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Blog posts of '2015' 'October'

International Education Week - Cambridge Scholars Publishing 30 October 2015

This month, Cambridge Scholars Publishing is delighted to support International Education Week (IEW), taking place on November 16-20, to encourage students to take advantage of education programs around the world. International experiences connect students, scholars, and emerging young leaders from across the globe, enabling them to collaborate and tackle today’s shared challenges like climate change, global health, and sustainable energy.


While IEW is a joint initiative of the US Department of State and the US Department of Education, it also provides an opportunity to celebrate the benefits of international education and exchange worldwide. Studies have shown that employers are increasingly interested in international experience among job applicants.

IEW encourages all individuals and institutions interested in international education and exchange activities, including schools, colleges and universities, embassies, international organisations, businesses, associations, and community organisations to participate. You can find out what events are already planned or post your own events on the IEW website here.


To mark International Education Week, we are offering our readers a 50% discount on 3 of our best-selling education titles. To find out more about each title, click on the image.

While English has become the lingua franca in science, business, and other fields, scholars still grapple with the implications of its adoption in many other settings and cultures. To what extent should English be introduced and taught in schools around the world? Who “owns” the English language and can therefore shape its structure and aims? What are world Englishes and how can teachers demonstrate them to their students? Is English the language of the oppressor, an imperialist tool, or does global English offer an opportunity for greater understanding and cooperation amongst peoples and cultures? This volume of critical essays explores these and other questions surrounding language, education, and culture in the globalized world. The essays include authors and studies from Algeria, India, Iran, Ghana, Germany, Poland, Tunisia, Qatar, Saudi Arabia, the United Kingdom, the United States of America, and Yemen. The perspectives offered here contribute greatly to the ongoing conversations on language, education, and globalization.

International Student Adaptation to Academic Writing in Higher Education addresses the prominent forms of adaptation emerging from international students’ journey to mediate between disciplinary practices, cultural norms and personal desires in the making of meaning. It introduces new concepts that present different patterns of international student adaptation including surface adaptation, committed adaptation, reverse adaptation, and hybrid adaptation. Drawing on these concepts of adaptation, this book provides readers with new and deeper insights into the complex nature of international students’ adjustment to host institutions. It works through many unresolved issues related to cross-border students’ intellectual, cultural, linguistic and personal negotiations. The insights into international students’ voices, hidden intentions and their potential choices in meaning making presented in this volume will attract dialogues about the critical issues related to inclusive practices, internationalised curriculum and institutional responses to the diverse needs of international students.

Commonwealth scholarships began in 1959. They have since moved over 30,000 people across borders, launching them into influence as politicians, poets, painters, professors – and the rest. Their stories illuminate the sociology and politics of higher education, of the Commonwealth, and of its member countries: they include the last scholar before apartheid took South Africa out of the Commonwealth, who became a high court judge, and the first after it came back, now a vice-chancellor. The second edition of this book sets out the narrative of the scholarship plan from its unlikely conception in a Commonwealth trade conference to its survival in the changed world of 2015. It looks at the people who selected scholars, from the Lord Chamberlain as a break from censoring plays in the 1960s to the daughter of a pig farmer in the 2000s, and at the lives of the scholars and former scholars themselves. By asking who was selected, how, and why, it examines the policies of countries offering scholarships and those receiving them, looks at their role within the universities of Africa, Asia and the Caribbean, discusses students’ experience abroad, and assesses the scholarships’ long-term impact.


To redeem your discount, please enter the promotional code EDUCATION15 during checkout. Please note that this is a time-limited offer that will expire on 30th November 2015.


To find out more about International Education Week, please click here.


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Book of the Month - November 2015 30 October 2015

Our November Book of the Month is ‘Do We Know What We Are Doing? Reflections on Learning, Knowledge, Economics, Community and Sustainability’ by Rolf Jucker.


The discourse of education for sustainability has been severely limited by the fact that it largely refuses to acknowledge important insights from other fields of learning and knowledge. This reluctance to engage with central insights regarding how human interactions with both the human and non-human world work ensures that it has remained a largely self-centred discourse. It is tangled up with reflections on education without contextualising them in the real world.

As such, it is not just education in general, but also so-called “education for sustainable development”, that needs to perform a radical paradigm shift and become communal learning in real-time in a real place. This, therefore, necessitates a willingness to face some tough questions regarding its prevailing insularity.


To find out more, please click here to read a sample extract and contents page. 

We are offering all of our readers a generous 60% discount on this best-selling title. To redeem your discount, please enter the promotional code BOMNOV15 during checkout. Please note that this is a time-limited offer that will expire on 30th November 2015.

Please see below for highlights of the praise this book has been receiving:


“Do We Know What We Are Doing [is] a short but nuanced and ambitious book working across a vast domain of thought, theory and study. […] [It] is a forceful and provocative manifesto that makes a revolutionary call to return to the local for ‘small-scale change that cannot be anything else but communal, co-created change in a specific, real place’ (p. 70). Jucker humbly offers three guiding principles and eight initial criteria for action to transform the here and now into a ‘laboratory of the future’.”

—Michael Carroll, Journal of Education for Sustainable Development, 9:2


This is a timely text, from someone who is widely respected in the field, and has considerable strengths. Firstly, it deals with issues that are growing in importance, something which people on the ground increasingly acknowledge, even if governments don’t. Secondly, its ‘end of Decade’ timing is perfect. Thirdly, its focus is such that it represents a way of approaching issues that are relevant to the existential problems we face. And, lastly, it is clear-headed about its subject. Of course, a new Rolf Jucker book is always something to look forward to. Rolf is a person to admire because of the sincerity and commitment he brings to his work, and he is someone whose work you admire for its intellectual coherence, its ability to communicate difficult ideas, and for the sustained challenge and stimulus you get from reading.”

—Emeritus Professor William Scott, Centre for Research in Education and the Environment, University of Bath, UK


His work always impressed me because he wasn’t afraid to ask uncomfortable questions and push the debate further. His main focus is on how to make sustainability happen in practice rather than on academic debates about terminology. His new book is again an important contribution to the international debate on education for sustainability because it asks some necessary questions about the impact and effect of educational activities. Rather than hoping that this input—lectures, lessons, teaching materials and courses—yields the desired effects, we should, he suggests, focus on helping social learning in the real world. I am happy to recommend his work not just to ‘education for sustainable development’ practitioners but to people interested in education in general.”

—Professor Stephen Sterling, Centre for Sustainable Futures, Plymouth University, UK


Dr Jucker is one of the world’s leading experts in the field of learning for sustainability and has played a significant national role in promoting policy and practice in Wales and the UK more generally. More recently he has contributed to national policy and practice in Switzerland, especially in the context of school education. He is the author and co-author of a number of books and refereed papers in the field of learning for sustainability.”

—Professor Stephen Martin, Visiting Professor in Learning for Sustainability at the University of the West of England; Honorary Professor at the University of Worcester; Chair of the Higher Education Academy’s Sustainable Development Advisory Group (2009–2013; Cofounder and President of Student Force for Sustainability (now called Change Agents–UK), UK


Through a penetrating semantic analysis that ranges widely across the literature, Rolf offers a refreshing re-examination of the notion of sustainability and how we educate for it. […] Rolf impressed me immediately with his grasp of the bigger picture whilst simultaneously holding a profound understanding of what makes things happen at the local level. His humanitarian and pragmatic views on today’s social and environmental matters are a welcome counterpoint to the entrenched opinions and vested interests that prevail.”

—Emeritus Professor Patrick Dillon, Graduate School of Education, University of Exeter; Professor of Applied Education, Faculty of Philosophy, University of Eastern Finland


Unlike many reformers whose thinking is still dominated by what they learned from their professors in the last decades of the 20th century, Dr Jucker is an ecological thinker who understands the world as emerging, relational, and co-dependent – and not a world of fixed entities and abstract ideas. Thus, he is able to explain the nature and importance of exercising ecological intelligence, and to explain the educational reforms that are consistent with understanding the interdependencies between cultural and natural ecologies. In short, he is a leading thinker in the field and an advocate of educational reforms that address the deep cultural roots of the ecological crisis.”

—Professor Emeritus Chet Bowers, Portland State University, USA


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Cambridge Scholars Expand Onto Twitter 30 October 2015

Social media is increasingly part of everyday life for people around the world, and we are delighted to announce that Cambridge Scholars Publishing is embracing this by launching our own Twitter page at @CamScholars.

With 316 million monthly active users and 500 million tweets sent every day, Twitter is a vast and rich resource that provides its audience with an easy way to keep up to date with news they care about. This network of information is easily available on the move—80% of Twitter’s active users utilise its mobile app—vastly increasing the accessibility of the information we publish.

The creation of Cambridge Scholars’ Twitter account will exponentially increase the exposure of our books and publicise our authors and their work more widely. This is not only another step forward in our efforts to open up our titles to the lay audience, but an easy way to connect with the numerous universities, academic institutions and libraries on Twitter.

Furthermore, the publication of our books through social media has the added benefits of increasing awareness and exposure of our authors’ work, improving search engine rankings (enabling the books to be found more easily on the web), and ultimately increasing sales.

You can interact with our team by tweeting us @CamScholars, or simply follow us to keep up to date with our latest publications, blog posts, reviews and more. At the same time, we would be delighted to hear from you with any news about your titles, and to receive any feedback you may have.

How to follow

If you are already a Twitter user, you can follow us in just a couple of short steps—simply follow the link to our profile page @CamScholars and then click the ‘Follow’ button on the right hand side of the page.

If you are not yet a Twitter user but would like to keep up to date with all the latest on our publications, it’s quick and easy to create an account at www.twitter.com. For a guide on how to set up your account, simply click here.

If you have any questions or would like further information, you can contact us @CamScholars or email marketing@cambridgescholars.com.

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Editorial Advisory Board’s ‘Recommended Read’ - November 2015 30 October 2015

This November, our Editorial Advisory Board member Professor Mark Lemon has chosen his ‘Recommended Read’: one of our best-selling titles, noteworthy for the contribution it makes to its field. Mark is a social scientist and systems specialist, and is currently Professor of Integrated Environmental Systems at the Institute of Energy and Sustainable Development within De Montfort University.

Cambridge Scholars Publishing is offering all of our readers a 50% discount on Mark’s pick. To redeem your discount, please enter the promotional code EABNOV15 during checkout. Please note that this is a time-limited offer that will expire on 30th November 2015.


Professor Mark Lemon’s ‘Recommended Read’:

Identity, Culture and the Politics of Community Development

Editors: Stacey-Ann Wilson.

This book argues that including identity and culture in community development design, and treating identity and culture as an intrinsic asset can be beneficial for all types of community action, from social cohesion to community economic development. It provides a rethinking and reconceptualising of “community” in an international context, and interrogates what community building, community engagement and community development could entail in this context. The chapters explore different conceptual and theoretical frameworks in analysing identity and culture in community development, and provide empirical insights on such efforts around the globe.

This book addresses the continually changing relationship between community development as theory and practice, and, as such, will be of interest to both theoreticians and practitioners. Indeed, it gives the reader the impression that theory and practice are not separate endeavours, but are encapsulated in the reflective practitioner. Through the presentation of diverse and interesting case studies, this text posits the need to actively incorporate identity and culture within the analysis and practice of community development, and, as such ,convincingly critiques homogeneous approaches to planning and development in favour of more nuanced, and flexible, processes. A legitimate component of this critique is that the growing focus on ‘globalisation’ can lead to such homogeneous interpretations. The cases presented here provide varied insights into identity and indigenous communities, activism and community, engagement tools and migration and community integration; they also provide evidence of how movement across space, like contemporary migration, and through time, such as changes in the built environment, community integration, assimilation and separation, are indicative of how local communities emerge and re-structure in response to wider temporal and spatial influences. This dynamic process inevitably means that we need to recognise how communities adapt, retain identities and generate new ones, and this book provides some fascinating case-based insights into how we might understand this.” 


For further information on Professor Lemon, please click here.


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Meet our Authors: Firas Al-Jubouri - October 2015 13 October 2015

Born in Baghdad, Iraq, Firas Al-Jubouri taught English Literature at Baghdad and Al-Mustansiriya Universities. Progressing through the various stages of academia and witnessing several ideological and military conflicts had a profound effect on his literary research and political insight. In 2011, he received his PhD in English Literature from Newcastle University, UK, and he now teaches at the American University of Sharjah, United Arab Emirates.

His areas of research and teaching interest include the dystopian genre, especially works relating to George Orwell. He currently teaches several courses in English literature, including an honours programme that he initiated, entitled ‘The Politics of Literature: George Orwell’.


Firas has authored Milestones on the Road to Dystopia: Interpreting George Orwell’s Self-Division in an Era of ‘Force and Fraud’ with Cambridge Scholars Publishing, and explains why he chose to publish with us:

Cambridge Scholars were professional throughout the publishing process, and I am very pleased with the quality of the process and the outcome. The reason I chose Cambridge Scholars for publishing my monograph was twofold. Firstly, I completed my PhD studies in English Literature at Newcastle University (2011) and so I was familiar with the publishing house. Secondly, Professor Stephen Regan, who lectures at Durham University, advised me to publish with Cambridge Scholars because he had a positive and encouraging experience with publishing his own material. Speaking for myself, I have to say that I had a very pleasant experience with this publishing house. They kept consistent, professional contact about the status of my submission, and sent me detailed, thoughtful feedback and editing suggestions.

I would like to thank Carol Koulikourdi, Amanda Millar and Sophie Edminson for their thoughtful, thorough and constructive suggestions and their patience and guidance in helping me publish my first book. They were open to my suggestions and responses and encouraged revision. Once accepted, the book was published within months. I would definitely submit to Cambridge Scholars again.”


As part of the Meet our Authors campaign, we are offering our readers a 50% discount on Milestones on the Road to Dystopia: Interpreting George Orwell’s Self-Division in an Era of ‘Force and Fraud’. To redeem your discount, please enter the promotional code MOAOCT15 during checkout. Please note that this is a time-limited offer that will expire on 16th November 2015.


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Meet our Authors: Gerald Mars - October 2015 13 October 2015

Gerald Mars is Honorary Professor of Anthropology at University College, London, Visiting Professor of Organisational Ethnography at University Campus Suffolk, and an Editorial Advisory Board member of Cambridge Scholars Publishing. As an applied social anthropologist, he works across disciplines to understand the nature and problems of modern industrial society, including criminology; workplace crime and sabotage; food studies; occupations; tourism; industrial relations; the Soviet Union's black economy; and risk and accidents.

He has worked as a consultant for Unilever, British Rail, British Airways, the MOD, the Royal College of Nursing, BT, and the Nigerian Institute of Management, among others. Gerald has served as Nuffield Research Fellow at the Cambridge Institute of Criminology and as Senior Research Associate of St Antony's College, Oxford, and has held Visiting Professorships at Brunel, Hong Kong, Cranfield School of Management, London Metropolitan University, the Northumbria Business School, and Bradford University. He also worked as a part-time consultant at the Tavistock Institute of Human Relations for 17 years.

Gerald has published 11 books and over 70 academic papers. He is Joint General Editor of the International Library of Criminology, Criminal Justice & Penology (which has over 65 published volumes), and was General Editor of the International Library of Anthropology. His previous publications include Locating Deviance: Crime, Change and Organisations (Ashgate, 2013). In 2003, he was awarded the Royal Anthropological Institute’s Lucy Mair Medal for Applied Anthropology “to honour consistent excellence in applied anthropology."


Under Cambridge Scholars Publishing, Gerald has authored Becoming an Anthropologist: A Memoir and a Guide to Anthropology, described by Professor Perri 6 of Queen Mary University of London as a memoir that is “by turns wickedly funny and anthropologically sophisticated”, and has another manuscript on the way. He describes the experience of publishing with Cambridge Scholars:

“The relationship of author to publisher seems to be structurally fraught. That was my experience with five different publishersand my being just a bit prickly to start with! This is why my experience of Cambridge Scholars stands out as markedly different from any previous involvements with publishers. Acting without an agent throws onus on an author to negotiate direct with their publisher or to blankly accept what is offered. I found Cambridge Scholars staff, on the contrary, ready to discuss, think about, and occasionally amend terms when I raised them.

They carefully explained their standpoints and sometimes offered alternatives when they couldn't. And they always did sowithout exceptionwith goodwill and patience, even though I have an admitted liability to be a pest. I dealt with Cambridge Scholars staff from the top down and found everyone to be helpful and a pleasure to deal with. I had so often received blank refusals to discuss anything that ran counter to publishers’ normal practice. Cambridge Scholars in short take their authors seriouslyin my experience, a rarity in publishing.


As part of the Meet our Authors campaign, we are offering our readers a 50% discount on Becoming an Anthropologist: A Memoir and a Guide to Anthropology. To redeem your discount, please enter the promotional code MOAOCT15 during checkout. Please note that this is a time-limited offer that will expire on 16th November 2015.



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