This book provides a fresh and critical perspective on psychology by challenging its foundational assumptions through the lens of Cultural Psychology. Using a Brazilian metaphor of "peeling a pineapple" or descascar o abacaxi it unpacks the complexities of epistemological renewal in psychology-questioning taken-for-granted concepts, reconstructing theoretical frameworks, and emphasizing the role of culture in shaping human experiences. Inspired by a seminar course of the same title, this book explores four essential themes in psychology: Care and Education, Mental Health and Therapy, Self and Identity, and Relationships and Emotions. Each chapter revisits these areas from the ground up, highlighting their cultural underpinnings and questioning taken-for-granted assumptions. The book showcases discussions and reflections that emerged from classroom debates, emphasizing the importance of meaning-making and developmental perspectives in psychology. Epistemological renewal is at the heart of this book. It refers to the process of reevaluating, updating, and transforming the ways knowledge is produced, justified, and disseminated within psychology and the broader human sciences. By questioning dominant paradigms, integrating interdisciplinary perspectives, and engaging with diverse cultural practices, this volume challenges mainstream psychological approaches that often overlook meaning-making processes and the socio-cultural contexts of human development. Just as peeling a pineapple requires patience and precision to access its core, epistemological renewal demands intellectual curiosity, reflexivity, and a willingness to deconstruct established paradigms. By peeling back the layers of conventional psychological constructs, the authors expose the limitations of universalist assumptions and propose alternative pathways for knowledge production.

Each chapter is presented as a 'how-to' guide on topics such as embedding reproducible research throughout the curriculum, supervising open and efficient projects and preregistering with students. The authors analyse case studies and reflections from students, demonstrating effective teaching of the concepts of replication, reproducibility, transparency, inclusivity, decolonization and openness. Highlighting the importance of including Open Science in educational curricula, this teaching guide demonstrates rigorous, responsible research practices that advance human knowledge and equip students with essential skills for the 21st century.

Teaching Open Science is a crucial resource for educators in various scientific disciplines and in pedagogy, teaching and learning, that are looking for practical guidance on incorporating Open Science into their lessons. This teaching guide is particularly beneficial for psychologists looking to integrate this movement into their curriculum.

The rapid expansion of data in every facet of modern life from research and education to public policy and private industry demands a critical re-examination of how data is collected, analyzed, interpreted, and used. Bias and Beyond: Rethinking Data Practices and Inspiring collective dialogue responds to this call by exploring how bias enters the data lifecycle and how inclusive, reflexive, and equity-centered methodologies can improve the validity and impact of data-driven decisions.

Structured around the four stages of the data lifecycle including problem formulation, data collection, analysis, and use, this volume brings together diverse voices to interrogate systemic inequities and offer practical strategies for inclusive data practices. Drawing from qualitative, quantitative, and mixed methods, each chapter highlights the role of researcher positionality, power, and representation in shaping outcomes and knowledge.

Bias and Beyond is anchored in a commitment to Diversity, Equity, and Inclusion (DEI), not only as aspirational values but as methodological imperatives that must inform every aspect of data practice. It will serve as a timely and essential resource for researchers, educators, policymakers, and students committed to data justice and ethical inquiry.

Michigan's education system has been transformed by the rapid growth of charter schools and school choice since 1993. A New Type of Public School: Primary Source Interviews and Essays on Michigan Charter Schools traces the state's journey from restrictive policies to a dynamic, often controversial marketplace for public education.

Drawing on original documents and the voices of policymakers, the chapters in this book reveal how political leaders and advocacy networks have reshaped governance, accountability, and equity. Michigan's story offers vital insights into the national debate on charter schools and the future of public education.

A New Type of Public School demystifies the policymaking process and provides a vital lens on the complexities of educational reform. It is essential reading for educators, policymakers, and anyone invested in the future of public schooling.

Providing both theoretical and practical insights, the book analyses the impact of the postdigital on learners, teachers and school environments, illustrating the evolution of the term over the last 25 years and examining its affordances. Reflecting on contemporary developments in AI technologies and their role in postdigital education, Jopling advances the study of pedagogy and evaluates how these theories can help with understanding and preparing for the uncertainties surrounding the future of education.

Understanding Postdigital Education is a vital resource for students and scholars of educational theory, particularly those exploring the impact of technologies on education. It will also benefit practitioners and policymakers interested in adopting postdigital approaches to educational reform.

Curriculum Windows: What Curriculum Theorists of the 2010s Can Teach Us About Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2010s in contemporary terms.

The authors explore how key books/authors from the curriculum field of the 2010s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2010s still resonate with us, allow us to see backward in time and forward as well - perhaps all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? Or even create the possibilities for a bold, just, robust future for all, supported by outstanding educational access and experiences for all?

The chapter authors, all doctoral students at Miami University in the Department of Educational Leadership in Oxford, Ohio, interpret several of the most important books in the curriculum field of the 2010s. The book's Foreword is by renowned curriculum theorist and friend of the Curriculum Windows series, William H. Schubert, PhD.

The book explores the effects of AI colonisation, addressing key ideological and epistemological tensions including algorithmic bias, the potential for misinformation, AI-based plagiarism and the loss of original thinking. The author draws on various case studies to demonstrate the harmful impact of AI technologies on trust, which results in a loss of agency for institutions, teachers and students. Employing critical analysis and evidence-based insights, Popenici demonstrates that a human-centered approach to higher education is essential for its long-term sustainability.

Education in the Age of Artificial Intelligence is a valuable resource for scholars and students of educational technology and educational psychology, as well as scholars investigating AI governance and privacy digital rights. Highlighting crucial implications for curriculums, assessments and general academic integrity, this book is also beneficial for university leaders and governance bodies looking to develop effective policies and AI guardrails.

This book examines multiple aspects of mentoring relationships in academia through autoethnography and personal narratives. It emphasizes narratives from diverse populations, including first-generation college students, people of color, women, immigrants, those from intergenerational poverty, LGBTQIA2S+ people, and individuals with disabilities. The book identifies gaps in mentoring and offers strategies for closing them. It provides recommendations for potential mentees and discusses implications for professional development in academia.

Key areas of coverage include:

• Sociocultural and historical contexts of academic mentoring relationships.
• Qualities that make a successful academic mentor.
• Mentoring marginalized individuals in academia.
• Benefits of actively seeking and establishing academic mentor relationships.

Mentoring Relationships in Academia is a must-have resource for researchers, professors, graduate and undergraduate students as well as clinicians, therapists, and other professionals in developmental and clinical psychology, social work, public health, human development and family studies, arts and humanities, social sciences, and educational leadership, and all related STEAM (science, technology, engineering, arts and mathematics) disciplines.

Since curriculum planning, development, implementation, and evaluation are closely interconnected, developing conceptual knowledge and practical understanding of these areas is essential for a quality curriculum. Effective curriculum practices examine the teaching and learning experience comprehensively to ensure its readiness, coherence, effectiveness, and consistency in meeting students' needs. Fundamentals of Curriculum Planning, Development, Implementation, and Evaluation in English Language Teaching provides comprehensive knowledge and resources for English language teachers, teachers-in-training, curriculum developers, and language programs.

This book offers a systematic guide to navigating the different phases of the curriculum, from its inception to its evaluation. Part I explores the conceptual and theoretical foundations that shape curriculum and instruction. Part II provides practical knowledge and guidelines that programs and individual teachers can adopt or adapt to their specific educational contexts with the goal is to optimize the teaching and learning experience. Elturki draws largely on knowledge from the field of education, particularly curriculum studies, to complement what we know about L2 teaching and learning from Applied Linguistics, Second Language Acquisition, and English Language Teaching. Each chapter begins with pre-reading questions to stimulate thinking and concludes with post-reading questions for reflection, encouraging readers to connect the material to their own context.

This book offers an insight into current-day Student as Partners (SaP) practice, presenting reflections by staff and students from global institutions. Student as Partners (SaP) is a practice that involves creating partnerships with students to create their learning journey. It enables student empowerment by giving them agency and a space creating student voice, and allows for close connections and quick feedback on teaching practices and policies. In the past ten years, there has been a rise in SaP practices in Australian higher education institutes, and a swell in dedicated scholarship from educators and researchers, reflecting an appetite for student-led approaches to higher education. Born from the (inter) national Students as Partners Roundtable from 2023, this book engages with "Respect, Reciprocity and Responsibility" (Cook-Sather et al., 2014) as central themes within Student-Staff partnerships. It brings together reflections from students and educators, as well as doctoral candidates operating in a sort of "middle ground." This book also expands on current literature, with reflections on SaP practices across the Asia-Pacific region sitting alongside those from the United Kingdom, North America, and South Africa.

Drawing on practical case studies, contributors illustrate the complexities of doctoral supervision, emphasising the need for adaptability, empathy and structured support. The book outlines the perspectives of experienced practitioners, presenting a blend of practical tools, critical reflection and aspirational vision to ensure high-quality supervision for the growing number of doctoral students across the globe. It highlights how investing in effective doctoral guidance not only benefits students, but also the wider academic community, ensuring the continued advancement of knowledge and professional development within higher education.

Innovative Approaches to Doctoral Supervision is a valuable resource for new and experienced doctoral supervisors interested in improving their practice or applying for the UKCGE recognised supervisor award. It is also beneficial for universities providing staff development training in doctoral supervision.

Key Features:

• Defines key psychological factors that play an important role in student achievement
• Evaluates how these psychological factors influence student learning
• Investigates factors that can influence the development of these psychological factors, including genetics and experience
• Demonstrates how enhancing students' thoughts and feelings can influence their academic performance
• Presents clear summaries of key points and stimulating questions to encourage understanding, as well as supplementary material to support further study

Psychology in Education is highly relevant to students of educational psychology with an interest in individual differences in educational contexts. It is particularly relevant for students studying individual differences modules on Psychology of Education programmes. It is also a useful resource for teachers and educational practitioners seeking to understand the psychological dynamics at play in the classroom, enabling them to design lessons that engage and motivate students.

Volume II focuses on British foreign and strategic policy from the fall of France in 1940 to the end of the Cold War in Europe during the 1990s. The emphasis on the Cold War reflects Professor Dockrill's interests in the later part of his career. The chapters explore British imperial and post-colonial history, as well as the impact of race and religion on British foreign policy duringthe second half of the twentieth century. British relations with the United Nations are also examined through the formulation of the so-called 'Special Relationship'.

This Open Access book examines how people often treat social group membership as inherent, immutable, informative and even intergenerationally inherited. Such essentialism remains one of the more puzzling folk intuitions, at odds with social science maintaining that people become culturally competent group members through enculturation, and that norms can change how group boundaries are defined quite substantially. Essentialism also features prominently in much rhetoric that justifies intergroup hostility and in researchers' attempts to explain it. Nonetheless, social scientists have not reached a consensus about essentialism's causal role in intergroup relations.

In this Open Access book, contributors from a range of perspectives tackle fundamental questions in this field:

• Do humans share a tendency to essentialise groups?
• If so, where does this tendency come from?
• How is essentialism expressed in cognition, behavior, and institutions?
• What are its consequences for cooperation and social conflict?

Psychologists, cultural anthropologists, and evolutionary biologists weigh in on these questions in this volume, often using specific cultural contexts as case studies to elucidate both the particularities and common patterns in the ways essentialism does, or does not, work in the real world.

Drawing on Robert Agranoff's concept of 'collaborarchy', the book conceptualizes the relations between state and civil society as fluid, spanning a continuum between collaboration and conflict. Bridging urban social movement and governance theories, this concept is explored in case studies such as the top down approach to managing civil society in Rotterdam and building an urban diversity alliance in Mannheim. The book expands its study outside of single actors and structural factors, illustrating how actor relationships are an important predictor for local migration and diversity policymaking.

This insightful book is a key resource for students and scholars of politics and public policy, sociology, urban and regional studies and migration studies. It is also beneficial for practitioners in migration, diversity, civic participation and urban governance seeking a deeper understanding of the relations between state and civil society in immigrant policymaking.

This book offers a comprehensive and global perspective on language education for learners of a refugee background. It identifies structural and individual challenges refugees face when learning a new language in a variety of sociolinguistic contexts. At the same time, it offers innovative proposals to empower these learners and address the shortcomings of host environments. Readers will gain insight into innovations and interventions within the various dimensions that characterize sustainable and culturally responsive language education for refugees across educational levels from primary to higher and community education. Topics of interest include experiences of researching language education with learners of a refugee background, collaborating with multiple stakeholders, and designing as well as implementing pedagogies that reflect the latest theories of language teaching and learning in multicultural settings, such as translanguaging and plurilingualism. This book is useful to researchers, teachers, and post-graduate students in language education and applied linguistics, as well as policy-makers and community organizations.

This book focuses on themes such as inclusion in action, schooling during challenging times, engaging teaching spaces, social justice standpoints, student/teacher agency, preservice teacher voices, criticality in educative spaces and children and agency. It provides a lens into educational contexts that fuel or hinder human flourishing. This book explores a range of social justice themes through the power of learning spaces, institutional educative standpoints and teaching approaches. Cultural, social and economic injustices that perpetuate cycles of disadvantage and oppressive narratives are also examined and discussed. This book celebrates, critiques, and reimagines different theoretical frameworks that underpin equitable and inclusive educative landscapes. Attention is directed towards building the capacities of educators to understand and respond to national and global factors that impact on emancipatory education. This book is a 'Call to Action' for educators to stand in the shoes of our least advantaged learners and communities, and the chapter authors embody and enact a political and moral mindset that privileges all voices in respectful and proactive ways. It highlights how transformative learning spaces are made up of educators who understand the importance of engaging in scholarly reflection and practice.

This book provides much-needed perspectives on ethics in education by focusing on the often-overlooked contributions of scholars from the Global South. It challenges traditional, Western-centric ethical frameworks in education by emphasising the importance of Indigenous knowledge systems, decolonial approaches and culturally relevant ethical practices. By addressing the ethical challenges and dilemmas in teaching through the lenses of Africa, Latin America and other regions of the Global South, the book opens a critical dialogue about how these regions have shaped and continue to shape ethical norms in their educational systems. The inclusion of diverse ethical perspectives makes this work distinctive, offering a rich, multifaceted view of teaching ethics that goes beyond conventional Western paradigms.

Organised by geographical regions, the chapters outline socio-cultural contexts of bullying in 110 countries/societies. Researchers and practitioners present anti-bullying prevention and intervention methods as well as the existence (or absence) of laws and policies to protect children and adolescents from bullying. They present detailed insights from countries/societies where research on the subject is limited and explore the concept of bullying in many non-Western countries/societies.

Bullying: Global Case Studies in Policy and Prevention for Young People is an essential resource for students and academics in education, psychology, public policy, social work and sociology. It is also a vital read for practitioners working with children and adolescents who are affected by bullying, providing crucial frameworks for tackling bullying worldwide.

Key Features:

• Brings together a global network of researchers from 110 countries and societies
• Presents cutting-edge research into the nature and impact of bullying among children and adolescents
• Investigates global anti-bullying, prevention and intervention strategies and anti-bullying laws and policies

Drawing on unique practical frameworks, contributors demonstrate how educators can integrate AI technologies into instructional leadership to enhance creativity, critical thinking, and analysis. They explore how this emerging technology can be used ethically by students to aid learning and close academic achievement gaps. Presenting crucial policy recommendations based on scholarly studies and real-world case analyses, the book highlights strategies for ensuring AI technologies and detectors are implemented fairly, with particular focus on the needs of students from historically marginalized communities.

Artificial Intelligence for Educational Inclusion and Equity is a valuable resource for scholars, students, and educators interested in the equitable use of AI technologies. It is also beneficial for practitioners and policymakers looking to understand evidence-based practices and effective pedagogical applications.

In contemporary educational discourse, the language of holism and whole person learning has become increasingly prevalent. Yet the deeper philosophical and pedagogical foundations of holistic teaching and learning are often overlooked. Holistic Education Part 1: Enduring Principles and Practices returns to these origins, engaging with the theoretical and practical dimensions that have shaped the field.

Building upon Carol Flake's seminal 1993 collection, Holistic Education: Principles, Perspectives, and Practices, revisits the original vision of holistic education as articulated by its early advocates, educators committed to integrating intellectual, emotional, physical, and spiritual dimensions of human development. Contributors examine the evolution of holistic principles in relation to spirituality, embodied and earth-based learning, ecological awareness, and global citizenship.

By situating holistic education within enduring philosophical traditions and emerging global challenges, this volume affirms the continued relevance of holistic approaches for education and the professions. It invites scholars, practitioners, and policymakers to consider education not merely as a means of instruction, but as a transformative process aimed at cultivating wholeness in persons, communities, and the wider world.

Drawing on case studies from leading universities, Benner examines the dual pressures facing higher education institutions today, analysing the role, impact and best practices within both internal and external governance dimensions. He investigates the outward impacts of globalization on academic mobility and exchange, as well as the complexities of navigating bureaucratization. Benner also analyses key aspects of internal management such as fostering originality in research, elevating the prominence of scholars and maintaining high quality facilities. The book highlights the essential role of academic leadership in reconciling these internal and external forces, resulting in a governance framework that addresses the growing concerns of impact, inclusion and sustainability.

Contributing to crucial debates on the future of universities, How to Govern a University Effectively is an essential read for scholars and students of higher education studies, business, management, sociology and political science. It is also relevant to university leaders and governance bodies seeking insight on effective university management.

Making Training Meaningful in Higher Education: Future Challenges of Psychology invites us to reflect on the education and professional development of future psychologists. Their preparation demands a solid theoretical foundation, enriched by supervised practice and the strengthening of personal and professional competencies. The central purpose of this book is to share with society the psychological knowledge that students acquire and refine throughout their formative process, while highlighting emerging challenges and opportunities for the discipline in contemporary higher education.

The chapters presented within this book include proposals developed within the framework of academic activities, professional practices or research processes in which students participate with their professors. Through contributions from different countries and research teams, this book analyzes the current and future variables that the training of psychologists faces, such as the powerful technological development and its influence on the practice of the profession, distance education/learning processes, the training of therapists and clinical training in a technological society, among others. Making Psychologist Training Meaningful in Higher Education: Future Challenges of Psychology constitutes a valuable contribution for psychology teachers, clinical supervisors, educational researchers and psychology students.

Creating Learning Systems for Higher Education: A Quantum Field Framework presents a groundbreaking approach to education that integrates quantum physics, competence, differentiated thinking, and individual performance proficiencies into a multidimensional, dynamic, and self-organising learning field. This innovative work is designed to prepare learners to know, perform, and understand personal, professional, and social competence.

Drawing on sciences, learning models, and human technologies, Moye's 'Psychophysical Learning System' propels learners toward success by bringing the competences required for specific disciplines into a coherent framework. This system is not discipline-specific, making it adaptable across various fields of study, making it a must-read for educators, curriculum designers, and anyone interested in the future of learning.

Explore the interconnectedness and interdependencies within the knowledge, performance, and integration of information that generate competence. Delve into the concept of Proprioception of Thought, which emphasises the importance of competent thinking in driving competent actions. Understand the contingencies of performing within a discipline through Human Performance Technologies, and discover how Quantum Design Models can create a resonance between the learner and natural learning events.

This book summarizes the rapid development of cognitive translation studies in global perspective over the past decades, detailing specific manifestations, core research areas, significant achievements, and five development trends, providing readers with an overview of the entire cognitive translation study system. It explores the interdisciplinary and multidisciplinary nature of cognitive research in written translation, analyzing translation processes and discussing the development trends in cognitive research of written translation, integrating findings in China and abroad while indicating future directions for written translation research. Next, it introduces the current state of international cognitive research of interpreting, highlighting new achievements in this field, while also analyzing the shortcomings in research systems and methodologies, pointing out three major trends for future development. In addition, this book examines the evolution of research methods in cognitive translation studies through both speculative and empirical paths, emphasizing the recent rise of empirical research and the trend of using triangulation, suggesting possible future development trends for cognitive translation research.

Becoming an academic can be an overwhelming, if not a completely consuming, experience, and conceptualising this process is often fraught with a lack of understanding of both the process and the subsequent implications. Many academics struggle with the notion of who they are, despite believing that they are aware of who they want to be and where they are situated on their academic journey.

This edited collection draws on the experiences of early and mid-career academics, as well as leaders in the field, to explore the role and contribution of the self when professionally undertaking research. Each chapter addresses valuable questions for academics to examine and articulate the self in one's work, and encourages the probing of the impact of academic engagement in higher education on individual fidelity to personal and professional values, beliefs and assumptions. With a focus on self-methodologies, including arts-based approaches to reflective and reflexive practice, the authors showcase methods that go beyond traditional reflective practice and explore the interplay of arts and self-practices.

Conceptualising the Academic Self offers transformative educational insights with both theoretical and practical applications. It serves as a comprehensive guide for novice academics to seasoned educators and researchers, as well as institutional leaders and policy influencers, addressing the challenges of self-conceptualisation and self-formation.

This book offers valuable insights for those interested in understanding the diverse experiences of PhD students through narrative inquiry. This book presents the personal struggles of these students and how they impact their learning, teaching, artistic practices, and creative research experiences. By embracing these diverse narratives, the book argues for the importance of promoting inclusivity and equity in academia, ultimately leading to better educational practices and a supportive community for all students. This book can contribute to the ongoing conversation about equity in education and can also serve as a guide for educators, administrators, and students.