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Education --- Curriculum planning. --- Currículums (Ensenyament) --- Planificació educativa --- Finalitats de l'educació --- Curricula --- Philosophy. --- Aims and objectives. --- Finalitats de l'ensenyament --- Finalitats i objectius educatius --- Objectius educatius --- Objectius de l'ensenyament --- Objectius pedagògics --- Ciències de l'educació --- Teoria de l'educació --- Igualtat d'oportunitats educatives --- Projecte educatiu --- Sociologia de l'educació --- Planificació escolar --- Sistema educatiu --- Administració escolar --- Currículum --- Currículum (Ensenyament) --- Currículum bàsic --- Currículum comú --- Currículum obert --- Currículum ocult --- Currículums --- Pla d'estudis --- Plans d'estudis --- Programes d'estudi --- Programes d'ensenyament --- Ensenyament --- Adaptacions curriculars --- Assignatures --- Crèdits (Ensenyament) --- Disseny curricular --- Eixos transversals (Educació) --- Estudis de dones --- Modificació curricular --- Programació d'aula --- Projecte curricular de centre --- Activitats dirigides --- Avaluació curricular --- Estudis lesbians i gais --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Curriculum development --- Instructional systems --- Planning --- Design

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“Eun-ji Amy Kim eloquently braids story and scholarly inquiry into a richly layered and engaging must-read for science educators and beyond. Through a decolonizing and discursive analysis of K-12 science curricula, policies, and pedagogical attempts at infusing Indigenous knowledge, she poses a Dancing Amoeba Model for engaging Indigenous knowledge and science – learned from the wisdom of Indigenous Elders and scholars – as an innovative ethical relational science curriculum.” — Marie Battiste, Professor Emerita, University of Saskatchewan, Canada This book explores diverse relationships at play in integrating Indigenous knowledges and Western Science in curricula. The readers will unravel ways in which history, policy, and relationships with local Indigenous communities play a role in developing and implementing ‘cross-cultural’ science curricula in schools. Incorporating stories from multiple individuals involved in curriculum development and implementation – university professors, a ministry consultant, a First Nations and Métis Education coordinator, and most importantly, classroom teachers – this book offers suggestions for education stakeholders at different levels. Focusing on the importance of understanding ‘relationships at play’, this book also shows the author’s journey in re/search, wherein she grapples with both Indigenous and Western research frameworks. Featuring a candid account of this journey from research preparation to writing, this book also offers insights on the relationships at play in doing re/search that respects Indigenous ways of coming to know. Dr Eun-Ji Amy Kim (she/her) is Lecturer in Social Diversity and Indigenous Education in the School of Education and Professional Studies, Griffith University, Queensland, Australia. She is a former high school teacher and an education consultant for diverse Indigenous communities across Canada.

Science --- Curriculum development --- Teaching --- Didactics of sciences --- Biotechnology --- HO (hoger onderwijs) --- didactiek --- onderzoeksmethoden --- biotechnologie --- curriculumontwikkeling --- wetenschappen --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Ensenyament científic --- Currículums (Ensenyament) --- Currículum --- Currículum (Ensenyament) --- Currículum bàsic --- Currículum comú --- Currículum obert --- Currículum ocult --- Currículums --- Pla d'estudis --- Plans d'estudis --- Programes d'estudi --- Programes d'ensenyament --- Ensenyament --- Sistema educatiu --- Adaptacions curriculars --- Assignatures --- Crèdits (Ensenyament) --- Disseny curricular --- Eixos transversals (Educació) --- Estudis de dones --- Modificació curricular --- Programació d'aula --- Projecte curricular de centre --- Activitats dirigides --- Avaluació curricular --- Estudis lesbians i gais --- Educació científica --- Ensenyament de la ciència --- Ensenyament de la química --- Educació STEM --- Education—Curricula. --- Science—Study and teaching. --- Biotechnology. --- Education—Research. --- Curriculum Studies. --- Science Education. --- Research Methods in Education. --- Chemical engineering --- Genetic engineering

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Gender Hate Online addresses the dynamic nature of misogyny: how it travels, what technological and cultural affordances support or obstruct this and what impact reappropriated expressions of misogyny have in other cultures. It adds significantly to an emergent body of scholarship on this topic by bringing together a variety of theoretical approaches, while also including reflections on the past, present, and future of feminism and its interconnections with technologies and media. It also addresses the fact that most work on this area has been focused on the Global North, by including perspectives from Pakistan, India and Russia as well as intersectional and transcultural analyses. Finally, it addresses ways in which women fight back and reclaim online spaces, offering practical applications as well as critical analyses. This edited collection therefore addresses a substantial gap in scholarship by bringing together a body of work exclusively devoted to this topic. With perspectives from a variety of disciplines and geographic bases, the volume will be of major interest to scholars and students in the fields of gender, new media and hate speech. Debbie Ging is Associate Professor of Media Studies in the School of Communications at Dublin City University, Ireland. Eugenia Siapera is Associate Professor of Digital and Social Media and Deputy Director of the Institute for Future Media and Journalism in the School of Communications at Dublin City University, Ireland.

Culture. --- Gender. --- Technology. --- Digital media. --- Social media. --- Communication. --- Culture and Gender. --- Culture and Technology. --- Digital/New Media. --- Social Media. --- Media and Communication. --- Communication, Primitive --- Mass communication --- Sociology --- User-generated media --- Communication --- User-generated content --- Electronic media --- New media (Digital media) --- Mass media --- Digital communications --- Online journalism --- Applied science --- Arts, Useful --- Science, Applied --- Useful arts --- Science --- Industrial arts --- Material culture --- Cultural sociology --- Culture --- Sociology of culture --- Civilization --- Popular culture --- Social aspects --- Computer crimes. --- Hate crimes. --- Internet --- Misogyny. --- Social media --- Women --- Moral and ethical aspects. --- Crimes against. --- Social problems --- Estudis de gènere --- Antifeminisme --- Mitjans de comunicació de massa --- Investigació sobre gènere --- Investigació en ciències socials --- Diferències entre sexes --- Estudis de dones --- Gènere --- Identitat sexual --- Relacions home-dona --- Rol sexual --- Comunicació de massa --- Mitjans de comunicació --- Comunicació --- Informació --- Sociologia --- Cinematografia --- Dones en els mitjans de comunicació de massa --- Mitjans de comunicació de massa locals --- Mitjans de comunicació digitals --- Multimodalitat --- Premsa --- Publicitat destinada als infants --- Radiodifusió --- Rol sexual en els mitjans de comunicació de massa --- Sexisme en els mitjans de comunicació de massa --- Televisió --- Transmèdia --- Subscripció (Mitjans de comunicació de massa) --- Sexisme --- Feminisme --- Identitat de gènere --- Antifeminism --- Misogyny --- Theory --- Online hate speech. --- Anti-feminism. --- Socialinguistics.

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“Lawrence turbo-charges a spreading collective awareness, sharpening quickly in the pandemic, that the current university campus model is unsustainable, unsafe. She goes to the root of the problem, no punches pulled, on why it is compassion that is the institution's most realistic hope of changing course away from generating suffering on an industrial scale, and towards its central, publicly agreed remit: to serve the public good. This courageous, powerhouse of a book is richly researched and beautifully written in plain accessible language. It lights the way to HE's best chance of its own survival in the coming few decisive years.” —Theo Gilbert, Associate Professor in Learning and Teaching, University of Hertfordshire, UK “A powerful and insightful call for action on the necessity and practicalities of embedding compassion throughout higher education. A fascinating and deeply thought-provoking read.” —Kate Lister, Lecturer in Education Studies, Open University, UK This book examines the role of compassion in refiguring the university. Plotting a reimagining of the university through care, other-regard, and a commitment to act in response to the suffering of others, the author draws on various humanities disciplines to illuminate the potential of compassion in the campus. The book asks how the sector can reclaim the university from the tides of neoliberalism, inequalities and increased workloads, and which moral principles and competencies would need to be championed and instilled to build inclusive citizenship and positive connection with others. A value that is too scarcely taught, experienced, or advocated in contexts of higher education, compassion is reframed as an essential pillar of the university and a means to an epistemically just campus and curricula. Louise J. Lawrence is Professor of New Testament Interpretation at the University of Exeter, UK. She currently serves as Co-Head of Department, but has been involved in Education Leadership at Exeter, with a particular interest in curricula design focused on Equality, Diversity, and Inclusion, and Student Mental Health and Wellbeing.

Educació superior --- Universitats --- Currículums (Ensenyament) --- Política educativa --- Neoliberalisme --- Justícia social --- Higher education and state. --- Universities and colleges --- Curricula. --- Academic disciplines --- Disciplines, Academic --- Schools --- Education, Higher --- State and higher education --- Education and state --- Curricula --- Government policy --- Igualtat --- Desigualtat social --- Justícia ambiental --- Justícia distributiva --- Reparacions d'injustícies històriques --- Reivindicacions socials --- Liberalisme --- Pensament únic --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Currículum --- Currículum (Ensenyament) --- Currículum bàsic --- Currículum comú --- Currículum obert --- Currículum ocult --- Currículums --- Pla d'estudis --- Plans d'estudis --- Programes d'estudi --- Programes d'ensenyament --- Ensenyament --- Sistema educatiu --- Adaptacions curriculars --- Assignatures --- Crèdits (Ensenyament) --- Disseny curricular --- Eixos transversals (Educació) --- Estudis de dones --- Modificació curricular --- Programació d'aula --- Projecte curricular de centre --- Activitats dirigides --- Avaluació curricular --- Estudis lesbians i gais --- Escoles universitàries --- Educació --- Escoles --- Administració universitària --- Arxius universitaris --- Biblioteques universitàries --- Campus --- Ciutats universitàries --- Coeducació --- Facultats de medicina --- Seminaris --- Universitats catòliques --- Universitats privades --- Universitats públiques --- Centres d'investigació --- Educació clàssica --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Education, Higher. --- Education --- Social justice. --- Inclusive education. --- Higher Education. --- Educational Philosophy. --- Social Justice. --- Inclusive Education. --- Philosophy. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Equality --- Justice --- College students --- Higher education --- Postsecondary education

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Academic libraries --- Relations with faculty and curriculum. --- Library-faculty communication --- Universities and colleges --- Academic librarians --- Curricula --- Faculty --- Faculty status --- Biblioteques universitàries --- Educació superior --- Alfabetització informacional --- Currículums (Ensenyament) --- Currículum --- Currículum (Ensenyament) --- Currículum bàsic --- Currículum comú --- Currículum obert --- Currículum ocult --- Currículums --- Pla d'estudis --- Plans d'estudis --- Programes d'estudi --- Programes d'ensenyament --- Ensenyament --- Sistema educatiu --- Adaptacions curriculars --- Assignatures --- Crèdits (Ensenyament) --- Disseny curricular --- Eixos transversals (Educació) --- Estudis de dones --- Modificació curricular --- Programació d'aula --- Projecte curricular de centre --- Activitats dirigides --- Avaluació curricular --- Estudis lesbians i gais --- Alfabetisme informacional --- Competències informacionals --- Cultura de la informació --- Cultura informacional --- Habilitats informacionals --- Aptituds informacionals --- Cerca a Internet --- Cerca documental en línia --- Ciències de la informació --- Recuperació de la informació --- Tecnologia educativa --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Biblioteques --- Biblioteques especialitzades --- Centres de recursos per a l'aprenentatge i la investigació