This book offers a guide for librarians who see their profession as a chance to make a positive difference in their communities - librarians who recognize that it is no longer enough to stand behind a desk waiting to serve. R. David Lankes, author of The Atlas of New Librarianship, reminds librarians of their mission: to improve society by facilitating knowledge creation in their communities. In this book, he provides tools, arguments, resources, and ideas for fulfilling this mission. Librarians will be prepared to become radical positive change agents in their communities, and other readers will learn to understand libraries in a new way. In concise chapters, Lankes addresses the mission of libraries and explains what constitutes a library. He offers practical advice for librarian training; provides teaching notes for each chapter; and answers ´´Frequently Argued Questions´´ about the new librarianship.
Recent years have witnessed a rapid increase in the fields of cultural heritage studies and community archaeology worldwide with expanding discussions about the mechanisms and consequences of community participation. This trend has brought to the forefront debates about who owns the past, who has knowledge, and how heritage values can be shared more effectively with communities who then ascribe meaning and value to heritage materials. Globalization forces have created a need for contextualizing knowledge to address complex issues and collaboration across and beyond academic disciplines, using more integrated methodologies that include the participation of non-academics and increased stakeholder involvement. Successful programs provide power sharing mechanisms and motivation that effect more active involvement by lay persons in archaeological fieldwork as well as interpretation and information dissemination processes. With the contents of this volume, we envision community archaeology to go beyond descriptions of outreach and public engagement to more critical and reflexive actions and thinking. The volume is presented in the context of the evolution of cultural heritage studies from the 20th century ´´expert approach´´ to the 21st century ´´people-centered approach,´´ with public participation and community involvement at all phases of the decision-making process. The volume contains contributions of 28 chapters and 59 authors, covering an extensive geographical range, including Africa, South America, Central America, Western Europe, Eastern Europe, North America, and Australasia. Chapters provide exemplary cases in a growing lexicon of public archaeology where power is shared within frameworks of voluntary activism in a wide diversity of cooperative settings and stakeholder interactions.
This book explores family-school partnerships and how they can be most effectively leveraged to ensure academic success for students from socioculturally diverse backgrounds. It presents an innovative framework for building collaborative learning partnerships with culturally diverse families, for improved student achievement and more meaningful ties between schools and their communities. It promotes understanding of familial and communal knowledge and recognizing families´ resilience in addressing academic, social, and linguistic barriers. Chapters reimagine family-school partnerships within a context of shared power and authority, examine a spectrum of interventions that support culture-based modes of learning, and emphasize the potential for transformative learning to occur when students´ out-of-school lives are understood and meaningfully leveraged in school. Chapters also discuss how to foster bridges between parents and teachers, provide teachers with access to the rich cognitive and cultural resources of families, and enable all parties to begin viewing families as truly equal partners in children´s education. The book concludes with a commentary chapter that identifies necessary areas for further research. Topics featured in this volume include: The contribution of racial and ethnic socialization to family-school partnerships during early childhood. Fathers and their role in family-school partnerships. The importance of Indigenous family engagement in systems of education. Home-school partnerships and mixed-status immigrant families in the United States. Family-school partnership research with the migrant and seasonal farm working community. The role of humility in working with families across international contexts. Interventions that promote home-to-school links. Ethnocultural Diversity and the Home-to-School Link is a must-have resource for researchers, professionals, and graduate students in education, child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, and anthropology.
In October 1902, the reservoir of the first Aswan Dam filled, and Egypt´s relationship with the Nile River forever changed. Flooding villages of historical northern Nubia and filling the irrigation canals that flowed from the river, the perennial Nile not only reshaped agriculture and the environment, but also Egypt´s colonial economy and forms of subjectivity. Jennifer L. Derr follows the engineers, capitalists, political authorities, and laborers who built a new Nile River through the nineteenth and early twentieth centuries. The river helped to shape the future of technocratic knowledge, and the bodies of those who inhabited rural communities were transformed through the environmental intimacies of their daily lives. At the root of this investigation lies the notion that the Nile is not a singular entity, but a realm of practice and a set of temporally, spatially, and materially specific relations that structured experiences of colonial economy. From the microscopic to the regional, the local to the imperial, The Lived Nile recounts the history and centrality of the environment to questions of politics, knowledge, and the lived experience of the human body itself.
Sometimes designed objects reject their users: a computer mouse that doesn´t work for left-handed people, for example, or a touchscreen payment system that only works for people who read English phrases, have 20/20 vision, and use a credit card. Something as simple as color choices can render a product unusable for millions. These mismatches are the building blocks of exclusion. In Mismatch, Kat Holmes describes how design can lead to exclusion, and how design can also remedy exclusion. Inclusive design methods¿designing objects with rather than for excluded users¿can create elegant solutions that work well and benefit all. Holmes tells stories of pioneers of inclusive design, many of whom were drawn to work on inclusion because of their own experiences of exclusion. A gamer and designer who depends on voice recognition shows Holmes his ´´Wall of Exclusion,¿ which displays dozens of game controllers that require two hands to operate; an architect shares her firsthand knowledge of how design can fail communities, gleaned from growing up in Detroit´s housing projects; an astronomer who began to lose her eyesight adapts a technique called ´´sonification¿ so she can ´´listen¿ to the stars.
The main focus of this book is to help better understand the multidimensionality and complexity of population displacement and the role that reconstruction and recovery knowledge and practice play in this regard. According to the UN Refugee Agency (UNHCR), the total number of people forcibly displaced due to wars and conflicts, disasters, and climate change worldwide, exceeded 66 million in 2016. Many of these displaced populations may never be able to go back and rebuild their houses, communities, and businesses. This text brings together recovery and reconstruction professionals, researchers, and policy makers to examine how displaced populations can rebuild their lives in new locations and recover from disasters that have impacted their livelihoods, and communities. This book provides readers with an understanding of how disaster recovery and reconstruction knowledge and practice can contribute to the recovery and reconstruction of displaced and refugee populations. This book will appeal to students, researchers, and professionals working in the field.
Why do we speak the way we do? What are the social factors that influence our choices of expression? This best-selling introduction to the study of language and society encourages students to think about these fundamental questions, asking how and why we select from the vast range of different words, accents, varieties and languages available to us. In this new and updated edition, students are taken step-by-step through the analysis of linguistic expressions, speech varieties and languages in complex settings. Enriched with recent findings from different languages and speech communities around the world, this comprehensive textbook equips students with knowledge of the main concepts and gives them a coherent view of the complex interaction of language and society. - ´Questions for Discussion´ help students understand how speakers´ choices are conditioned by the society in which they live - New to this edition is a rich repertoire of online resources and further reading, enabling students to investigate more deeply and advance their learning - Includes a topical new chapter on research ethics, guiding students on the ethical questions involved in sociolinguistic research.
The book addresses for the first time the dynamics associated with the modernization of mathematics in China from the nineteenth to the mid-twentieth century from a transcultural global historical perspective. Rather than depict the transformations of mathematical knowledge in terms of a process of westernization, the book analyzes the complex interactions between different scientific communities and the ways in which the past, modernity, language, and mathematics were negotiated in a global context. In each chapter, Andrea Bréard provides vivid portraits of a series of go-betweens (such as translators, educators, or state statisticians) based on a vast array of translated primary sources hitherto unavailable to a non-Chinese readership. They not only illustrate how Chinese scholars mediated between new mathematical objects and discursive modes, but also how they instrumentalized their autochthonous scientific roots in specific political and intellectual contexts. While sometimes technical in style, the book addresses all readers who are interested in the global and cultural history of science and the complexities involved in the making of universal mathematics. ´´While the pursuit of modernity is in the title, entanglement is of as much interest. Using the famous ´Nine Chapters´ as a framework, Bréard considers a wide range of that entanglement from divination to data management. Bréard´s analysis and thought-provoking insights show once again how much we can learn when two cultures intersect. A fascinating read!´´ (John Day, Boston University).