Book review/viewpoint on Ian Angell's book—‘The New Barbarian Manifesto: How to Survive in the Information Age’

2000 ◽  
Vol 9 (3) ◽  
pp. 189-200
Author(s):  
A Brown
Keyword(s):  
Information Age

Book Review: We Know More Than We Can Tell A Review of the Second Handbook of Research on Mathematics Teaching and Learning

2008 ◽  
Vol 39 (5) ◽  
pp. 552-561
Author(s):  
John A. Dossey
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Information Age ◽  
National Council ◽  
Mathematics Teaching And Learning

Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics. (2 volumes). Frank K. Lester Jr. (Ed.) (2007). Charlotte, NC: Information Age Publishing, 1363 pp. ISBN 978-1-59311-176-2 (pb) $350.00 (U.S.) per set. ISBN 978-1-59311-177-9 (hb) $499.00 (U.S.) per set.

Book Review: Governing in the Information age

2000 ◽  
Vol 20 (1) ◽  
pp. 65-66
Author(s):  
Charles D. Raab
Keyword(s):  
Information Age

scholarly journals Autoethnography as a Lighthouse: Illuminating Race, Research, and the Politics of Schooling: A Book Review

2019 ◽  
Author(s):  
Katja Sonkeng
Keyword(s):  
Information Age ◽  
Theoretical Framework ◽  
Book Series ◽  
Collective Work ◽  
School Politics

What do a lighthouse and an autoethnography have in common? Whether symbolically or literally, both elements seek to help to navigate through rough waters by providing warnings and guidance. Using this powerful analogy, the editors Stephen Hancock, Ayana Allen, and Chance W. Lewis (2015) crafted a powerful narrative, titled Autoethnography as a Lighthouse: Illuminating Race, Research, and the Politics of Schooling as a volume in the book series Contemporary Perspectives on Access, Equity, and Achievement, edited by Chance W. Lewis and published by Information Age. As poignantly stated right at the beginning of the introductory chapter, the primary aim of this collective work is to “move from invisibility to visibility and silence to voice” (Hancock, Allen, & Lewis, 2015, p. 3). Ultimately, this book attempts to lend voice to often marginalized and “othered” scholars who conduct autoethnographic research from a racial, gendered, and critical theoretical framework, which is the so-called culturalized autoethnography. Equally important, however, this edited volume aims to serve as a lighthouse to the readers—illuminating pathways through which readers might navigate more knowledgeably and consciously through the deeply entangled intersections of race, research, and school politics.

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