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"Since 2017, the term 'overtourism' has become the buzzword for destinations suffering the strain of tourism. It is a critical issue for the 21st Century and beyond, and to date has only been examined from a tourism industry perspective. This book takes a different stand by investigating overtourism from a tourism education perspective. The recent global COVID-19 pandemic was expected to halt travel and, arguably, overtourism. However, industry experts and researchers share the opinion that instead of declining, overtourism is simply experiencing a shift, with a swarm of 'second home' and domestic travel that is likely to engulf many tourism destinations. Against this backdrop, the issue of overtourism remains relevant and studies on ways to cultivate responsible consumer mindsets to deal with overtourism and other sustainability issues in the tourism industry are called for. This book focuses on education as a transformative and strategic tool to tackle overtourism and related negative impacts. It presents original research on the topics of overtourism, education and sustainability, and puts forward a range of practical and transformative tourism education strategies to mitigate overtourism and to promote the sustainable development of destinations. This book will be of great interest to upper-level students, researchers and academics in tourism, development studies, cultural studies and sustainability, as well as professionals in the field of tourism management"--

"This book interweaves two main topics. One topic is the work and workings of human communication that make it a fit subject for scientific inquiry within an independent discipline, the Communication discipline. The other topic is the history, current agendas, and possible future interests of the social science side of our discipline. The book concludes with attention to how social science inquiry goes about being scientific, and then how our discipline does, when our subject matter is the actions of a self-driving, self-regulating being, an intelligent being with agency. It complicates matters that we social scientists are ourselves beings of the kind we study, making the achievement of scientific detachment a particularly thorny matter. This book assumes that such detachment is possible; probably not by individuals at a time, but at least by scientific communities over time. The book was written to socialize and professionalize graduate students in introductory, gateway Communication courses who are headed for a career on the social science side of the Communication discipline-whether a career as a researcher or theorist, or (along with students on other side(s) of the discipline) scholar, teacher, trainer, or professional communicator. The book can be used as the primary text in such courses, optionally supplemented by primary readings on selected topics; or it can be used as a supplement to more traditional textbooks. In addition, the book's treatment of the workings and work of human communication, and how the Communication discipline has undertaken to examine those, can support the interests of advanced undergraduate students who have elected to concentrate their studies on communication"--

1. Constructing and deconstructing warrior-scholars / Andrew Mumford and Bruno C. Reis -- 2. Warrior-scholarship in the age of colonial warfare : Charles E. Callwell and small wars / Daniel Whittingham -- 3. David Galula and Roger Trinquier : two warrior-scholars, one French late colonial counterinsurgency? / Bruno C. Reis -- 4. Warrior-scholars in the United States Marine Corps : from the small wars in the Caribbean to the "three block war" and beyond / David Strachan-Morris -- 5. A very sharp eye : Moshe Dayan's counterinsurgency legacy in Israel / Eitan Shamir -- 6. Low intensity operations in theory and practice : General Sir Frank Kitson as warrior-scholar / Huw Bennett and Rory Cormac -- 7. Warrior scholarship in the age of globalised insurgency : the work of David Kilcullen / Andrew Mumford -- 8. Counterinsurgency American style : David Petraeus and twenty-first century war / James A. Russell.

This book provides a critical account of the development of questions, approaches, methods, and understandings of literacy within and across disciplines and interdisciplines. It provides a critique of literacy studies, including the New Literacy Studies. This book completes a series that the author began in the 1970s. It criticizes and revises the New Literacy Studies and how we think about literacy generally. It is a revisionist study which argues that literacy and literacy studies are historical developments and must be understood in those terms to comprehend their profound impact on our traditions of thinking about and understanding literacy, and how we study it. Graff argues that literacy studies in its academic, institutional, and policy forums, but also in popular parlance, has lost its critical foundations, and this hinders efforts to promote literacy. He examines literacy over time and across linguistics; anthropology; psychology; reading and writing across modes of communication and comprehension; "new" literacies across digital, visual, performance, numerical, and scientific domains; and history. He underscores the value of new directions of negotiation and translation. This book will interest scholars and students in the many fields that constitute literacy studies across the humanities, social sciences, education, and beyond. Harvey J. Graff is Professor Emeritus of English and History at The Ohio State University, USA. He was inaugural Ohio Eminent Scholar in Literacy Studies and founded the university-wide interdisciplinary initiative LiteracyStudies@OSU. One of the worlds authorities, his books are recognized landmarks, from The Literacy Myth to The Legacies of Literacy and The Labyrinths of Literacy, among others on children and youth, cities, and interdisciplinarity.

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"Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education a philosophical framework that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education. "

Cover -- Endorsements -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of contributors -- Introduction -- Getting Here -- The Book: Land, Place, Bodies -- The Chapters -- References -- 1. Making and Unmaking Literacy Desirings: Pedagogical Matters of Concern from Writers' Studio -- Piggy Scaling the Bookshelf: A Stop Motion Animation -- Pedagogical Matters of Concern: Is It Okay for Students to Not Finish a Piece of Writing? -- Unmaking and Making Literacy Desiring(s): Literacies as Relational Desirings -- Trouble Land: A Game of Kings and Dungeons -- Pedagogical Matters of Concern: Does One Ever Write Alone? -- Unmaking and Making Literacy Desiring(s): Subjectivity as and -- and -- Cat versus Fox: Puppets Travelling Home -- Pedagogical Matters of Concern: What if We Saw Writing as Unfinished Becoming(s)? -- Unmaking and Making Literacy Desiring(s): Ethico-ontoEpistemologies of Literacies -- Our Writing -- (Un) -- Notes -- References -- 2. Practising Place-Thought and Engaging in Critical Place Inquiry in a Public Park: Listening, Letting Go, and Unsettling Our Writing Pedagogies -- (Un)settling Acknowledgements: Locating Ourselves -- Critical Place Inquiry: Context and Questions of a Place-Thought Experiment -- Learning to Listen and Notice Differently -- Learning to Let Go and Write Wild -- Unsettling Practices: Writing/Living/Becoming in a Relational Ethics of Accountability to People and Place -- Notes -- References -- 3. Becoming Posthuman: Bodies, Affect, and Earth in the School Garden -- Thinking Beyond Language -- Posthuman Subjectivity and Affective Intensities -- Creating and Documenting the Garden -- Reflections -- Concluding Thoughts -- Notes -- References -- 4. Lekta and Literacy in Early Childhood Education: Entwinements of Idealism and Materialism.

"This book provides perspective on the existing discourse and body of literature on media literacy and the many ways it may be implemented in the college and university curriculum. It provides better understanding of the topic of media literacy and its role in teaching relevant and effective journalism and mass communication in the 21st century"--

"This collection brings together innovative research and approaches for blended learning using digital technology in interpreter education for signed and spoken languages. Volume editors Suzanne Ehrlich and Jemina Napier call upon the expertise of 21 experts, including themselves, to report on the current technology used to provide digital enhancements to interpreter education in Australia, New Zealand, Brazil, Belgium, the United Kingdom, and the United States. Divided into three parts, Innovation, Change, and Community Engagement, this study focuses on the technology itself, rather than how technology enhances curriculum, delivery, or resources. Initiatives described in this collection range from the implementation of on-demand interpreting using iPad technology to create personalized, small-group, multidimensional models suited to digital media for 160 languages; introducing students to interpreting in a 3D world through an IVY virtual environment; applying gaming principles to interpreter education; assessing the amenability of the digital pen in the hybrid mode of interpreting; developing multimedia content for both open access and structured interpreter education environments; to preparing interpreting students for interactions in social media forums, and more. Interpreter Education in the Digital Age provides a context for the application of technologies in interpreter education from an international viewpoint across languages and modalities"--