David Brody – författare

In 1899 an American could open a newspaper and find outrageous images, such as an American soldier being injected with leprosy by Filipino insurgents. These kinds of hyperbolic accounts, David Brody argues in this illuminating book, were just one element of the visual and material culture that played an integral role in debates about empire in late nineteenth- and early twentieth-century America. Visualizing American Empire explores the ways visual imagery and design shaped the political and cultural landscape. Drawing on a myriad of sources—including photographs, tattoos, the decorative arts, the popular press, maps, parades, and material from world’s fairs and urban planners—Brody offers a distinctive perspective on American imperialism. Exploring the period leading up to the Spanish-American War, as well as beyond it, Brody argues that the way Americans visualized the Orient greatly influenced the fantasies of colonial domestication that would play out in the Philippines. Throughout, Brody insightfully examines visual culture’s integral role in the machinery that runs the colonial engine. The result is essential reading for anyone interested in the history of the United States, art, design, or empire.

The Teavangelicals is a one-of-a-kind book chock-full of original reporting from the 2012 presidential race with an up-close look at how evangelicals and the Tea Party are plotting strategy to reclaim America. In his trademark breezy, funny, and engaging style, David Brody takes you inside the blossoming Teavangelical movement and describes how it is having a major effect on today’s politics with an eye on dominating the political affairs of tomorrow. The author takes his niche for getting interviews and inside access with all the big-name political and evangelical newsmakers and now shares that exclusive access with readers. The author offers a rare, behind-the-scenes glimpse along the campaign trail within the three key factions working tirelessly to overcome President Obama and his political machine: evangelicals, the Tea Party and the GOP presidential contenders. Brody, embedded with leading Tea Party and evangelical groups, shares what he learned from private emails, memos, and conversations that shed light on campaign strategy and voter mobilization efforts. In addition, this book highlights Brody’s exclusive interviews, stories, and travels with all the 2012 GOP presidential candidates as they try to be the candidate that takes on President Obama and ultimately change the course of direction in America. The author travels to the key early Primary states of Iowa and South Carolina where Evangelicals will have a major say in who the GOP nominates for President. The author gives readers the inside scoop on the power of evangelical groups and how they’re making a difference early on in the process. Additionally, how will these GOP candidates appeal to evangelicals and how well will it work out? At the same time, the candidates are catering to the Tea Party crowd. We’ll go inside the living rooms of major Tea Party organizers to get inside access on the chatter. Are these presidential candidates passing the Tea Party “smell test”?

This book draws on ethnographic studies in nine countries across six continents to examine children’s perspectives on their male and female teachers. Contributors from China, Brazil, Australia, South Africa, Israel, Turkey, Norway, UK, and the USA present case studies based on early childhood education sites where both men and women work. Using the Mosaic approach, the book uses data collected through various methodologies, along with extensive observations and interviews with setting directors, teachers, and parents. The chapters highlight the children’s perspectives on their caregivers and teachers within their socio-cultural contexts. The authors also consider macro-level cultural contexts to enhance the micro-picture from the children’s evidence and demonstrate how children’s perspectives are influenced by various ecologies and cultural contexts, with intersectionality such as tradition, race, and religion playing important roles. The book ends with a cross-country analysis and recommendations for gender-sensitive pedagogies that consider local cultural gender sensibilities. This groundbreaking book will appeal to scholars and researchers in early childhood education, gender and sexuality in education, and diversity and equity in education.

This book draws on ethnographic studies in nine countries across six continents to examine children’s perspectives on their male and female teachers. Contributors from China, Brazil, Australia, South Africa, Israel, Turkey, Norway, UK, and the USA present case studies based on early childhood education sites where both men and women work. Using the Mosaic approach, the book uses data collected through various methodologies, along with extensive observations and interviews with setting directors, teachers, and parents. The chapters highlight the children’s perspectives on their caregivers and teachers within their socio-cultural contexts. The authors also consider macro-level cultural contexts to enhance the micro-picture from the children’s evidence and demonstrate how children’s perspectives are influenced by various ecologies and cultural contexts, with intersectionality such as tradition, race, and religion playing important roles. The book ends with a cross-country analysis and recommendations for gender-sensitive pedagogies that consider local cultural gender sensibilities. This groundbreaking book will appeal to scholars and researchers in early childhood education, gender and sexuality in education, and diversity and equity in education.

Teacher Educators’ Professional Learning in Communities explores teacher educators'' professional development in the communal model of learning. Learning in groups has proved to be a major avenue for supporting such development and change among teachers and other professions, but one which has received sparse attention with regards to teacher educators’ development. This book aims to examine such communities in order to identify factors that promote or hinder professional learning for teacher educators.

Blending research on communal learning with seven years of practical experience in these contexts, the authors present their analysis of the communal professional development process and provide a conceptual basis for understanding this type of professional learning for teacher educators. The book addresses organizational aspects of teacher educators’ learning in communities, such as creating a safe environment, group reflection, feedback and discussion about student learning. Personal professional learning aspects are also explored, including the reduction of personal isolation, the process of transition towards change, and withdrawal from the goals of the community. Finally, influences and implications for professional learning among teacher educators are discussed.

Teacher educators stand at the crux of the entire educational enterprise, because of their responsibility in training the next generation of teachers. As such, their professional development is increasingly important in promoting and advancing educational practice. Integrating current literature with pictures of practice about the use of the communal model in professional development in educational settings, it will be of key interest to researchers and postgraduate students in several fields: professional development, teacher educators, and communities of learners. Practitioners who are involved with the professional development of teacher educators will also find this book extremely useful.

Teacher Educators’ Professional Learning in Communities explores teacher educators'' professional development in the communal model of learning. Learning in groups has proved to be a major avenue for supporting such development and change among teachers and other professions, but one which has received sparse attention with regards to teacher educators’ development. This book aims to examine such communities in order to identify factors that promote or hinder professional learning for teacher educators.

Blending research on communal learning with seven years of practical experience in these contexts, the authors present their analysis of the communal professional development process and provide a conceptual basis for understanding this type of professional learning for teacher educators. The book addresses organizational aspects of teacher educators’ learning in communities, such as creating a safe environment, group reflection, feedback and discussion about student learning. Personal professional learning aspects are also explored, including the reduction of personal isolation, the process of transition towards change, and withdrawal from the goals of the community. Finally, influences and implications for professional learning among teacher educators are discussed.

Teacher educators stand at the crux of the entire educational enterprise, because of their responsibility in training the next generation of teachers. As such, their professional development is increasingly important in promoting and advancing educational practice. Integrating current literature with pictures of practice about the use of the communal model in professional development in educational settings, it will be of key interest to researchers and postgraduate students in several fields: professional development, teacher educators, and communities of learners. Practitioners who are involved with the professional development of teacher educators will also find this book extremely useful.