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Frontmatter --Contents --Acknowledgments --Bios --1 Deep Stories: Introduction --2 Youth Claiming Media Practices to Perceive and Cross Borders --3 The Production of Learning Stories Through Comic Making --4 Life, Camera, Action: Exploring Issues in Urban Education Through Edited Video Narratives --5 The Digital and Story in Digital Storytelling --6 Exploring Social Issues Using Mobile Social Media: Dynamic Teaching and Learning Opportunities to Support Students Transitioning from Middle to High School --7 IamWe: Digital Storytelling, Personal Journeys, and Praxis17 --8 More Than Words: Co-Creative Visual Ethnography --9 This is What I Want for My Children: A Case Study of Digital Storytelling with Latino Im/migrant Parents in Central Florida --10 Digital Storytelling in the Classroom: New Media Techniques for an Engaged Anthropological Pedagogy --11 The Digital Story: Giving Voice to Unheard Washington --12 Digital Storytelling as Autoethnography in Anthropological Pedagogy and Practice --List of Figures --List of Tables --Index

"Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices delves into the critical global challenges of sustainability and the indispensable role of education in forging a sustainable future for generations to come. This interdisciplinary and multi-sectoral endeavor embraces themes ranging from climate change and biodiversity loss to social justice, poverty reduction, and sustainable development. By integrating environmental, social, and economic dimensions, the book offers a holistic approach to teaching and learning for sustainability, presenting innovative strategies and best practices that can be adapted across diverse disciplines, levels of education, and contexts.Drawing upon a rich tapestry of pedagogical approaches, the book illuminates experiential learning, inquiry-based learning, problem-based learning, and project-based learning as powerful tools for addressing sustainability challenges and opportunities. Additionally, it showcases cutting-edge teaching tools and technologies, including online platforms, social media, virtual and augmented reality, and gamification, revolutionizing the dissemination of sustainability education. The book serves as a platform for educators, academics, researchers, policy makers, and students to share experiences, insights, and best practices, propelling the evolution of sustainability education."--

The present study aimed to investigate into Kurdish novice English language teachers' perceptions on their teaching practices and needs. The study also aimed to identify their perceptions on the teacher education programs they had gone through and to what extent they had prepared them for the process of teaching. For this purpose, the teachers' perceptions regarding their difficulties, challenges and needs in their first year(s) of teaching were identified. This study is a mixed method case study, which applies a descriptive -interpretive method. Sixty – three Kurdish novice English teachers who are teaching in basic and preparatory schools of General Educational Directorate of Erbil participated in this study. Thirty – three teachers were from the basic level while thirty teachers were teaching in preparatory level. Both qualitative and quantitative data were collected from two different sources: teacher questionnaire and teacher interviews. The results of the study indicate that in general, Kurdish novice English language teachers found some aspects in their first year(s) of teaching difficult, some neither difficult nor easy and some others easy. The results also show that teaching about target culture, hiring practices and dealing with special needs of students were their main problems. The results at the same time show that the teachers were in need of support from their administrators, interaction with experienced English teachers and a continuous training program. As regards the teacher education program, the results show that teacher education program they completed did not fully satisfy them and they believed that their needs were not met. Based on the results, some implications for improving the teacher education in Kurdistan regional government of Iraq and suggestions for further studies have been recommended. The implications can help teacher education programs to be more effective and help novice teachers more to face less problems and provide them with their needs. ; ÖZ: Bu çalışma, Kürt asıllı yeni İngilizce öğretmenlerinin öğretmenlik uygulamalarına ve ihtiyaçlarına ilişkin algılarını araştırmayı amaçlamaktadır. Buna ek olarak, bu çalışma mezun oldukları öğretmen eğitim programları hakkındaki algılarını ve onları öğretme süreci için ne ölçüde hazırladıklarını araştırmayı amaçlamaktadır. Bu amaç doğrultusunda, öğretmenlerin meslekteki ilk yıllarında yaşadıkları, zorluklar ve ihtiyaçlarla ilgili algıları belirlenmiştir Bu çalışma, tanımlayıcı-yorumlama yöntemini kullanan bir durum çalışmasıdır. Bu çalışmanın katılımcıları, Erbil'in Genel Eğitim Müdürlüğünün temel ve hazırlık okullarında eğitim veren 63 Kürt asıllı yeni İngilizce öğretmeni idi. Bunlardan 33'ü temel seviyede öğretmen iken, 30 öğretmen ise hazırlık düzeyinde ders vermiştir. Hem nicel hem de nitel veriler iki farklı kaynaktan toplanmıştır: öğretmen anketi ve öğretmen görüşmeleri. Çalışmanın sonuçları, genel olarak, Kürt yeni İngiliz dili öğretmenlerinin ilk öğretim (ler) in bazılarında zor, bazıları ne zor ne de kolay, bazılarında da kolay bulduklarını göstermektedir.Sonuçlar ayrıca, hedef kültürü öğretme, işe alma uygulamaları ve öğrencilerin özel ihtiyaçları ile ilgilenmenin temel problemler olduğunu göstermektedir. Sonuçlar aynı zamanda, öğretmenlerin idarecilerden destek almaları, deneyimli İngilizce öğretmenleriyle etkileşim ve sürekli bir eğitim programı alma gibi gereksinimleri olduğunu göstermektedir. Öğretmen eğitimi programı ile ilgili olarak, sonuçlar öğretmenlerin tamamladıkları öğretmenlik eğitim programından tam olarak memnun olmadıklarını ve tamamladıkları öğretmen eğitim programının aday öğretmenlerin ihtiyaçlarını karşılayamadığını göstermektedir. Çalışmanın sonuçlara dayanarak, Irak Kürdistan Bölgesel Yönetimi"nin öğretmen eğitimini iyileştirmek için bazı çıkarımlar ve ileriki çalışmalar için önerilerde bulunulmuştur. ; Master of Arts in English Language Teaching (ELT). Thesis (M.A.)--Eastern Mediterranean University, Faculty of Education, Dept. of English Language Teaching, 2019. Supervisor: Assist. Prof. Dr. Fatoş Erozan.

An outstanding entry level text aimed at those with little or no cultural studies knowledge.. Innovative, creative and clever' - Times Higher Education. 'What a weird and wonderful book. It is the Ronseal of Cultural Studies Literature; it does what it says on the tin.. the ideal textbook for Further Education and first year Higher Education Cultural Studies Students. It is also a brilliant revision and essay writing tool for more advanced learners. It is concise, honest and straightforward in its aims and content and witty in its approach.. This does not mean however that its content is dumbe

Having spent decades teaching and researching the humanities, Wm. Theodore de Bary is well-positioned to speak on its merits and reform. Believing a classical liberal education is more necessary than ever, he outlines in these essays a plan to update existing core curricula, incorporating classics from both Eastern and Western traditions to bring the philosophy and moral values of Asian civilizations to American students, and vice versa.The author establishes a concrete link between teaching the classics of world civilizations and furthering global humanism. Selecting texts that s

This is a unique history of cultural studies. Other books have explored the British and North American traditions, but this is the first guide to the ideas, purposes and controversies that have shaped the subject. John Hartley sheds new light on neglected pioneers and provides a clear route map through the terrain

"This essential resource helps educators tackle common and challenging dilemmas that arise in today's classroom-such as diversity, privilege, and intersectionality. This book examines common issues educators face when teaching social justice and diversity-related courses and offers best practices for addressing them. Contributors discuss the many roles instructors play, inside and outside of college and university classrooms, for example, in handling personal threats, responsibly incorporating current events into classroom discussion, navigating their own stigmatized or privileged identities, dealing with bias in teaching evaluations, and engaging in self-care"--