Explore the vast range of titles available.

\"Cultural diversity, because it is perceived to have significant security, developmental, and social implications, is fast becoming one of the major political issues of the day. At the international level, it overlaps with the now extensive debates on multiculturalism within states. This work shows how cultural diversity challenges the understanding of international relations as relations between states and, by looking at the issue through the magnifying glass of an international organization, offers innovative insights into the interplay between various levels of international society. The book examines in particular the role of UNESCO, the only United Nations agency responsible for culture and the main forum for international diplomacy on the issue of cultural diversity. \"-- Provided by publisher.

Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.

\"This volume addresses the challenges that political communication is facing today from a comparative perspective, using principles and methods of comparison both across space (cross-national) and across time (longitudinal), thereby advancing the understanding of global trends and cultural differences. It covers a wide range of countries and cultures from advanced Western democracies and beyond. The research tools employed include quantitative and qualitative content analyses, comparative case studies, document analysis, opinion surveys, elite interviews and a combination of various methods. Employing different research strategies and theoretical approaches, this book sheds new light on key concepts in the literature on comparative political communication research, such as professionalization, personalization and globalization. It also investigates processes of change and transformation, such as negativization of campaigns, internationalization of campaign coverage, professionalization of government communication, democratization, commercialization of the media and transnationalization of national public spheres. \"-- Provided by publisher.

The authors investigated improvisational theater and the possibilities that it presents for reconsidering reading pedagogy, with a focus on discussions of reading. The authors conducted empirical, qualitative studies of improvisational practice and instruction and analyzed improv through the construct of worlding. In this article, the authors explore different dimensions of worlding, a concept that generally describes how ensembles make present and create unique events in time. Next, the authors offer a vision of reading discussions that emerges from rethinking and refeeling such discussions through forms of worlding found in improvisation. The authors conclude by offering five improvinspired teaching practices for discussions of reading: (1) teaching as invoking the text, (2) teaching as exchanging offers, (3) teaching as attuning, (4) teaching as following lines of flight, and (5) teaching as activating embodied energy.

\"Women and Leadership in West Africa explores factors that give rise to different types of female leadership in West Africa, with in-depth study in the Mano River Union countries of Guinea, Liberia, and Sierra Leone. These countries have directly or indirectly experienced civil wars for more than a decade in recent years. This book presents a compelling indigenous theoretical framework for understanding female leadership. It offers an alternative to male-dominated and politically-inspired authoritarian and war-prone leadership. It also provides a powerful narrative for humanizing the state. The book's distinctive quality is its use of an indigenous model which showcases women's own words, theories, and perspectives\"-- Provided by publisher.

This Presidential Address offers elements for a systematic and cumulative study of destigmatization, or the process by which low-status groups gain recognition and worth. Contemporary sociologists tend to focus on inequality in the distribution of resources, such as occupations, education, and wealth. Complementing this research, this address draws attention to “recognition gaps,” defined as disparities in worth and cultural membership between groups in a society. I first describe how neoliberalism promotes growing recognition gaps. Then, drawing on research on stigmatized groups across several societies, I analyze how experiences of stigma and destigmatization are enabled and constrained by various contextual factors and actors, including institutions, cultural repertoires, knowledge workers, and social movement activists. I conclude by proposing a research agenda for the sociology of recognition and destigmatization, and by sketching how social scientists, policymakers, organizations, and citizens can contribute to the reduction of recognition gaps.

\"The first book-long analysis of the 'mediatization of politics', this volume aims to understand the transformations of the relationship between media and politics in recent decades, and explores how growing media autonomy, journalistic framing, media populism and new media technologies affect democratic processes. As politics becomes increasingly mediatized, the role of the media becomes more important in political processes, overlaying and subsuming political logic. This affects not only the presentational aspects of politics but, it is feared, also policymaking processes. This may in turn have far-reaching implications as to how well democracy works. Against this background, Mediatization of Politics brings together state-of-the-art chapters written by leading scholars in the field of political communication. It synthesizes relevant concepts and arguments, identifies core components of the mediatization paradigm, and sets the agenda for subsequent work on the changing relationship between media and politics in general, and on the mediatization of politics in particular\"-- Provided by publisher.

Heritage values are part of the discourses associated with cultural heritage management in various disciplines, such as Anthropology, Urban Planning, Geography, and Sociology. This article proposes how these values are shaped and how they have been transformed over time. We will discuss how heritage has shifted from static epistemic positions to more dynamic ones, emphasizing a reflection on the current participatory trend, in which society is the protagonist. The main values considered in this work are historical, aesthetic, natural, immaterial, social, and economic. We will place the reader in critical positions in order to invite her to reflect on the way in which academic experts should support this dynamism of heritage valorization through the democratization of our discourses. Los valores del patrimonio forman parte de los discursos asociados a la gestión del patrimonio cultural en diversas disciplinas, como la antropología, el urbanismo, la geografía y la sociología. Este artículo plantea una propuesta sobre el modo en que se han configurado y transformado estos valores a lo largo del tiempo. Discutiremos cómo se ha pasado de posiciones epistémicas más estáticas a otras más dinámicas, haciendo hincapié en una reflexión sobre la tendencia participativa actual, en la que la sociedad es protagonista. Los principales valores que consideraremos en este trabajo serán los históricos, estéticos, naturales, inmateriales, sociales y económicos. Situaremos al lector en posiciones críticas para invitarlo a reflexionar sobre la manera en que los expertos académicos debemos acompañar este dinamismo de valorización patrimonial a través de la democratización de nuestros discursos. Os valores patrimoniais fazem parte dos discursos associados à gestão do patrimônio cultural em várias disciplinas, como antropologia, planejamento urbano, geografia e sociologia. Este artigo apresenta uma proposta sobre o modo no qual esses valores vêm sendo configurados e transformados ao longo do tempo. Discutiremos como passamos de posições epistêmicas mais estáticas para posições mais dinâmicas, enfatizando uma reflexão sobre a atual tendência participativa, na qual a sociedade é protagonista. Os principais valores que consideraremos neste trabalho serão os históricos, estéticos, naturais, imateriais, sociais e econômicos. Colocaremos o leitor em posições críticas para convidá-lo a refletir sobre o modo como os especialistas acadêmicos devem acompanhar esse dinamismo de valorização patrimonial por meio da democratização de nossos discursos.

\"John Rawls was the most influential political thinker of the twentieth century. This book applies his theory of justice to four perennial matters of concern that remain contested in the twenty-first century. Drawing surprising implications, this book deepens our understanding of these issues and points the way toward rational, just policy reform\"-- Provided by publisher.

When non-Orthodox Jews becomefrum(religious), they encounter much more than dietary laws and Sabbath prohibitions. They find themselves in the midst of a whole new culture, involving matchmakers, homemade gefilte fish, and Yiddish-influenced grammar.Becoming Frumexplains how these newcomers learn Orthodox language and culture through their interactions with community veterans and other newcomers. Some take on as much as they can as quickly as they can, going beyond the norms of those raised in the community. Others maintain aspects of their pre-Orthodox selves, yielding unique combinations, like Matisyahu's reggae music or Hebrew words and sing-song intonation used with American slang, as in \"mamish(really) keepin' it real.\"Sarah Bunin Benor brings insight into the phenomenon of adopting a new identity based on ethnographic and sociolinguistic research among men and women in an American Orthodox community. Her analysis is applicable to other situations of adult language socialization, such as students learning medical jargon or Canadians moving to Australia.Becoming Frumoffers a scholarly and accessible look at the linguistic and cultural process of \"becoming.\"