Bøger udgivet af Common Ground Publishing

Transformative Pedagogies and the Environment: Creative agency through contemporary art and design surveys the role of contemporary art and design in developing and delivering transformative pedagogical practices that address issues of environmental concern. The book will examine how capacities and forms of creative agency are brought about through contemporary art and design practice, particularly in relation to environmental issues, and how these contribute to transformative pedagogies in tertiary education. While acknowledging the inherent interdisciplinary pedagogical scope of social change agendas, which are able to generate novel relevant and timely engagement with global issues, the chapters of this book will examine case studies in transformative pedagogies that embrace ecological and environmental imperatives through art and design.  The case studies examine transformative pedagogy in two broad contexts, both of which have a strong basis in peer-to-peer learning: that of university education, and that of learning occurring back into the art and design professions. Exploring experimentation with transformative pedagogy in an array of creative learning environments, it examines the contribution of a number of creative disciplines, including art, design and architecture, as well as the contributions of fully interdisciplinary practices.  Case studies written by those that have developed and delivered pedagogical projects are presented, building on the positions of practice-based and practice-led research in the creative disciplines. Contributors are from Australia, the UK and New Zealand. 

Lilyology reclaims and repositions Australian Indigenous Knowings in a vibrant, theorizing space. It navigates terrain within and between Indigenous Knowings and Western Knowledges. Indigenous Knowings are fundamentally different to Western Knowledges, and many Indigenous researchers/educators struggle in finding their place within the framework of Western Knowledge. At the same time, non-Indigenous researchers/educators are challenged to understand and contextualise Indigenous Knowings as ontologies and epistemologies in their own right. This book hypothesizes this difference by navigating a space of colliding trajectories, urging forward the author and other Indigenous researchers/educators to pursue alternate ways to express, operate within, and find ways to play in this space. This book uses metaphor, story, and imaging to embody the author's own Knowing through the crafting of Lilyology with waterlilys, sweet potatoes, spiders, and brick walls.

This book provides a comprehensive look at all levels of teaching and learning, especially for those interested in discovering how to provide activities that will enhance reflective practices in teaching and enable students' learning. This collection investigates PhD supervision, an intervention program in writing practices, developing mindfulness in diverse student cohorts, and the application of online practices. The value of this collection is not only the specific content of each study but also the willingness of all contributors to share their outstanding practice in ways that others may replicate within their own future teaching experiences. The mandala designed for the cover of this collection is by Australian artist Belinda Allen, who depicts this cyclic metacognitive action as a metaphor for reflection practice and critical reflection. The authors hope this collection provides the reader with the motivation to develop self-efficacy not only within their students, but also within themselves and their learning communities. The editors, Kathryn Coleman and Adele Flood, have gathered writers from across disciplines who employ reflective practice strategies in their teaching. Academics and teachers provide readers not only with a variety of approaches but they also interweave theory with examples of learning opportunities, as well as personal and/or collaborative activities that can be adapted to any learning space.

Humans learn by nature, from the moment of each person's birth and for thewhole of their lives. Most learning is incidental to living. Some learning, however, is by design. This learning we call "education".Learning by Design explores the relationships between the widening circles ofpedagogy, curriculum and education. It examines the changing social context ofeducation today and the ways in which teaching and learning might respond tothese changes. Along the way, the book redefines the key terms of the debateabout the nature of learning, moving in the direction of a socio-cultural theory of the conditions of learning.Learning by Design also speaks in a practical voice. It describes an experimentin which teachers write up their curriculum using a scaffold that highlights its underlying learning sequence and pedagogical architecture, thus making thisexplicit to themselves, other teachers and learners.The book tells the story of a number of groups of teachers participating in this experiment in Australia (Victoria, Queensland and Australian Capital Territory) and Malaysia. It tells of their aspirations and fears, and their successes and failures in the quest to find more effective ways of teaching and greater engagement for their learners. The journey takes them into new territories where they become learners themselves, discovering fresh dimensions of a rapidly changing profession. The result is that the process of designing and managing student learning becomes more consciously 'by design'-mindful, premeditated, reflective and shared.

Immersive Theatre: Engaging the Audience is a collection of essays that look to catalogue the popularization of “immersive” theatre/performance throughout the world; focusing on reviews of works, investigations into specific companies and practices, and the scholarship behind the “role” an audience plays when they are no longer bystanders but integral participants within production. Given the success of companies like Punchdrunk, Dream Think Speak, and Third Rail Projects, as current examples, immersive theatre plays a vital role in defining the theatrical canon for the twenty-first century. Its relatively “modern” and new status makes a collection like this ripe for conversation, inquiry, and discovery in a variety of ways. These immersive experiences engage the academy of “the community” at large, going beyond showcasing prototypical theatre artists. They embrace the collaborative necessity of society and art—helping to define the “stories” we tell and the WAY in which we tell them.

Given the rapidly changing global higher education landscape, the systematic internationalization of higher education offers the potential for many positive outcomes and benefits for an increasingly interconnected and globalized citizenry, students, faculty, and institutions.  Additionally, with more and more competitive pressures being put on institutions of higher education, a continually increasing number of universities and colleges within a variety of national contexts are actively looking at the potential of internationalization.  Within the context of these complex global tensions, the internationalization of higher education has emerged as a balanced approach to addressing the rapidly shifting competitive landscape of higher education. This edited collection will help you answer the following key questions:Why is understanding the internationalization of higher education important?How is globalization changing the context and shifting the dialogue surrounding the internationalization of higher education?Given the ever-increasing importance of contextualization, what are the country and region-specific considerations in internationalizing higher education?This edited collection provides a comprehensive introduction to globalization and higher education and explores its increasingly important role within a shifting higher education landscape, presenting a wide range of cross-disciplinary research in an organized, clear, and accessible manner.  This book will be informative to higher education scholars and administrators seeking to understand the role and implementation of the internationalization of higher education in response to a shifting higher education landscape and increasingly globalized world.

Immersive Theatre: Engaging the Audience is a collection of essays that look to catalogue the popularization of “immersive” theatre/performance throughout the world; focusing on reviews of works, investigations into specific companies and practices, and the scholarship behind the “role” an audience plays when they are no longer bystanders but integral participants within production. Given the success of companies like Punchdrunk, Dream Think Speak, and Third Rail Projects, as current examples, immersive theatre plays a vital role in defining the theatrical canon for the twenty-first century. Its relatively “modern” and new status makes a collection like this ripe for conversation, inquiry, and discovery in a variety of ways. These immersive experiences engage the academy of “the community” at large, going beyond showcasing prototypical theatre artists. They embrace the collaborative necessity of society and art—helping to define the “stories” we tell and the WAY in which we tell them.

Transdisciplinary projects are messy, complicated, and exhilarating. They stretch the collaborators, sometimes uncomfortably, beyond the predictable, expected, and routine ways of engaging with research. Making public the private tensions of “ordinary” cultural expectations associated with singlehood, marriage, and motherhood, the authors used a kinesthetic analysis of social-science qualitative data to create an evening-length professional dance concert. Ordinary Wars: Doing Transdisciplinary Research is an exploration of the project, from its inception through its current state. It focuses on providing readers with an understanding of the ways in which working collaboratively on a transdisciplinary project is both incredibly challenging and unpredictably rewarding. Our project has been fraught with fears of distortion and dishonesty, punctuated with questions of truth, fiction, acts of commission, and acts of omission. It has also been accompanied by groundbreaking ideas, feelings of triumph, and exponential growth.In this book, we invite readers “backstage,” exposing our discomfort, missteps, confusion, successes, and lessons learned. We explore how ordinary practices (i.e., disciplinary paradigms, social expectations of femininity) constitute complex, yet barely visible battlegrounds on which wars are often fought in silence. We offer readers a vision of the larger project as a means of affecting change in the academy, our respective fields, and in our communities through making visible what we have come to understand are extraordinary Ordinary Wars. 

The Ekphrastic Turn: Inter-art Dialogues is the first volume of the CompLit InterArt book series in the New Directions in the Humanities book imprint. Placing emphasis on the storytelling aspects of intermedial and transmedial configurations, this collection studies the role of art in the construction of cultural processes, helping build a bridge between theoretical academic research and social practices. It brings together scholarship in intercultural studies by drawing on social narrative theory and semiotics as analytical tools to expand on the models of comparative literature. It also explores how communicated experiences and the stories behind them bring about social change and empowerment.

Legacy remains one of the most important issues relating to multisport mega-events across the globe and it could be argued that the development of legacy is one of the most urgent imperatives in elite sport. In this regard the Paralympics is no exception to the quest for long term legacy; however, little in the way of documentation appears to be forthcoming from the International Paralympic community in this regard. This book reviews the concept of legacy across previous Paralympic Games by providing a series of chapters under the headings of ''The Paralympic Legacy Debate'', ''Paralympic City Legacies'', ''Emerging Issues of Paralympic Legacy'' and ''Reconceptualising Paralympic Legacies''. The issues arising are discussed in terms of a meta-analysis of the author''s work and offer interesting ideas which if taken up by the International Paralympic Committee, International Olympic Committee, Bid Committees, OCOG''s and major sports could change the face of Paralympic legacy towards the positive forever.

Tony English wrote Tug of War for negotiation experts and others who might be interested in a fresh analytical method which draws on the literature of negotiation but delves into many other disciplines, including international relations, fine arts, philosophy, management, anthropology and psychology. The book focuses on international negotiation but is relevant to negotiation in general. Tony interviewed many veteran negotiators in diplomacy, hostage release and business. He weaves the rich character, skills and experience of individual veterans into the book, and presents two cases in fine detail.The informants include: Hugh Davies, lead British negotiator for the return of Hong Kong to China; Sir Alan Donald, British Ambassador to China and several other countries; Terry Waite, of Beirut kidnap fame; Meg McDonald, Australian Ambassador for the Environment and team leader for the greenhouse gas negotiations at Kyoto; Malcolm Lyon, Australia's lead negotiator for the Torres Strait Treaty with Papua New Guinea; Don Kenyon, Australian Ambassador to Belgium, Luxembourg and the European Union, and former Chairman of the WTO's Dispute Settlement Body; Doug Anderson, Managing Director of P & O Ports; Sam Passow, Research Director of London's Centre for Dispute Resolution; Geo Goon, a major exporter of fruit and vegetables from Australia to the Middle East; Steven Hochman and Kirk Wolcott, dispute resolution advisers to President Jimmy Carter; and a few others who needed anonymity. Tony also draws on his own experience in several countries. At the core of the book is the tension, which comprises complementary phenomena, both physical and abstract, that compete for influence over our behaviour. Profuse forces generate tensions. Tony presents a model of negotiation context that comprises tensions and the forces generating them. Expert negotiators are expert tension managers and therefore have high 'contextual intelligence', a variation on Robert Sternberg's concept of Successful Intelligence in cognitive psychology. Tony links contextual intelligence with seven traits identified in his veterans. Some writers refer to the tension but neglect its nuances and miss its generic value in analyzing negotiations and other human activity as people try to impose manageable order on chaotic information. We are all tension managers, whether or not we are aware of it.

...this time around success will need to be measured not by how much we can control nature but by how well we can live as part of it. Our efforts in the transition to a sustainable future require decisions that not only acknowledge the ecosphere, but embrace the complexity of our societies and the natural systems that support us. A vital part of this transition is communication. We need to map and communicate as clearly as possible the impacts of our current trajectory and provide a clear and comprehensive system for tracking the world''s progress towards sustainability... This book provides an introduction to input-output analysis for sustainability practitioners. It is designed for those with knowledge about the sustainability dilemma we face, but who are unsure about the how of measuring our impacts, tracking our progress and informing the decisions for a sustainable future. Input-output analysis placed in a transdisciplinary setting is a method that captures the complexities and interdependencies of our social, economic and environmental support systems. Examples of the use of input-output analysis in life-cycle assessment, triple bottom line accounting and carbon and ecological footprints are provided along with an introduction to a range of software tools. In academic circles research has been gathering pace on these methods and issues over the last years. This book brings this state of the art to the decision makers and policy shapers of today.

In the shadow of a looming global environmental catastrophe humanity is at an unprecedented crossroad where crucial and difficult decisions must be made about how we are to live. This book questions where the desire for certainty and mastery is taking us and argues that reliance on technology and information alone cannot avoid an ecological catastrophe. It attends to an existential poverty of spirit that, it suggests, is at the root of contemporary problems. It tackles the association between a metaphysical void, with its growing sense of meaninglessness, and the ecological predicament. While many find the consolations of traditional religion increasingly untenable, a hunger for a spiritual dimension in life persists. In a rare excursion, yet one which continues the uniquely human search for a transcendent ground of being, the book explores an unfamiliar kind of thinking which shelters and liberates the poetic imagination that counters the modern malaise. In a scholarly yet accessible account van Leeuwen uncovers from Martin Heidegger''s middle/late philosophy an extraordinary pathway of transformative thinking where this imagination is nurtured.

Research on brain development continues to reinforce the importance of the early years of life in determining long term outcomes, both for children, and for society. Increasing numbers of family support programs operating internationally reflect growing awareness of the importance of the early years, and the value of targeting resources towards children,families and their communities.This book argues that the family support movement, having evolved from a variety of discipline bases, is now sufficiently developed to articulate its own theoretical foundation and practice. Family support must operate from an ecological perspective, working from family strengths and focusing on empowerment. Different models of operating family support arising out of this theoretical framework are presented. The role of staff, and staff training are discussed, as is the importance of ethical program delivery andevaluation.The book synthesises the considerable literature on family support, and presents this in an easily accessible format, with particular relevance for those working in Australia and New Zealand. It is essential reading for both practitioners in family support, and policy makers responsible for designing and funding programs. The book will interest those from a range of disciplines involved in family support, including those in health, children's services, psychology, social work and education.

What is postmodern art and how does it impact on art teaching? For secondary art teachers the transition from modernist art education to postmodernist art education is a challenging journey. Modernism provided a rich source of inspiration for art teaching. Countless art teaching programs from the 1950s to the 1990s were based on the great western canon espousing individualism, creativity, self expression and formalist models of art criticism. However, postmodern theory directs attention away from the formalist properties of art works to the social conditions and structures which shape artistic values. Contemporary art works examine how societies construct power relations especially in respect of class, gender and culture and they often do this using devices such as irony, parody or shock. But are art teachers trained and ready to deal with such issues and how do they introduce them to students?The first section of this book examines the diff e rences between modernist and postmodernist art and art education. The issues are defined in nine key orientations which serve to guide art curriculum planning. In the next section of the book thirteen secondary art teachers from schools in Australia and England reflect on change in their own teaching. Each discusses how they introduce students to contemporary art practice and issues in their senior art classes.The final section of the book presents seven interpretive frameworks to guide students when exploring contemporary art. The interpretive frameworks lead students beyond use of modernist and formalist approaches to consideration of wider social issues when making and responding to art.