Teachers - Training of International education Comparative education School and Schooling Educational Policy and Politics Social Work and Community Development Organization and Leadership Teaching and Teacher Education International and Comparative Education Comunitat i escola Educació comunitària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-33001-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Introduction to Pathways to Community Engagement in Education: School-Community Collaboration in Diverse, Urban Neighbourhoods -- Chapter 2: Interpreting the Map and Navigating to Destinations: Using School-Community Policy to Influence Practice -- Chapter 3: Sustainable Partnerships: The Ecology of Community Engagement Initiatives The Ecology of Collaboration -- Chapter 4: The Social Contexts and Permeable Borders That Influence Partnerships Intertwined Open Systems: A Depiction of School-Community Interaction -- Chapter 5: Networks: The Importance of Who and What You Know Networks and Social Capital: Linking Schools and Communities -- Chapter 6: Building Bridges and Crossing Boundaries Social Networks and Boundary Spanners -- Chapter 7: Facilitating or Frustrating Efforts to Collaborate Social Contexts that Facilitate or Frustrate Collaborative Efforts -- Chapter 8: Collaboration to Support Vulnerable Populations Collaboration as a Gateway to Social Capital -- Chapter 9: Thriving and Not Just Surviving: Support for Mental Health in a Networked Community -- Chapter 10: Creating Schools as Community Hubs Through Collaboration A School-Community Relations Continuum. |
| Record Nr. | UNINA-9910734860203321 |
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Hands Catherine M
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Peace pedagogies in Bosnia and Herzegovina : theory and practice in formal education / / Larisa Kasumagic-Kafedžic and Sara Clarke-Habibi, editors
| Peace pedagogies in Bosnia and Herzegovina : theory and practice in formal education / / Larisa Kasumagic-Kafedžic and Sara Clarke-Habibi, editors |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (349 pages) |
| Disciplina | 370.1931 |
| Soggetto topico |
Community and school - Bosnia and Herzegovina
Education - Bosnia and Herzegovina Peace - Study and teaching - Bosnia and Herzegovina Teaching - Social aspects Teaching - Social aspects - Bosnia and Herzegovina Educació per a la pau Ensenyament Condicions socials Comunitat i escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-26246-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Opening Editorial: Exploring the Landscape of Peace Pedagogy in BiH; Larisa Kasumagić-Kafedžić and Sara Clarke-Habibi -- Part I: Peace Pedagogies, Concepts and Contexts -- Peace pedagogies: a review of key theories and approaches; Larisa Kasumagić-Kafedžić & Sara Clarke-Habibi -- Education as a victim and accomplice of conflict: Historical perspectives and possible ways of strengthening peace pedagogy in Bosnia and Herzegovina; Adila Pašalić- Kreso -- Approaches to peace education and institutionalization of peace values in formal education in Bosnia and Herzegovina; Eleonora Emkić -- Part II: Peacebuilding through Teacher Education -- Preparing future teachers to educate for democracy and human rights: the Western Balkans approach; Bojana Dujković- Blagojević -- Integrating critical and intercultural pedagogies in teacher education and language didactics; Larisa Kasumagić-Kafedžić -- Fostering inner, interpersonal and intergroup peace through a Gestalt psychology approach in adult education; Mirjana Mavrak -- Teacher identity as a barrier and bridge to peace pedagogies; Sara Clarke-Habibi -- Part III: Peacebuilding through Curriculum and Pedagogy -- Peace in history education of Bosnia and Herzegovina; Melisa Forić Plasto & Bojana Dujković Blagojević -- Teacher reflections on peacebuilding through mother tongue language and literature education; Branka Ljubojević -- Drama-based pedagogy: theatre for social change in classroom; Naghmeh Sobhanil -- Pe ace pedagogy in intercultural and interreligious learning: insights from the ETOS Initiative and SAPERE BiH program (2014-2020); Zilka Spahić Šiljak & Melika Šahinović -- Evaluating intercultural sensitivity among high school and university students; Haris Cerić, Amel Alić, Sedin Habibović -- Part IV: Partnerships for Peace Learning -- Applied learning for peace: Experiential pedagogies, teacher practice and engagement in higher education; Juliet Millican & Larisa Kasumagić- Kafedžić -- Promoting peace and intercultural understanding through sustained partnership: the American-Bosnian Collaboration Projec; Larisa Kasumagić-Kafedžić, Paula M. Pickering, Ethan Brown; Closing Editorial: Peace Learning and Peace Action in Formal Education in BiH: From Romanticised Ideal to Orienting Paradigm and Achievable Objective; Sara Clarke-Habibi and Larisa Kasumagić-Kafedžić. |
| Record Nr. | UNINA-9910720065503321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Schools as Community Hubs : building 'More than a School' for community benefit / / Benjamin Cleveland [and five others], editor
| Schools as Community Hubs : building 'More than a School' for community benefit / / Benjamin Cleveland [and five others], editor |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature, , 2023 |
| Descrizione fisica | 1 online resource (xi, 334 pages) : illustrations |
| Disciplina | 370.1931 |
| Soggetto topico |
Community and school
Comunitat i escola Sociologia de l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-9972-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: Scene-setting -- Renewed aspirations for schools as community hubs -- A framework for building schools as community hubs: If it were simpler would it happen everywhere?- Part 2: Partnering -- School-community collaboration: Insights from two decades of partnership development -- Brokering school-community partnerships: Cross-sector advocacy and hard work -- Rear Vision: Lessons from community education in the 80s -- Nature as partner: How school communities benefit from ecological connections -- Part 3: Planning -- School and community infrastructure networks: What might these look like?- Valuing urban schools as social infrastructure -- Connecting schools with local communities through walkable urban design -- Safe yet welcoming: alternative design strategies for secure schools -- Schools as 'Sacred Enclaves' or 'Community Hubs'? South Korean experiences -- Part 4: Designing -- Progressive pedagogies and community connections: Forty years of urban planning and architectural design -- Designing for the needs of a thriving school community hub -- Planning Doveton College: Holistic vision, innovative design and paving the way for others -- Vertical schools as community hubs -- Developing a school and community learning hub: A case study from regional Australia -- Part 5: Enabling -- Emotional labour and developing schools as community hubs -- Policy for schools as community hubs: Insights into a fragmented environment -- Theorising the development, implementation and sustainability of schools as community hubs -- An evaluation framework for schools as community hubs -- The role of evaluative thinking in the success of schools as community hubs -- Are schools as community hubs worth it?. |
| Record Nr. | UNINA-9910717412503321 |
| Singapore : , : Springer Nature, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Violence, victimisation and young people : education and safe learning environments / / Ylva Odenbring, Thomas Johansson
| Violence, victimisation and young people : education and safe learning environments / / Ylva Odenbring, Thomas Johansson |
| Autore | Odenbring Ylva |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (238 pages) |
| Disciplina | 370.1931 |
| Collana | Young People and Learning Processes in School and Everyday Life |
| Soggetto topico |
Community and school
Violència juvenil Educació comunitària Comunitat i escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-75319-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Chapter 1: Introduction -- Uncertain Times: Youth, Violence and Precariousness -- Student Victimization, Education and Learning Environments -- Theories of Violence -- Structure of the Book -- References -- Part I: Power Relations, Homosociality and Violence -- Chapter 2: Revisiting Lower Secondary Schools in the 1990s: Reflections on and Interpretations of Sexual and Gender-Based Harassment -- Introduction -- Looking Back to the 1990s -- Gender Play and Play-Acted Fight -- When It Is Not Fun Any More -- Pedagogical Challenges for Teachers -- Revisiting the Analysis After 20 Years -- Progress and Stagnation in Educational Politics and School Practices -- New Research Widens the Scope -- Sustainable Patterns in Analysis -- How to Challenge Harassment in Schools? -- Conclusions -- References -- Chapter 3: Gender and Sexuality Policing: The Violence That 'Doesn't Count' -- Introduction -- Educational Research, 'Bullying' and 'Violence' -- The Naming Practice of Violence: Encountering State Definitions of 'Bullying' at School -- Determining 'What Counts' -- Nonviolence -- References -- Chapter 4: The Modern Passage from Boyhood to Manhood and Its Relationship to Bullying and Harassment -- Traditional Passages to Manhood -- Modern Passages to Manhood -- Peer Pressure and Horizontal Mentoring -- Policing Manhood -- Revisiting Manhood -- Conclusion -- References -- Chapter 5: Rumbling and Tumbling in School: Jokes, Masculinity and Homosocial Relations -- Introduction -- Homosociality -- Jokes, Fights and Male Bonding -- Jokes - Just for 'Fun' or a Serious Game? -- Physical Fights for 'Fun' -- Lad Cultures in Schools -- Young Boys' Well-being in School -- References -- Chapter 6: What Happens When Young Men Hurt? Exploring Young Men's Experiences of Relationship Dissolution in Educational Contexts -- Introduction.
The Gendering of Hurt -- The Nature of Hurt -- The Place that Hurts -- Managing Feelings of Hurt -- Conclusion: Who Can Hurt? -- References -- Part II: Sexualized Violence and Schooling -- Chapter 7: Young people's Experiences of Sexting and Online Sexual Victimization -- Coming to Age in the Digital Landscape -- Sexting - A Risky Opportunity for Sexual Exploration -- Online Sexual Victimization -- What We Know About Who Is at Risk for Online Sexual Victimization -- Different Forms of Online Sexual Victimization -- Consequences of Online Sexual Victimization -- Practical Implications for the Adult World and Educational Settings -- References -- Chapter 8: Unsolicited Dick Pics: Online Sexual Harassment, Gendered Relations and Schooling -- Introduction -- Gender, Hegemonic Masculinity and Sexting -- Emerald School - A School in an Affluent Neighbourhood -- Dick Pics - An Everyday Phenomenon -- Girls' Collective Resistance -- Facing Sexual Harassment -- Digital Sexual Harassment and Respectable Femininity -- Preventing Sexual Harassment in School -- References -- Chapter 9: Resisting Rape Culture Online and at School: The Pedagogy of Digital Defence and Feminist Activism Lessons -- Introduction: What Is Rape Culture? -- The Normalisation of Predatory Lad Culture, Rape Culture and Sexual Violence in Schools -- Sexualisation of Girls' Bodies: Dress Codes and Rape Culture -- Sexual Double Standards and Nudes -- Documenting and Challenging Institutionalised Sexism through Social Media Activism -- Social Media Activism: An Important Space for Resistance -- Digital Defense and Activism Lessons and Workshops -- Toxic Masculinities Shifting the Focus Onto Boys' and Men's Behaviour -- Teaching Consent Education -- Workshopping How to Be a Digital Feminist Activist -- Conclusion -- References. Chapter 10: Heteronormative Violence in Schools: Focus on Homophobia, Transphobia and the Experiences of Trans and Non-heterosexual Youth in Finland -- Introduction -- Homophobic, Transphobic and Heteronormative Violence -- Violence Against Non-heterosexual and Trans Youth in Schools in Finland -- Violence Experienced by Non-heterosexual and Trans Youth -- School as Context of Heteronormative Violence -- Conclusions and Discussion -- References -- Chapter 11: Epistemic Violence Towards LGBTQ Students in Icelandic High Schools: Challenges and Opportunities for Transforming Schools -- Introduction -- Epistemic Violence -- Education as a Site of Epistemic Violence -- Epistemic Spaces and Power at the Micro Level of Interactions -- The classroom -- The Locker Room -- Interpersonal Communication -- Transforming Schools Through Pedagogy of Hope and Epistemic Justice -- References -- Part III: Everyday Racism, Segregation and Schooling -- Chapter 12: 'Go Home to Your Country!' - Everyday Racism in a Rural Lower Secondary School -- Introduction -- Everyday and Entitlement Racism -- Everyday Racism in a Rural Swedish School -- Being a Newcomer -- Not Feeling Welcomed -- Fighting Back -- Positioned as the Other -- Preventing Everyday Racism in Schools -- References -- Chapter 13: "I'll Have Security, I'll Go to School, I'll Live My Life" - Unaccompanied Minors on School, Education and Racism -- "You Feel Safe in School" -- Terms and Conditions May Apply -- Family and Reunification -- Religion and Faith -- Being the Other - Racism in School -- Passing as a "Good Migrant" or as Just Another Classmate - Expectations and Adaptations -- Precarious Schooling - A Violent Act -- References -- Chapter 14: 'We're the Bosses Here': Schooling, Segregation and Brotherhood -- Introduction -- Harassment and Violence in Schools -- Territorial Stigmatization and Trust. Safety, Brotherhood and Distrust in the System -- 'Swedish' and 'Immigrant' Schools -- Distrust -- Trust in the Brotherhood -- Concluding Discussion -- References. |
| Record Nr. | UNINA-9910491023503321 |
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Odenbring Ylva
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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