The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.

The Technological Introject explores the futures opened up across the humanities and social sciences by the influential media theorist Friedrich Kittler. Joining the German tradition of media studies and systems theory to the Franco-American theoretical tradition marked by poststructuralism, Kittler’s work has redrawn the boundaries of disciplines and of scholarly traditions. The contributors position Kittler in relation to Marshall McLuhan, Jacques Derrida, discourse analysis, film theory, and psychoanalysis. Ultimately, the book shows the continuing relevance of the often uncomfortable questions Kittler opened up about the cultural production and its technological entanglements.

The book examines one of the most contested topics in linguistics and cognitive science: the role of recursion in language. It offers a precise account of what recursion is, what role it should play in cognitive theories of human knowledge, and how it manifests itself in the mental representations of language and other cognitive domains.

For every astronomical topic that I have approached there has turned out to be a broader realm of possibilities than is commonly accepted or acknowledged. The "excursions" of this book are the examples. They mostly depart from the mainstream of conventional wisdom to offer a wider perspective with opportunities for further research. While my intent is to supplement that mainstream, the effect may appear to dismiss rather than to reconsider accepted tenets. Ample praise and credit for those accomplishments are already available in textbooks. Readers may very well disagree with some of the notions presented in these excursions, but I hope that they will pause long enough to evaluate the scientific basis for any disagreement. For the most part, these excursions remain incomplete and unfulfilled, yet they contain many ideas that are not available elsewhere. Whether these ideas are per ceived as a collection of unproven claims or as a storehouse of fresh opportunities will depend entirely on the attitude of the reader. The excursions do cover a rather wide span of disciplines, and that may lead to an unfocused overall impression. My hope is thereby to attract a broader audience than that of a single discipline, and to expose them to neighboring disciplines. The excursions all do have the common thread of optical science related to astronomy.

This volume consists of contributions spanning a wide spectrum of harmonic analysis and its applications written by speakers at the February Fourier Talks from 2002 – 2013. Containing cutting-edge results by an impressive array of mathematicians, engineers, and scientists in academia, industry, and government, it will be an excellent reference for graduate students, researchers, and professionals in pure and applied mathematics, physics, and engineering. Topics covered include · spectral analysis and correlation; · radar and communications: design, theory, and applications; · sparsity · special topics in harmonic analysis. The February Fourier Talks are held annually at the Norbert Wiener Center for Harmonic Analysis and Applications. Located at the University of Maryland, College Park, the Norbert Wiener Center provides a state-of- the-art research venue for the broad emerging area of mathematical engineering.

Highlighting Rita L. Irwin’s significant work in the fields of curriculum studies and arts education, this collection honors her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research and, beyond this, her contributions towards understanding the inseparability of making, knowing, and being. Together the chapters document an important beginning, as well as an ongoing transitional time in which curriculum understood as aesthetic text is awakening to the ways in which art practices stimulate a social awareness at the level of other embodied practices. Organized in three themes, gathering, transforming, and becoming, this volume brings together a selection of Irwin’s single and co-authored essays to offer a variety of rich perspectives to scholars and students in the field of education who are interested in the ways in which arts-based research allows the possibilities of bringing together the artistic, pedagogical, and scholarly selves of an educator.

The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE’s), and their relationships with digital, in real life and virtual worlds. The book is divided into four sections: Foundations of Virtual Learning Environments; Schooling, Professional Learning and Knowledge Management; Out-of-School Learning Environments; and Challenges for Virtual Learning Environments. The coverage ranges across a broad spectrum of philosophical perspectives, historical, sociological, political and educational analyses, case studies from practical and research settings, as well as several provocative "classics" originally published in other settings.