This collection of essays addresses and defines the state of contemporary theories and practices of space: it is concerned with the growing importance of technology and communications, the effects of globalization and the change of social demands. Within the current urban and geopolitical contexts, it addresses the emergence of new social and political theories that raise questions of identity and difference in modern society. The book reiterates feminist concerns with space from the critical stance of the new millennium. With contributions from the leading theorists and thinkers from around the world representing the fields of architecture, art, philosophy and gender studies, this book has a truly international and interdisciplinary reach.

The three concepts central to this volume—practice, learning and change—have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of ‘practice’ as an unexamined given, its co-location as a term with various classifiers, as in ‘legal practice’ and ‘teaching practice’, render it curiously devoid of semantic force. In this book, ‘practice’ is the super-ordinate organising idea. Drawing on what has been termed the ‘practice turn in contemporary theory’, the work develops a conceptual framework for researching learning in, and on, practice. It challenges received notions of practice, questioning the assumptions, elisions, conflations and silences on the subject. In so doing, it offers fresh insights into learning and change, and how they relate to practice. In tandem with this conceptual work, the book details site-ontological studies of practice and learning in diverse professional and workplace contexts, examining the work of occupations as various as doctors, chefs and orchestral musicians. It demonstrates the value of theorising practice, learning and change, as well as exploring the connections between them amid our evolving social and institutional structures.

In a recent survey of Fortune 500 companies by Price Waterhouse, nearly 80 percent indicated that they are undergoing some kind of large-scale change. Based on the Price Waterhouse Change Integration Team's experiences with hundreds of clients, Better Change involves managers in the real texture and "feel" of change projects.

The national recession forced many communities to examine new and innovative ways to promote local economic development, resulting in long-term community changes. New techniques and approaches were used to identify available opportunities and programs which could take advantage of development opportunities. A common theme among the contributions to this book is a focus on building leadership capacity, and several chapters discuss the successful practices which are aimed at bringing new leaders into local development efforts. Especially important are ways to identify youth and young adults, and designing programs that bring them into active leadership roles within community development efforts. On a broader scale, several authors present material regarding building local entrepreneurship capacity, and recognizing that entrepreneurs at different stages in their development have different training and support needs. The discussions in this book will help local policymakers and development practitioners better understand the various development techniques, and find ways to build capacity within their community, stimulating development. This information will be especially useful for groups interested in engaging youth and populations who, in the past, have not been especially active in discussions about community and economic development. This book was originally published as a special issue of Community Development.

Over recent decades, the evaluation of teaching has undergone dramatic change. In accessible language and supportive detail, Changing Practices in Evaluating Teaching provides not only a cogent overview of these changes but also reflects on current developments to present several useful strategies for implementing new tools and methods in the evaluation of teaching. The authors are all prominent educators who have performed seminal work in the improvement of teaching evaluation. Written for university and college administrators as well as faculty, this book is a complete guidebook that supplies a wealth of case studies, examples, tables, Web sites, and exhibits that further enhance its utility. It explains how to Gain genuine faculty and administrative support Avoid common weaknesses in teaching evaluation by students, peers, and self Evaluate teaching by examining student learning Successfully combine disparate sources of data Establish a climate conducive to evaluation How to structure and use classroom visits, rating forms, electronic classroom assessment, and teaching portfolios Changing Practices in Evaluating Teaching makes evident the compelling reasons why colleges and universities must institute fair teaching evaluation systems, and explains how to do so. With a notable focus on improving student learning, this book offers readers the kind of research-based and ready-to-use information required to foster truly effective and equitable teaching evaluation at their institutions.

While the idea of total revolution seems anachronistic today, there is increasing consensus about the importance of new forms of political, ethical, and aesthetic resistance. In the past, resistance was often motivated as a form of protest against specific institutions. Increasingly, dissent has become integrated into the fabric of modern life. This volume addresses new forms of resistance at a level that combines a rootedness in the philosophical tradition and a sensitivity to rethinking the possibility of emancipation in today's age. The work focuses on contemporary social and political philosophy from a perspective informed by critical theory. The text specifically addresses three challenges. (1) Critical theorists need to investigate in which ways resistance, conformism, and oppression oppose and constitute each other. (2) The relationship between the theory and the practice of resistance needs to be posed anew, given recent protest movements and media of protest. (3) It needs to be shown in which ways different areas of society such as the arts, religion and social media establish divergent practices of resistance. The chapters are written by scholars from Asia, Europe and North America. These experts in resistance discourse focus on practices of dissent ranging from traditional forms of civil disobedience, to more recent practices such as guerrilla protest, art, and resistance in digital networks, including social media. What unites them is a shared concern for the dimensions of political acts of resistance in an age that is characterized by a tendency to integrate and thereby neutralize those very acts.