The Handbook evaluates the use of AI techniques such as modelling in closed and open domains, machine learning, analytics, language understanding and production to create systems aimed at helping learners, teachers, and educational administrators. Chapters examine theories of affect, metacognition and pedagogy applied in AIED systems; foundational aspects of AIED architecture, design, authoring and evaluation; and collaborative learning, the use of games and psychomotor learning. It concludes with a critical discussion of the wider context of Artificial Intelligence in Education, examining its commercialisation, social and political role, and the ethics of its systems, as well as reviewing the possible challenges and opportunities for AIED in the next 20 years.

Providing a broad yet detailed account of the current field of Artificial Intelligence in Education, researchers and advanced students of education technology, innovation policy, and university management will benefit from this thought-provoking Handbook. Chapters will also be useful to support undergraduate courses in AI, computer science, and education.

An extraordinary tribute to the visions of Joyce Canaan, a vibrant academic activist who touched so many with her intellect, her acuity, her humanity and her love. Anyone interested in critical pedagogy has to read this inspiring book that takes so many slices on what the university has become and what it still might be.

(Professor Michael Burawoy, University of California, Berkeley)

This Festschrift is a beautiful tribute to Joyce Canaan, a woman whose revolutionary intellect and commitment should be treasured and studied, not only remembered. Each contribution illuminates her voice and expands on her spirit. The result is a volume that traces how we learn in the pursuit for justice, through building and sharing knowledge within a community of struggle. This is an important volume for any student of revolutionary and feminist education.

(Sara Carpenter, Department of Educational Studies, University of Alberta)

After the great global <>, this volume presents an exciting look forward through the memory of boundary crosser, Joyce Canaan, whose life's work scrutinized the impact of neoliberal regimes of accountability and the academy's compliance with these processes. Collectively, the contributors warn of cultural myopia: that cultural near-sightedness that stands in the way of critical engagement with exclusionary mechanisms at both the pedagogic and economic levels.

(Sheila Landers Macrine, University of Massachusetts, Dartmouth)

Joyce Canaan's life illustrates what it means to be angry at social injustice and to challenge it through theory and practice, spirit and emotion, intellectual rigour, love and humour. This collection movingly and rigorously celebrates her personal contribution through engaging with contemporary issues for critical pedagogy today.

(Jim Crowther, Honorary Fellow, University of Edinburgh)

Critical Pedagogy and Emancipation: A Festschrift in Memory of Joyce Canaan offers its readers a powerful vision of how radical educational praxis based on genuine dialogue and solidarity can <> both learners' and teachers' experience of education and invigorate revolutionary and socialist democratic politics of the Left. The book is written as a celebration of the legacy of Professor Joyce Canaan (1950-2018), a radical intellectual and feminist. The contributors take her project of critical pedagogical scholar-activism as their common point of departure, developing themes - drawing in particular on public sociology, social movement and popular education, as well as critical pedagogy - around critiques of the neoliberal university, popular and working-class educational movements, feminism, anti-racism, climate justice, critical theory and politically engaged teaching, learning and research.

Harvard's searing and sobering indictment of its own long-standing relationship with chattel slavery and anti-Black discrimination.

In recent years, scholars have documented extensive relationships between American higher education and slavery. The Legacy of Slavery at Harvard adds Harvard University to the long list of institutions, in the North and the South, entangled with slavery and its aftermath.

The report, written by leading researchers from across the university, reveals hard truths about Harvard's deep ties to Black and Indigenous bondage, scientific racism, segregation, and other forms of oppression. Between the university's founding in 1636 and 1783, when slavery officially ended in Massachusetts, Harvard leaders, faculty, and staff enslaved at least seventy people, some of whom worked on campus, where they cared for students, faculty, and university presidents. Harvard also benefited financially and reputationally from donations by slaveholders, slave traders, and others whose fortunes depended on human chattel. Later, Harvard professors and the graduates they trained were leaders in so-called race science and eugenics, which promoted disinvestment in Black lives through forced sterilization, residential segregation, and segregation and discrimination in education.

No institution of Harvard's scale and longevity is a monolith. Harvard was also home to abolitionists and pioneering Black thinkers and activists such as W. E. B. Du Bois, Charles Hamilton Houston, and Eva Beatrice Dykes. In the late twentieth century, the university became a champion of racial diversity in education. Yet the past cannot help casting a long shadow on the present. Harvard's motto, Veritas, inscribed on gates, doorways, and sculptures all over campus, is an exhortation to pursue truth. The Legacy of Slavery at Harvard advances that necessary quest.

The book aims to broaden understanding of the diverse positions and meanings of motherhood by investigating understudied and marginalized mothers (rural itinerant, African American, and Irish Catholic American) between 1920 and 1960.

Fuelled by anxieties around feminism, a perception of men's loss of status and masculinity, racial tensions, and fears about immigration, "antimaternalism" discourse blamed mothers for a wide range of social ills in the first half of the 20th Century. Mothering, Time, and Antimaternalism considers the ideas, practices, and depictions of antimaternalism, and the ways that mothers responded. Religion, class, race, ethnicity, gender, and immigration status are all analysed as factors shaping maternal experience. The book develops the historical context of American motherhood between 1920 and 1960, examining how changing ideas - scientific motherhood, time efficiency, devaluation of domesticity, racial and religious bias - influenced the construction and experiences of motherhood.

This is a fascinating and important book suitable for students and scholars in history, gender studies, cultural studies and sociology.

ePUB and EPDF available Open Access under CC-BY-NC-ND licence.

This book examines how and why experiences of the COVID-19 pandemic in Britain varied according to ethnicity.

Drawing from the Evidence for Equality National Survey (EVENS), the book compares the experiences of ethnic and religious minority groups and White British people in work and finances, housing and communities, health and wellbeing, policing and politics, and racism and discrimination in Britain. Using unrivalled data in terms of population and topic coverage and complete with bespoke graphics, contributors present new evidence of ethnic inequalities and racism, opening them up to debate as crucial social concerns.

Written by leading international experts in the field, this is a must-read for anyone interested in contemporary ethnic inequalities and racism, from academics and policymakers to voluntary and community sector organisations.

This interdisciplinary volume connects the philosophy of history to moral philosophy with a unique focus on time. Taking in a range of intellectual traditions, cultural, and geographical contexts, the volume provides a rich tapestry of approaches to time, morality, culture, and history.

By extending the philosophical discussion on the ethical importance of temporality, the editors disentangle some of the disciplinary tensions between analytical and hermeneutic philosophy of history, cultural theory, meta-ethical theory, and normative ethics. The ethical and existential character of temporality reveals itself within a collection that resists the methodological underpinnings of any one philosophical school. The book's distinctive cross-cultural approach ensures a wide range of perspectives with contributions on life and death in Japanese philosophy, ethics and time in Maori philosophy, non-traditional temporalities and philosophical anthropology, as well as global approaches to ethics.

These new directions of study highlight the importance of the ethical in the temporal, inviting further points of departure in this burgeoning field.

A provocative approach to the possibility of philosophical ethics, this study argues that all moral positions and theories are bound to fail. Using the dialectical tensions inherent to competing moral claims as his starting point, Michael Steinmann explains what he terms the "failure of morality" both in classical and contemporary positions.

As moral claims lead in various ways to contradictions, the history of morality presents itself as an endless series of controversies. By using dialectical thinking, which has gone out of favour in current philosophy, Steinmann shows how we can capture the limitations of moral theories in a more holistic way. Without embracing skepticism about moral claims, a non-naturalistic and non-relativistic understanding of the good emerges as the fundamental notion of moral thought.

Reframing Ethics Through Dialectics reinvigorates the classical notion of "the absolute good" as a fruitful conceptual structure through which to understand competing moral claims, without simply reproducing neo-Aristotelian literature on the good life. From the perspective of the good, the study allows us to take non-traditional theories more seriously, making space for moral philosophy to acknowledge and embrace the contradictions that all positions incur.

Tracing embodied transformation in the context of Gaga, the Israeli dance improvisation practice, this book demystifies what Lina Aschenbrenner coins as "neo-spiritual aesthetics." This book takes the reader on an analytical journey through a Gaga class, outlining the effective aesthetics of Gaga as an example for the broader field of neo-spiritualities. It distinguishes a threefold effect of Gaga practice-from a momentary extraordinary experience, to a lasting therapeutic effect, and finally Gaga's worldview potential. It situates the effect in an assemblage of interrelating aesthetics of environment, movement, and bodies.

The book shows why seemingly leisure time activities such as Gaga form fruitful research objects to an academic study of religion and opens up research on neo-spiritual practices. In understanding the sensory effect of practice and its cultural and social implications, the book follows an Aesthetics of Religion approach. It departs from the idea that cognition is embodied and that the body is thus central to understanding cultural and social phenomena. Drawing upon a wide array of data gathered in the context of Gaga at the Suzanne Dellal Center in Tel Aviv, the book weaves together different methods of discourse, ritual, movement, body knowledge, and narrative analysis, while acknowledging insights from neuroscience and cognitive science.

Metaphor, which allows us to talk about things by comparing them to other things, is one of the most ubiquitous and adaptable features of language and thought. It allows us to clarify meaning, yet also evaluate and transform the ways we think, create and act.

While we are alert to metaphor in spoken or written texts, it has, within the visual arts, been critically overlooked. Taking into consideration how metaphors are inventively embodied in the formal, technical, and stylistic aspects of visual artworks, Mark Staff Brandl shows how extensively artists rely on creative metaphor within their work. Exploring the work of a broad variety of artists - including Dawoud Bey, Dan Ramirez, Gaelle Villedary, Raoul Deal, Sonya Clark, Titus Kaphar, Charles Boetschi, and more- he argues that metaphors are the foundation of visual thought, are chiefly determined by bodily and environmental experiences, and are embodied in artistic form. Visual artistic creation is philosophical thought. By grounding these arguments in the work of philosophers and cultural theorists, including Noel Carroll, Hans Georg Gadamer, and George Lakoff, Brandl shows how important metaphor is to understanding contemporary art.

A Philosophy of Visual Metaphor in Contemporary Art takes a neglected feature of the visual arts and shows us what a vital role it plays within them. Bridging theory and practice, and drawing upon a capacious array of examples, this book is essential reading for art historians and practitioners, as well as analytic philosophers working in aesthetics and meaning.

This collection covers a diverse and multi-disciplinary range of topics on how masculinities might be re-imagined outside of patriarchal power structures. Crucially, the book highlights the lived complexity of both patriarchies and masculinities as plural and situated, exploring questions of how they are constructed, negotiated and re-negotiated in daily practice; of how performative regimes interact, contradict and overlap with each other across a range of contexts.

Contributors engage with theoretical frameworks engaging with feminist theory, contemporary politics of gender, bodies and marginalised experiences of masculinites. Global case studies are wide-ranging and include analysis of masculinity among communities such as drag artists, InCels and e-sports enthusiasts, as well as in the context of the body, for instance in relation to alcoholism and physical disability.

In an era of resurgence of typically hegemonic patriarchal figures in the form of 'strong men' leadership, this book seeks to uncover what an alternative vision of masculinity could look like - one that is firmly rooted in a gender equality and feminist discourse.

What do meaningful connections in learning and teaching look like, and how might we foster these? How might the concept of mattering be helpful for our understanding of higher education? In this book, Karen Gravett examines the role of relationships, and in particular of relational pedagogies, where meaningful relationships are positioned as fundamental to effective learning. She explores concepts of authenticity, vulnerability, and trust within learning and teaching, as well as the potential of working with students in partnership. This book examines the role of relationships between colleagues: how educators can learn from others both within and beyond higher education, as well as considering how teachers can support one another when working within challenging contemporary contexts.

Drawing upon a rich theoretical perspective that interweaves posthuman and sociomaterial theory, the book also introduces a broader conception of the relational, where relational pedagogies are understood as encompassing objects, spaces and materialities, as part of an interwoven web of relations. In exploring mattering, Gravett explores both who matters - who should be considered and valued - and the material mattering of learning. In this innovative conception of relational pedagogies, Gravett offers a broad and rich reworking of our understanding of relationality, offering fresh ways in which we might understand and conduct higher education theory and practice.

Narratives of Becoming Leaders in Disciplinary and Institutional Contexts provides theoretically informed personal narratives of nine emerging and established leaders in learning and teaching in Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA. The academics' narratives consider how individuals navigate the disciplinary and institutional context as emergent and established leaders in learning and teaching.

These learning and teaching leadership narratives highlight the commonalities and differences in the struggles that academic leaders across the world encounter within their unique institutional and disciplinary contexts. The journeys of learning and teaching leadership are often fuzzy owing to lack of well-established structures and pathways which may be further complicated by the unique institutional and disciplinary contexts. This book contributes to our understanding of the impact of disciplinary and institutional contexts on the practice of learning and teaching leaders. It captures the subjective experiences of academics at various stages in their career, navigating their individual pathways of learning and teaching leadership within their national context.