New Book List

"Decolonizing University Teaching and Learning considers apprehensions around decolonizing and offers a summary of key arguments within critical discussion around its meaning and value through engagement with a growing body of literature. The contextually based and complex discussions concerning decolonization means one cannot be guided through the process in a particular way. Therefore, the text is not intended to be read as a handbook for decolonizing teaching and learning, nor is it an anthropologically oriented text. Drawing on Critical Race Theory, the book highlights the benefits of decolonizing teaching and learning for all students and staff. This book offers up the TRAAC model as an entry point for challenging conversations. By bringing together questions raised within existing scholarly discussions, the TRAAC model provides prompts to instigate deeper reflections around decolonizing by way of supporting colleagues to start a productive dialogue. Through these critically reflective and reflexive conversations, action-oriented discussions can simultaneously take place. The book includes contributions from authors based across a number of universities and disciplines. Reflecting on personal experiences, staff and student relationships, subject specific challenges, and wider issues within HE, the contributions are grounded in the employment of the TRAAC model as a mode of entry into discussing particular issues around decolonizing teaching and learning"-- Provided by publisher

The co-editors of Indigenizing Education: Transformative Research, Theories, and Praxis bring various scholars, educators, youth, and community voices together in ways that reimagine and recenter a learning process that embodies Indigenous education rooted in critical Indigenous studies and pedagogies. By reimagining Indigenous education, we suggest that it be rooted in opportunities for a deep analysis of the systemic processes and forces of settler colonialism which maintain structures that defy and dismiss our right to engage an education that is critical, culturally sustaining, and centers Native nation-building. Thus, reimagining and recentering an education rooted in critical Indigenous studies and pedagogies becomes a process of activating a critical Indigenous consciousness that renews and sustains goals to activate agency, social change, and advocacy for Indigenous peoples.
The chapters are organized across three sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, and Engaging Families and Communities in Indigenous Education.

"To the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited third edition, this bestselling book includes a co-written introduction features contributions from indigenous scholars on the book's continued relevance to current research. It also features a chapter with twenty-five indigenous projects and a collection of poetry."-- Provided by publisher.

' ... an important read for educators, administrators and policy makers ... a very welcome addition to studies of decolonial education and the poetics and politics of educational futurity.' -George J. Sefa Dei, Professor of Social Justice Education, University of Toronto, Canada ' ... an important read for those working and researching in anti-oppressive education ... challenges us to engage critically with the theory and practice of culturally responsive pedagogy as it aims to reform and reorient teacher education as a transgressive space.' -Jennifer Tupper, Dean, Faculty of Education, University of Regina, Canada.

This topical volume contextualizes the heightened interest in sustainable education across the globe and will be of interest to researchers, university leaders, and students interested in a sustainable future for universities and society as a whole.

The goal of teaching online is fundamentally the same as teaching face-to-face: facilitating the learning of all students to the greatest extent possible. This book differs from other books on online teaching in that, in the process of offering guidance on course design and planning, developing outcomes and appropriate engaging activities, managing the workload and assessment, the authors pay explicit attention throughout to the distinct and diverse needs of students and offer effective strategies to accommodate them in a comprehensive and inclusive way by using the principles of Universal Design for Learning.

"The research is clear: online learning works best when faculty build regular, positive, and interactive relationships with students. A strategy that helps forge such a relationship is the use of videos. Student satisfaction and course engagement levels also increase with the use of instructor-generated videos."--Provided by publisher.

The virtual environment has led to opportunities that previously existed only in real time and at on-site locations. For example, the advent of GoToMeeting, WebEx, Google Hangouts, YouTube, TED Talks, and many other platforms has transformed the way in which we meet, present, and interact. However, the way in which students are instructed to create and deliver presentations, to plan and prepare for meetings, and to seek and participate in training has not altered--or in the best of circumstances has received only minimal attention. In fact, oral presentation instruction in most classes still follows the traditional speech-making (or formal address) approach for teaching students the concepts of creating and delivering effective presentations. In a world driven by technology, the absence of instructional guides and materials for the "how-to" of delivering effective virtual presentations must be addressed. This book provides a practical approach with clear guidelines for creating and delivering webinars, e-meetings, virtual presentations, and virtual product demonstrations, including checklists and examples. Whether you are a college student, an employee, or a supervisor/manager/executive, this book will provide you with the knowledge and tools needed to be an effective virtual presenter.

Discover how to develop a dynamic, engaging presentation and deliver it flawlessly. Learn strategies to reduce stress and become a think-on-your-feet presenter. Master your openings and closings (including the question-and-answer session) and captivate your audience from start to finish. Updated tools offer guidance and reassurance along the way. New edition content covers leading virtual presentations, telling interesting stories and relatable examples, using mindfulness to recover in the moment, asking questions to involve the audience.

"Living Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey"-- Provided by publisher.