Ian Levy – författare

This volume recognizes the need for culturally responsive forms of school counseling and draws on the author’s first-hand experiences of working with students in urban schools in the United States to illustrate how hip-hop culture can be effectively integrated into school counseling to benefit and support students.Detailing the theoretical development, practical implementation and empirical evaluation of a holistic approach to school counseling dubbed "Hip-Hop and Spoken Word Therapy" (HHSWT), this volume documents the experiences of the school counsellor and students throughout a HHSWT pilot program in an urban high school. Chapters detail the socio-cultural roots of hip-hop and explain how hip-hop inspired practices such as writing lyrics, producing mix tapes and using traditional hip-hop cyphers can offer an effective means of transcending White, western approaches to counseling. The volume foregrounds the needs of racially diverse, marginalized youth, whilst also addressing the role and positioning of the school counselor in using HHSWT.Offering deep insights into the practical and conceptual challenges and benefits of this inspiring approach, this book will be a useful resource for practitioners and scholars working at the intersections of culturally responsive and relevant forms of school counseling, spoken word therapy and hip-hop studies.

This volume recognizes the need for culturally responsive forms of school counseling and draws on the author’s first-hand experiences of working with students in urban schools in the United States to illustrate how hip-hop culture can be effectively integrated into school counseling to benefit and support students.Detailing the theoretical development, practical implementation and empirical evaluation of a holistic approach to school counseling dubbed "Hip-Hop and Spoken Word Therapy" (HHSWT), this volume documents the experiences of the school counsellor and students throughout a HHSWT pilot program in an urban high school. Chapters detail the socio-cultural roots of hip-hop and explain how hip-hop inspired practices such as writing lyrics, producing mix tapes and using traditional hip-hop cyphers can offer an effective means of transcending White, western approaches to counseling. The volume foregrounds the needs of racially diverse, marginalized youth, whilst also addressing the role and positioning of the school counselor in using HHSWT.Offering deep insights into the practical and conceptual challenges and benefits of this inspiring approach, this book will be a useful resource for practitioners and scholars working at the intersections of culturally responsive and relevant forms of school counseling, spoken word therapy and hip-hop studies.

For the third volume of HipHopEd: The Compilation on Hip-Hop Education, the authors continue to highlight the voices, stories, and narratives of educators and scholars who approach their practice and research using a framework anchored in hip-hop culture. Much like prior iterations of this compilation, this edited volume includes chapters from senior scholars, emerging scholars, and practicing educators. The goal of the co-editors is to continue to support and share scholarship that is rooted in hip-hop culture that provides new practical and strategic insights for scholars, practitioners, students, community members, and policymakers as it relates to processing a bevy of life’s stressors. This volume highlights the use of hip-hop as resistance and social emotional learning across educational spaces. The chapters in this text are informed by hip-hop theory, practices, and the authors’ lived experiences in order to offer individuals approaches as in the development of social and emotional resources to navigate the world at large. The authors explore how educators and scholars alike can leverage hip-hop to both disrupt education and asocial norms and support students in social and emotional learning. These two distinct sections offer a robust pathway to both advocate for hip-hop culture to exist authentically within schools, and then to use hip-hop culture to address a bevy of social and emotional outcomes.

The Eucharist in the European Middle Ages was a multimedia event. First and foremost it was a drama, a pageant, a liturgy. The setting itself was impressive. Stunning artwork adorned massive buildings. Underlying and supporting the liturgy, the art and the architecture was a carefully constructed theological world of thought and belief. Popular beliefs, spilling over into the magical, celebrated that presence in several tumultuous forms. Church law regulated how far such practice might go as well as who was allowed to perform the liturgy and how and when it might be performed. This volume presents the medieval Eucharist in all its glory combining introductory essays on the liturgy, art, theology, architecture, devotion and theology.Contributors include: Celia Chazelle, Michael Driscoll, Edward Foley, Stephen Edmund Lahey, Lizette Larson-Miller, Ian Christopher Levy, Gerhard Lutz, Gary Macy, Miri Rubin, Elizabeth Saxon, Kristen Van Ausdall and Joseph Wawrykow.

The Companion to John Wyclif contains eight substantial essays covering the central aspects of John Wyclif's life and thought. The volume's authors have drawn on an extensive amount of primary material, as well as the most recent secondary sources, so as to present a comprehensive picture of Wyclif in his times. Topics covered include a detailed life and career of Wyclif, and close analyses of his logic and metaphysics; doctrine of the Trinity and Christology; political views; Christian life and piety; sacraments; the Bible; and an examination of his medieval opponents. Experts and students alike will profit from these in-depth studies all of which provide a view of Wyclif in his late medieval context. For those not already familiar with Wyclif this volume will serve as an excellent introduction; and those with greater expertise will find fresh appraisals which may, in turn, lead to further research.

This second volume in the Hip-Hop Education series highlights knowledge of self as the fifth and often forgotten element of hip-hop. In many cases, a connection to hip-hop culture is one that has been well embedded in the identity of hip-hop educators. Historically, academic spaces have had misperceptions and misunderstand the authentic culture of hip-hop, often forcing hip-hop educators to abandon their authentic hip-hop selves to align themselves to the traditions of academia. This edited series highlights the realities of hip-hop educators who grapple with cultivating and displaying themselves authentically in practice and offers examples of how hip-hop can be utilized in educational spaces to promote social justice. It provides narratives of graduate students, practitioners, junior and senior scholars who all identify as part of hip-hop. The chapters in this text explore the intersections of the authors’ lived experiences, hip-hop, theory, praxis and social justice.