The Evolving State of Policy Sociology explores the dynamic and debated field of policy sociology within educational research. Edited by policy sociologist, Glenn C. Savage, this collection features reflections from scholars with varying histories in policy sociology research, including Jenny Ozga and Stephen Ball, whose work has been foundational to the establishment of the field.

The book examines the origins, evolution, and current state of policy sociology, delving into the diverse theoretical, methodological, and empirical approaches that have shaped its history. Readers are provoked to consider what defines policy sociology, the impacts of globalisation on policy research, what distinguishes policy sociology from related interdisciplinary approaches, and the meanings and practices of criticality that have infused the field since its inception.

Offering a range of compelling perspectives, this book is a valuable resource for both new and experienced researchers seeking to understand the past, present, and future of policy sociology in education. It was originally published as a special issue of Critical Studies in Education.

This volume explores the enduring presence and participation of the dead in the lives of premodern people from the Carolingian period to the end of the Middle Ages.

Unlike modern states, which erect barriers to separate the dying and the deceased from their families, friends, and associates, premodern societies in western Europe fostered an on-going relationship between the living and the dead that was mutually beneficial to both parties. As these studies show, the dead had many means at their disposal to communicate their needs and disaffection, including ghostly visitations and unquiet corpses. For their part, medieval authors told stories about the fate of the dead and the geography of the afterlife to dissuade sinful behaviour and foster virtue in preparation for the Last Judgment. Premodern hauntings also serve as a useful metaphor for the uncertainty of archival research in recovering past voices and for the racial presumptions that inform our reconstruction of the western Middle Ages.

This book will appeal to scholars and students of history and literature, especially those interested in the concept of death in the medieval period. The chapters in this book were originally published in the Journal of Medieval History.

This illuminating volume explores the often-overlooked relationship between college student activism and well-being, drawing on a multi-phase study that explores college students' perspectives on how their activism impacts their well-being.

Based on a study of 119 US college students, the authors share their findings through a constructivist, qualitative lens, revealing three key themes: The link between student activism and students' identities, the non-negotiable time costs of activism and associated burnout, and the ways that students and higher education can benefit from a different way of considering university and community care. With scholarship exploring the connections between college student activism and well-being still nascent, this book pioneers a fresh understanding of the intersection between student activism and well-being, amplifying authentic student voices throughout and offering practical recommendations for student support. Through a combination of personal narratives, data analysis, and expert commentary, it explores what inspires college student activists to work to create a more just and equitable society, as well as the prevalence of burnout and the tools students use to mitigate their struggles and improve their own well-being.

This book will be suitable for both undergraduate and graduate students as well as scholars, practitioners, and professionals in the larger higher education and social justice community.

Using a capability approach as an analytical framework, this timely volume examines how access to higher education, enabled through private universities, can transform students' lives and contribute to human development in low-income countries in the Global South.

Providing new insights into the contribution of the private higher education sector in Africa's developmental agendas, the book offers an alternative to human capital theory by offering an expansive notion on the value of higher education-emphasising both the economic and the intrinsic societal and social benefits that come from access to university and raised aspirations. The chapters identify and discuss six specific capabilities valued by students that higher education provides. This includes epistemological access, epistemic contribution, aspiration, recognition, respect and belonging, Ubuntu, and employability. The book foregrounds the voices of students and lecturers to explore students' aspirations, agency, access, and participation.

Ultimately, promoting a reconsideration of access to higher education beyond numerical terms by focusing on students' access to transformative knowledge as means to promote their freedom to achieve well-being, the book will appeal to scholars, researchers and postgraduate students in higher education, African education studies, and international and comparative education more broadly.

In this comprehensive handbook, you'll gain a treasure trove of strategies that you can implement to address some of the most common school challenges. You'll see the amazing impact that educators are having on their schools and classrooms across the country.

The authors offer tangible solutions to problems such as teacher retention and the educator pipeline, money, technology, innovation and initiatives, mental health and well-being, data, perceptions of education, educator commitment, and systemic issues. These issues may seem daunting, but the authors share stories of educators across the country who are already overcoming such obstacles. Each chapter provides inspiring examples, action steps, and takeaways to help you improve your school or classroom.

This thorough resource is designed to be a reference that you can use as needed-either by reading in order or flipping to the sections that most apply, and returning to again and again for a wealth of practical ideas that you can bring to your own setting.

Maristans and Islamic Psychology outlines how the novel methods, tools, and approaches for treating psychological illnesses developed in the maristans (hospitals) of the Muslim world can be utilised today in formulating a practical implementation of Islamic psychology (IP). As a trademark of the Islamic Civilisation, the maristans were institutions of healing that boasted the world's first treatment centres for treating psychological illnesses. They also served as the centres where theoretical concepts developed by early Muslim scholars-physicians, theologians, and philosophers-who contributed to the creation of IP were translated into practical, clinical applications.

A detailed examination of the treatment modalities within these historical treatment centres provides a promising model for creating a holistic approach to psychological healing that is grounded in Islamic heritage. This text completes such an examination, highlighting the practical IP treatment methods in fourteen maristans geographically spread throughout the Muslim world in order to bridge this centuries-long model of psychological care to the modern context.

As part of the Islamic Psychology and Psychotherapy Focus series, this book provides a foundation for mental health professionals who either directly deliver mental health services or are involved in creating theories, institutions, or spaces of IP and psychotherapeautic practices.

This book presents detailed information on the Meyers Neuropsychological Battery (MNB) and the statistical system used to interpret the neuropsychological data patterns. By using the statistical methods a more consistent and appropriate interpretation can be made. This book contains information on normative data, performance validity, ecological validity, calculating strengths and weaknesses, comparison groups, and premorbid estimates as well as the statistical methods used with the MNB.

The validity and reliability of the MNB as well as the ecological validity are all explained. Another area of detailed explanation is performance validity measures. This includes false positive rates as well as frequency of failures and passing rates for each individual performance validity measure. The statistical methods for group comparisons are demonstrated, which provides the reader with clear examples of how to apply the statistical methods to any test results. Answers are given for many of the questions asked about the MNB and the statistical methods. A modified Rohling's interpretive method is incorporated into the MNB, and demonstrates the benefit this model brings to data interpretation and practical application.

This book will be an invaluable tool for clinical neuropsychologists, and all who assess and treat patients with cognitive impairment. The book is also for forensic neuropsychologists who wish to use an objective and consistent interpretive method, and lawyers and judges who wish to understand neuropsychological data and assessment.

This book offers a comprehensive survey of burial practices in the ancient Levant and challenges some of the assumptions behind previous attempts to find a normative burial practice.

Exploring the dazzling variety of ways in which the living deal with the dead, this book utilises big data projects and legacy data to highlight the sheer diversity of burial practices in the ancient Levant. Theorizing that some types of burial are significantly underrepresented, this volume argues for the necessity of analysing both the existing and non-existing data at multiple scales of analysis. Thus, rather than attempting to identify a 'normative' or 'typical' burial, the volume highlights the multitude of ways in which the living approached and interacted with the dead across the ancient Levant, from the Late Chalcolithic to the Iron Age (fifth to first millennia BCE). In doing so it acknowledges and foregrounds variability, not only in terms of so-called 'atypicality', but also in terms of burials and practices that have been mistakenly lumped together in the drive to produce narratives of similarity and normative behaviour. This volume also explores some of the broader patterns and temporal/spatial shifts that shed light on wider changes in the ways in which humans perceive(d) of the dead and themselves (the living) over time.

While predominantly focused on the modern regions of Israel, Jordan, Lebanon, Palestine, and Syria, this book also engages with these broader themes across Western Asia and the Mediterranean, adopting an interdisciplinary and cross-cultural approach to understanding temporal and spatial variability. This book is of relevance for students and researchers of Ancient Western Asia, as well as those of the archaeology of death and burial.

Grappling with Monuments of Oppression provides a timely analysis of the diverse approaches being used around the world to confront colonial and imperial monuments and to promote social equity.

Presenting 12 interdisciplinary, international case studies, this volume explores the ways in which the materiality of social domination can be combated. With contributions from activists, scholars, artists, and policymakers, the book envisions the theme of restorative justice in heritage and archaeology as encompassing initiatives for the reconciliation of past societal transgressions using processes that are multivocal, dialogic, historically informed, community-based, negotiated, and transformative. Arguing that monuments to historical figures who engaged in oppressive regimes provide rich opportunities for dialogue and negotiation, chapters within the book demonstrate that, by confronting these monuments, citizens can envision new ways to address the context and significance of the figures they memorialize and the many people who were targets of their oppression. Contributors to the book also provide a toolkit of methods and strategies for addressing the continuing structures of social domination.

Grappling with Monuments of Oppression will be essential reading for academics and students working in heritage studies, archaeology, anthropology, material culture studies, landscape analysis, and museum studies. It will also be of great interest to practitioners and activists around the world.

Chapters 1 and 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Emma Paterson was a pioneer of trade unionism for women. In her short life, she set up a League dedicated to that cause, edited a newspaper to publicise it and travelled the UK working for it. Her spoken and written work addressed issues still with us today, from the gender pay gap to domestic labour, and those thankfully consigned to history, such as whether women should be able to vote or find clothes appropriate to industrial work.

Emma Paterson, Trade Unionist and Feminist, In Her Own Words brings together the major works that comprise Emma Paterson's written output, offering a unique insight into the struggles and concerns of women working in the workshops, factories, shops and homes of Britain's Industrial Revolution. This book includes a long biographical chapter from the editor, a preface from Frances O'Grady, first woman general secretary of the Trades Union Congress, and then an annotated selection of Emma Paterson's most important works, from her time as a young activist to her last days as an overworked editor and union leader.

This book will appeal to scholars and students of the history of Britain, of its women workers, of industrial, labour and publishing history. It addresses broader questions of class and gender, the interconnections that exist between them and the silences that often accompany them.

This book delves into the uncharted territories of how gender dynamics subtly shape educational experiences in Indian schools. While traditional educational reforms focus on increasing enrolment and making textbooks more inclusive, this book highlights the overlooked yet powerful influence of "hidden curriculum" - the implicit lessons that subtly shape students' views on gender, caste, class, and religion.

Positioned in feminist cultural reproduction perspective and informed by capability approach, this book explores education as an object of demand, a conduit for diffusion of ideas, and a site for gender activism. It provides a critical analysis of how schools can be transformed into spaces of empowerment, negotiation, and resistance for all students. Drawing on immersive research that challenges ordinary interactions and processes, it expands our understanding of what constitutes curriculum and knowledge.

Particularly useful for educationists, educators, policymakers, academics, curriculum developers, teacher training institutes, gender studies departments, and university centres offering educational studies courses, this book offers a captivating read for anyone interested in examining their own educational experiences.

This novel book demonstrates the polarised logics that exist between exploring cultural, structural, political, and historical contexts as a primary focus for pedagogical research versus an interventionist agenda that isolates pedagogy and its components from their environments.

Combining theoretical discussions with empirical evidence and case studies, the book provides a synthesising approach to both research and educational planning, recognising pedagogy as an open system while acknowledging that not all teaching methods are equal when it comes to enhancing learning. Considering the so-called learning crisis and learning poverty in the context of Sustainable Development Goal 4 in the wake of the COVID-19 pandemic, this book is also sensitive to concerns about the mental health and wellbeing of young people and the sustainability of the planet.

Ultimately providing a timely, informed, and balanced discussion of these issues, this book will appeal to researchers, scholars, and post-graduate and doctoral students working in pedagogical research or international and comparative education, and anyone interested in the relationship between education and international development.

This book questions the validity and reliability of conventional measures of quality education, such as enrolment ratio, retention rates, pupil-teacher ratio, drop-out rates, learning outcomes of children in foundational literacy and arithmetic and availability of infrastructural facilities, henceforth demanding its re-calibration. It moves away from easily commensurable indicators and actively pursues descriptive indicators of quality, which directly focus on educational processes taking place within the classroom and the factors influencing them.

By interacting with the two primary stakeholders, i.e. teachers and students, this book draws a link between what is happening within classrooms vis-a-vis the macro-level governmental policies. The strength of the book lies in its methodological approach to understanding whether students and teachers are able to actualize their capabilities, as pledged to them under official educational programmes. By doing so, the author deems to alter the narrative of how quality of education is visualized, hoping that these revelations have developmental implications for not only India but also the entire international community engaging with the questions of 'what' and 'how' of quality in school education. In a nutshell, the book endeavours to find out how teachers and students fare in terms of realization of their prescribed capabilities.

This book would be useful to students, researchers and teachers working in the fields of education, psychology, development studies, policy studies, social work and sociology. It would also be an invaluable companion to policymakers and professionals, from governmental and non-governmental organizations, working in education and social development.

Touching upon the most sensitive nuances of the analytic encounter, Psychoanalytic Objects Near and Far combines a far-reaching theoretical manifesto with an intimate clinical journal to express curiosity, skepticism and love towards the psychoanalytic clinic, theory and history.

Basic concepts and controversies that often become a conceptual ivory tower receive here a new and fresh vitality from the perspective of an experienced clinician, scholar and teacher, all while crossing the boundary of theoretical fantasy. While holding theory as central to the clinical act, Rolnik does not see it as a self-sufficient philosophy, detached from the free spirit of psychoanalysis as a practice and ethics. Rolnik has no need for iconoclasm. He is committed to the curative speech - his patients' and his own - as well as receptiveness to the unconscious space in the most Freudian sense of the word.

This volume will be of great interest to analysts in practice and in training, and to any reader interested in the analytic process.

As integrating spiritual concerns becomes commonplace in psychotherapy, this new edition of Spiritually Integrated Psychotherapy leads the way in describing and illustrating its effective clinical practice from the first through to the last session.

Effective clinical practice is emphasized with individual chapters on assessment and case conceptualization, intervention, outcome assessment and termination, and cultural and ethical considerations. The text highlights new developments in spirituality, neuroscience, and moral injury, while continuing to provide a concise, theory-based framework for understanding the spiritual dimension. Readers can use this framework as the basis for competently integrating spirituality in effective, evidence-based psychotherapy practice.

This practical book is essential for clinicians who wish to incorporate spirituality into their practice, as well as students and trainees preparing to practice spiritually integrated therapies.

The incredible story of Nazi German exchange students in the United States during WWII.

In the 1930s, international exchange students in the United States celebrated their Christmas breaks in Florida, enthusiastically engaged in college-aged antics, rowdy parties, and the defiance of authorities. In between such mayhem, they admired the beauty of America; quietly discussed their impressions of their host country; and agonized over their future, which would now be reshaped by their study-abroad experiences. These were not typical international college students, however. These students were Nazis.

In Nazis in the New World, Aaron Gillette reveals the unknown history of Nazi German exchange students sent to America in the 1930s. After receiving the Gestapo's stamp of approval, they were instructed to use their charm and charisma to promote the Third Reich. Some also served Hitler as covert operatives against the United States. In many cases, the Nazi government came to regret sending its students across the ocean.

Gillette argues that Nazism was an abject failure in the United States, that antisemitism was on the decline, that German espionage in America was a disaster for the Reich, and that FDR and J. Edgar Hoover brilliantly manipulated Nazi blunders to propel America into the war against Hitler and to empower the FBI. Meanwhile, numerous German exchange students in the United States were transformed from Nazis into fiercely patriotic Americans.

This book explores Learning Analytics (LA) programmes and practices in Malaysia as well as looking at the underlying forces, dilemmas and policy challenges for quality assurance in higher education institutions (HEIs).

This chapters provide a comprehensive discussion of trends in academic quality assurance in higher education. It articulates a combination of theoretical issues and empirical analysis and offers a comprehensive guide to stakeholders in Management and Faculty on LA implementation in HEIs where the model in this book can be used to pave the way for a successful LA initiative. Learning Analytics is an emerging multidisciplinary technological practice with the ultimate goal of producing effective learning to improve students' achievement in the tertiary level.

The Learning Analytics model of Quality Assurance in this book is an essential guide for any faculty or manager in higher education, or researchers in higher education and learning analytics.