Writings on hip hop education from hip-hop’s golden age onwards have often concerned themselves with the relationship between educational institutions, pedagogic practices and spaces and the vernacular identities and multicultural literacies of their disadvantaged students. This parallels and is related to the contentious educational debates that erupted during the so-called US culture wars of the 1990s concerning race, cultural identity, relevance and value. Accordingly, the chapter argues that a chief source of hip-hop education’s legitimacy derives from an abiding insistence amongst its practitioners and advocates that the more ostensibly “positive” and “conscious” examples of rap, in keeping with the black cultural continuum, express hip-hop’s inherent didacticism. I describe and examine these issues and their methodological and pedagogic claims – past and present – against a backdrop of moral panic that has long dogged rap music but also supplied it with critical impetus. The final section of the chapter offers a case-study of a recent British hip-hop education programme that seeks to make use of UK drill music to develop the capacities of educationally disaffected school-age young people.

Early childhood teachers in Australia are qualified to teach children from birth to five years of age or birth through to eight years of age depending on their teacher education program and state qualifications. A significant challenge is the need to be knowledgeable about, and comfortable working with, different curriculum framework documents. Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF v2.0) informs practice in early education and care settings for children from birth to age 6, while the Australian Curriculum models the curriculum in the Foundation to Year 10 (hereafter: F–10) formal schooling years. This chapter will provide a contextual foundation for teaching and learning in HASS, beginning with a broad discussion of the Australian Curriculum: HASS in the early years of primary schooling, considered through the lens of the EYLF v2.0. Similarities and differences between the two curriculum documents will then be addressed, as well as how these documents potentially affect children’s learning and how educators teach. Finally, it will be argued that pedagogical practice, specifically inquiry-based learning rather than content-based learning, contributes to effective connections between the foundations for learning developed in the early years settings and transition to the first years of formal schooling.

The previous chapters have explored the teaching methodologies and concepts related to different forms of the Arts, as well as methodologies for integration and organisation. However, in addition to being able to teach the Arts, we need to have in place a system for evaluating the teaching process to ensure the outcomes and goals we wish to achieve are met for the learners. There has been a great deal of research to identify specific teaching practices that can improve children’s outcomes. This chapter does not intend to analyse the validity or otherwise of these outcomes, as these are mandated by the various examination and education boards. In part, this is because it is difficult to isolate any specific technique or learning skill that works for individuals because all children have unique and individual learning styles. For these reasons, the focus of recent research has been to isolate general characteristics. This chapter looks at the application of reflective learning tools to enhance teaching of the Arts, as well as inclusion and diversity in the classroom (specifically disability). Its focus, therefore, is to separate teaching from subjective assessment of teachers.

Educators have always harnessed the power of ludic activities for facilitating learning in low-tech teaching contexts, including for the teaching of foreign and second languages (L2s). Most current research on L2 learning with games has focused on informal (naturalistic) learning, has adopted a technology-centric perspective that prioritizes digital games which are ill-suited for most teaching contexts, and, particularly, has neglected the role of teachers. As teacher mediation is critical for enabling student learning, this chapter surveys work that shows how language teachers can leverage the opportunities inherent in games and play with a view to strengthening the naturalistic learning of their students. We spotlight the key role of the teacher in mediating learners’ language and literacy development, before, during, and after L2 activities through and around games. We also consider how the purposeful use of digital technology around games and play supports both learners and teachers in reaching their goals. We illustrate this through exemplary studies that are grounded in various pedagogies, and utilize both analogue and digital games that can be implemented in real classrooms. In doing so, we give equal importance to tools and technology (ludic materials), language learning goals, and pedagogical rigor.

This book has explored a broad variety of ways in which technology can be conceptualized, used, viewed, and researched in the teaching and learning of a second language. This concluding chapter brings together some of the overall trends that the chapters have revealed and explores how technology in second language education can be best capitalized upon for best practice. It also provides insights into how teachers, learners, and administrators can prepare themselves for the advances that are happening in the field, and how these are likely to impact upon research and practice.

This chapter introduces and explores the impact of context on technology in second language teaching and learning and the emerging theories that are shaping its future. The focus of research in this field has shifted toward blended and distance learning, flipped classrooms, and the use of mobile devices in low-tech environments. Teaching languages through games, Massive Open Online Courses (MOOCs), and virtual reality are also becoming popular. Social interaction, collaborative learning, learner motivation, and training are key factors in successful CALL implementation. Digital media are also being used to promote interculturality and develop literacies for teaching. Teacher resistance can be overcome through online communities for professional development. Task-based language teaching can improve the four language skills of reading, writing, listening, and speaking, as well as pronunciation, vocabulary, and grammar. The chapter concludes by outlining how technology can provide opportunities for language learning that can be tailored to individual needs and preferences.

Most simply, the words ‘pedagogy and care’ capture and describe the core work that is done in the earliest years of education with very young children. Early childhood education (ECE) shares the same general aims as primary, secondary and tertiary education, with an overarching focus on learning and development. Educators working with infants and toddlers practice in a space where pedagogy and care are inextricably linked. It could thus be argued that ideas about pedagogy in relation to infants and toddlers are hardest to reconcile. This challenge may be due to the particular history of infants and toddlers as the youngest children in society, driven by discourses of maternalism and inherently tied to an image of their place in the home, where they were for many centuries. However, infants and toddlers are attending ECE settings in ever-increasing numbers and upholding their right to quality pedagogy is a professional responsibility of all ECE services, leaders and educators.

Chapter 2 explores the influence of the exilic Ovid in medieval scholastic contexts by examining three types of medieval forms. Firstly, accessus (introductions to authors) shaped how Ovid’s poetry would be interpreted: their heavy reliance on Ovid’s exilic self-fashioning and biographising meant that Ovidian exile came to frame Ovid’s entire corpus. Secondly, manuscripts of Ovid’s exile poetry and their paratexts, especially glosses and marginal annotations, provided a framework for teaching and learning through Ovid’s exile. Finally, florilegia and excerpted forms of Ovid’s exile poetry posed a challenge to that life–work connection formed by the exile poetry, ostensibly withdrawing the context of Ovid’s full output; but they nevertheless retained enough order for Ovid’s exile to be recognisable. Examining these forms illustrates two key aspects of medieval responses to Ovid’s exile. Accessus, glosses and florilegia are all deeply connected to pedagogy and to a medieval ‘scholastic sphere’ – monastic and secular places of learning in which Ovidian exile could be used to teach and preach. Further, the proliferation, diversity and sheer quantity of these different types of exilic Ovidiana are evidence for the popularity and widespread knowledge of Ovid and his exile in the later Middle Ages.

While the double love command permeates Augustine’s oeuvre, he develops it into a consistent pedagogy in his preaching. Augustine’s preaching locates the concomitant growth of love of God and love of neighbor within the whole Christ (totus Christus). He indicates to his hearers that the double love command actually involves three objects: God, neighbor, and the self. Augustine leads his hearers through a pattern of reflection concerning these loves: an articulation of the double love command, problematizing the love of self, relocating the self within the body of Christ, and the practical demands incurred by such a location for “neighbors” in Augustine’s and his hearers’ midst. The chapter pays particular attention to the way in which the parables of the prodigal son and the good Samaritan form conceptual markers for Augustine’s pedagogy. The result is a love of neighbor that includes family, friends, rivals, enemies, and the poor within the whole Christ.

This chapter critiques past attempts at developing models of Islamic nonviolence which rely on key concepts and scriptural loci classici. Instead, it identifies structural commonalities flowing from a classically Islamic approach to ethical evaluation which regards the actor’s dispositional intention [niyyah] as coequal with the criteria of means and ends more commonly discussed in secular writing on nonviolence. The consequences of this are then examined in relation both to their praxis and to their commensurability with dominant secular models.

The civic-historical sweep of Padua – from late 1200s republican commune through Carrara domination in the 1300s to final subjugation by Venice in 1405 – delivered a cultural revival in classical text and pedagogy. As humanism would affect art, so Alberti would give that lexicon to an erudite audience. Examining Alberti’s education in Padua reveals the context of what he read that became the source for De pictura and how antique and medieval texts began to inform its vocabulary. Illustrious teachers imbued Alberti, firsthand, with humanism: his instructor from about 1412 to 1420, Gasparino Barzizza, and his exceptional school, as well as dynamic associates Guarino da Verona and Vittorino da Feltre attended to the classical literature, mathematical precepts, monuments, and painting that would engender De pictura.

This chapter reviews the literature on the teaching of history, and defines the purpose of this book: to offer a clearer definition of the aims and benefits of the study of History at the college and university level. Two principles are at the heart of that conception. One is that long-standing methodological and epistemological divisions within the discipline are a source of its unique pedagogical value. The other is that History assumes a particular ethical posture relative to its subjects – the people it studies – and that this too is a source of its unique pedagogical value.

This chapter argues for an approach to teaching History rooted in the ethical position foundational to the discipline. That approach is based on respect for our students and for the discipline; in it instructors encounter and learn from their students in the same way that they encounter and learn from historical subjects, and instruction in History, just like research in History, focuses not on controlling outcomes but on engaging in an ethically authentic process. It offers six approaches to instruction that can help build this kind of relationship between instructors and students, and between students and the discipline. These include consulting our students regarding their interests and aims; building instruction around the process of inquiry; making pedagogical use both of the breadth of the discipline and of its complexity, diversity, and epistemological and methodological divisions; focusing on teaching analysis, critical thinking, and interpretation; and bringing students to see their engagement with History not only as a process by which they master specific bodies of knowledge and methods of thinking but also as an open-ended intellectual adventure.

Biodiversity is vital to humanity, and its continued existence cuts across the rights and duties of states and their obligations pursuant to a plethora of international environmental agreements. There is a wide array of international and regional treaties focusing on biodiversity and conservation issues. Several Middle East and North Africa (MENA) countries have signed, ratified, and, in some instances, domesticated some of these treaties into their national legal systems. However, notwithstanding the avalanche of national and international mechanisms on biodiversity, several barriers are militating against the successful implementation of the regime on biodiversity in many MENA countries. This chapter argues that reliance on environmental law education can be one of the strategies to improve the implementation of biodiversity treaties across the MENA region. Drawing salient lessons from emerging best practices on environmental law education across the region, this chapter examines the role of environmental law education in advancing biodiversity and nature conservation. It discusses legal and institutional gaps that hinder the profusion of environmental law education on biodiversity in the MENA region and key reforms necessary to address such gaps.