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This volume introduces the economics as a foundational discipline in education. It provides economists and non-economists with an accessible grounding in the key concepts and recent developments in the field. The book deals with such themes as human capital theory and its alternatives, the monetary and non-monetary benefits of education, the education production function, equity in education, and the evaluation of education policies. In this volume, students, researchers and policymakers will find an entry point into the way economists think about educational questions and readers will deepen their understanding of the field with state-of-the-art reviews of the main topics that are at the heart of the economist of education today. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

In this volume, leading leading scholars and practitioners introduce law as foundational discipline in education. The legal foundations of education include the laws and policies through which particular states establish and maintain public school systems; require parents and guardians to enroll the children in their care in approved educational programs; mandate that particular subjects be taught in particular ways by persons with particular credentials; regulate teacher certification standards and teacher employment; and ensure school safety, effectiveness, and efficiency. Education law is a field of practice and scholarly inquiry within the legal foundations of education which is concerned primarily with the constitutional rights of students, teachers and other personnel in schools. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

This volume introduces sociology as a foundational discipline of education. Education is a central structuring mechanism in shaping societies, making it a core focus for sociology. Sociologists study education in its broadest sense - as occurring within families, communities and provided by institutions. The purposes of formal education are contested and these contestations shape broader power relations locally, nationally and globally. Sociologists disaggregate processes within education to examine empirically and theoretically the various levels at which they operate. This allows them to describe and make sense of the ways that relations of inequality are developed, reproduced or unsettled and how these shape individual and group experiences and outcomes. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

This volume introduces the histories and traditions that have inspired innovation in thinking and writing about policy making and policy worlds in the field of education. Through a focus on post-positivist epistemologies and anti-foundationalist philosophies, this volume documents some of the most recent theoretical and empirical developments in the education sub-field of 'policy sociology', also known as 'sociology of education policy' or 'critical policy sociology'. The result is a comprehensive text and navigational tool for studying the application and merit of poststructuralist and social constructivist approaches to education policy scholarship. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

This volume introduces philosophy as a foundational discipline of education. Taking a broadly inclusive approach to the branches of philosophy, it offers an accessible yet duly rigorous orientation to the field. Revealing the values, premises, arguments, and conclusions that inform contemporary philosophical discussions of education, this book equips its readers with the conceptual and analytical resources necessary to engage with and make meaningful contributions to that grand discourse for years to come. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

This volume considers history as a foundational discipline in education. It shows how history is a means for exploring what it means to be human by considering those stories, sources, forces, and contexts that shape the way we construct narratives. History is more than content, no matter what we might recall from our experiences in schools. The volume shows how studying history is one means of uncovering why institutions, beliefs, policies, and practices are as they are. Educational structures are, like all things, mutable. History empowers the individual to be an actor in this process of change and to act judiciously. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

The Age of Liutprand provides a thematic analysis of Lombard Italy in the pivotal early part of the 8th century. It surveys the crucial role and rule of Liutprand [712-44], the powerful and effective Lombard king. By restoring this successful exemplar of Lombard kingship to the centre of events and developments in the Italian peninsula, this book pulls together all the pertinent evidence for a 'new' kingship in Lombard Italy that used a sophisticated set of strategies to enhance, deepen and expand its effectiveness. In presenting an evaluation of Italy on the cusp of dramatic change, this book explains how not only the kingship of Liutprand, but also his legal reforms and his relationships with the Church and neighbouring peoples all contributed to a model of kingship successfully and subsequently deployed by Charlemagne and his successors later in the 8th century.

The way that personal tax applies to professional sports people is incredibly nuanced and there is currently no book that brings together all of the idiosyncrasies that apply specifically to sports people. Agents, sports lawyers and sports professionals themselves are acutely aware of the implications of entering into improper tax schemes or even just failing to be compliant. There is a tangible shift in how professionals who support athletes approach their taxes. The industry is more alive now to improper tax investments and the devastating impact that this can and does have on their clients. With this book, professionals will be able to dip into the sections they require and use the content to support their work and ensure they are providing holistic advice to their clients. The book will include real life overviews, case studies and flow charts and tables to make the information as digestible as possible. It is broken down into sections, focusing on all major sports.

This book argues that religion has emerged over evolutionary time as a strategy for managing the transmission, contraction, and eradication of infectious disease. From purity and pollution codes to blood sacrifices and irrational beliefs, the book shows how religion supports not only the physiological immune system, but the behavioral and psychological immune systems as well. The book also addresses those moments when it appears that religion becomes maladaptive, that is, when religion causes "autoimmune problems," such as celibacy and anti-vaccination. Engaging material ranging from evolutionary and social psychology to human behavioral ecology, biological anthropology, Darwinian medicine, and religious studies, the book proposes that in order to understand the human animal's enduring fascination with religion, one must take into account the enduring need to manage infectious disease.

The Tudor period remains a source of timeless fascination, with endless novels, TV programmes and films depicting the period in myriad ways. And yet our image of the Tudor era remains overwhelmingly white. This ground-breaking and provocative new book seeks to redress the balance: revealing not only how black presence in Tudor England was far greater than has previously been recognised, but that Tudor conceptions of race were far more complex than we have been led to believe. Onyeka Nubia's original research shows that Tudors from many walks of life regularly interacted with people of African descent, both at home and abroad, revealing a genuine pragmatism towards race and acceptance of difference. Nubia also rejects the influence of the 'Curse of Ham' myth on Tudor thinking, persuasively arguing that many of the ideas associated with modern racism are in fact relatively recent developments.England's Other Countrymen is a bravura and eloquent forgotten history of diversity and cultural exchange, and casts a new light on our own attitudes towards race.

Design History Beyond the Canon subverts hierarchies of taste which have dominated traditional narratives of design history. This book explores a diverse selection of objects, spaces and media, ranging from high design to mass-produced and mass-marketed objects, as well as counter-cultural and sub-cultural material. The authors' research highlights the often marginalized role of gender and racial identity in the production and consumption of design, the politics which underpins design practice and the role of designed objects as pathways of nostalgia and cultural memory. While focused primarily on North American examples from the early 20th century onwards, this collection also features essays examining European and Soviet design history, as well as the influence of Asia and Africa on Western design practice. This book is organised in three thematic sections: 'Consumers', 'Intermediaries' and 'Designers'. The first section analyses a range of designed objects and spaces through the experiences and perspectives of users. The second section considers intermediaries from both technology and cultural industries, as well as the hidden labour within the design process itself. The final section focuses on designers from multiple design disciplines including high fashion, industrial design, interior design, graphic design and design history pedagogy. The essays utilize different research methods and a wide range of theoretical approaches, including feminist theory, critical race theory, spatial theory, material culture studies, science and technology studies and art history. This book brings together the most recent research which stretches beyond the traditional canon and looks to interdisciplinary methodologies to better understand the practice and consumption of design.

Designing Cultures of Care brings together an international selection of design researchers who, through a variety of design approaches, explore the ways in which design intersects with cultures of care. Unique in its focus and disciplinary diversity, this edited volume of essays develops an expanded discourse on the role and contribution of design to broader social, cultural and material challenges. Based around a unifying critique of the proposition of care as a theoretical framework for undertaking design research in real world contexts, each chapter presents a case study of design research in action.This book provides readers - both academics and practitioners - with insights into the possibilities and challenges of designing cultures of care. The disciplines represented in this collection include architecture, visual communication, participatory and social design, service design, critical and speculative design interventions and design ethnography. Case studies provide real world insights that have relevance and value to design students at both undergraduate and postgraduate levels, and to researchers at all levels within and outside of the academy.

Boxers are like painters, both smear their blood on the canvas.New York, 1984. Fifty-six-year-old Andy Warhol's star is falling. Jean-Michel Basquiat is the new wonder-kid taking the art world by storm. When Basquiat agrees to collaborate with Warhol on a new exhibition, it soon becomes the talk of the city.As everyone awaits the 'greatest exhibition in the history of contemporary art', the two artists embark on a shared journey, both artistic and deeply personal, that re-draws both their worlds.This edition was published to coincide with the world premiere at London's Young Vic Theatre in February 2022.

Craft Economies provides a wide-ranging exploration of contemporary craft production, situating practices of amateur and professional making within a wider creative economy. Contributors address a diverse range of practices, sites and forms of making in a wide range of regional and national contexts, from floristry to ceramics and from crochet to coding. The volume considers the role of digital practices of making and the impact of the maker's movement as part of larger trends around customization, on-demand production, and the possibilities of 3D printing and digital manufacturing.

The rise of Christianity around the world has been the impetus for much religious and social change. The interconnectivity of religious centers has resulted in theological dialogue and innovation. The subversion of long-held categories of culture, gender, race, spirituality, theology, and politics has naturally occurred along with the transgressing of borders and boundaries. Yet at the same time, there has been occasion for healing through intercultural experiences of forgiveness, peacemaking, and reconciliation.Stimulated by the work and mentorship of Joel Carpenter, who has done much to expand the study of world Christianity less through focusing on his own research and writing, and more through amplifying the voices of others, the international contributors to this volume from all six continents promote a deeper understanding of World Christianity through the exploration of such related themes.Whether discussing primal spirituality in northeast India, white supremacy in South Africa, evangelical women and civic engagement in Kenya, or Calvinism in Mexico, the contributors draw upon ethnographic case studies to more deeply understand interconnectivity, subversion, and healing in World Christianity. Their essays provoke a reorientation of Christian thought within the study of World Christianity, enriching the current discourse and promoting vistas for further interdisciplinary studies.

The Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues - from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding - Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective.

An exploration of how psychological mechanisms produce intuitions, beliefs, behaviors, and experiences that are misattributed as being unique outcomes of religious or spiritual influences. Written from a social psychology perspective, this book proposes that religious and spiritual content represent one possible interpretation of the output of processes that also produce and govern nonreligious content. In looking at why people believe in God, and why belief in God is often linked with a range of positive outcomes such as prosociality, morality, health, and happiness, the author uses a critical lens that challenges past theories of religion's functions and adds new perspectives into a discipline that is often limited by an exclusive focus on evolutionary theory. This book features several cross-cutting themes-including "dual process" theory and an exploration of how various social cognition mechanisms and biases can channel or shape religious content-and provides a continuous through-line linking the underlying building blocks of thought, as studied in the cognitive sciences of religion (CSR) to specific religious and spiritual concepts using a social cognition lens.

The Latin American philosopher Ernesto Mayz Vallenilla published the first study of Kant's concept of nothingness in 1965. This translation of Mayz Vallenilla's ground-breaking work makes it available in English for the first time. Mayz Vallenilla's interpretation is deeply informed by Heidegger's reading of Kant, against the background of the early 20th century neo-Kantian tradition. He offers a detailed interpretation and critique of "nothing" as it appears in the Amphiboly chapter of the Critique of Pure Reason and presents an analysis of Kant's Table of Nothing which understands temporality as the horizon of all possible cognition[AE1] , including cognition of real nothings. Accompanied by translator's notes and a glossary, Addison Ellis' translation includes extensive commentary and an introduction providing historical context and references to the original sources in German. He preserves key terminology and phrasing from the original text and allows an often-neglected connection to be made between the Kantian tradition in Latin America and the tradition in the Anglophone world.

Offering the first systematic overview of modern and contemporary Chinese literature from a translation studies perspective, this handbook provides students, researchers and teachers with a context in which to read and appreciate the effects of linguistic and cultural transfer in Chinese literary works. Translation matters. It always has, of course, but more so when we want to reap the benefits of intercultural communication. In many universities Chinese literature in English translation is taught as if it had been written in English. As a result, students submit what they read to their own cultural expectations; they do not read in translation and do not attend to the protocols of knowing, engagements and contestations that bind literature and society to each other. The Bloomsbury Handbook of Modern Chinese Literature in Translation squarely addresses this pedagogical lack. Organised in a tripartite structure around considerations of textual, social, and large-scale spatial and historical circumstances, its thirty plus essays each deal with a theme of translation studies, as emerged from the translation of one or more Chinese literary works. In doing so, it offers new tools for reading and appreciating modern and contemporary Chinese literature in the global context of its translation, offering in-depth studies about eminent Chinese authors and their literary masterpieces in translation. The first of its kind, this book is essential reading for anyone studying or researching Chinese literature in translation.

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Endlessly fascinating, dark and bright, The Red Shoes (1948) employs every branch of the cinematic arts to sweep the audience off its feet, invigorated by the transcendence of art itself, only to leave them with troubling questions. Representing the climax of Michael Powell and Emeric Pressburger's celebrated run of six exceptional feature films, the film remains a beloved, if unsettling and often divisive, classic.Pamela Hutchinson's study of the film examines its breathtaking use of Technicolor, music, choreography, editing and art direction at the zenith of Powell and Pressburger's capacity for 'composed cinema'. Through a close reading of key scenes, particularly the film's famous extended ballet sequence, she considers the unconventional use of ballet as uncanny spectacle and the feminist implications of the central story of female sacrifice.Hutchinson goes on to consider the film's lasting and wide-reaching influence, tracing its impact on the film musical genre and horror cinema, with filmmakers such as Joanna Hogg, Sally Potter, Martin Scorsese and Brian De Palma having cited the film as an inspiration.