This handbook sets out the processes and products of 'digital' research. It is a theoretical and practical guide on how to undertake and navigate advanced research in the arts, humanities and social sciences.Topics covered include:- how to make research more accessible- the use of search engines and other sources to determine the scope of work- research training for students - what will theses, dissertations and research reports look like in ten years' time?- the storing and archiving of such research- ethics and methodologies in the field- intercultural issuesThe editors focus on advances in arts and practice-based doctorates, and their application in other fields and disciplines. The contributions chart new territory for universities, research project directors, supervisors and research students regarding the nature and format of Masters and doctoral work, as well as research projects. This handbook is an essential reference for researchers, supervisors and administrators on how to conduct and evaluate research projects in a digital and multimodal age. Richard Andrews is Professor in English, Faculty of Children and Learning, Institute of Education.Erik Borg is a Senior Lecturer at Coventry University's Centre for Academic Writing.Stephen Boyd Davis is Research Leader in the School of Design, Royal College of Art.Myrrh Domingo is Visiting Assistant Professor in English Education and Literacy Education at New York University.Jude England is Head of Social Sciences at the British Library.
This book studies the importance of adopting Green Academia as a systemic long-term counter-intervention strategy against any form of impending pandemics in the post-COVID era and beyond. It argues that anti-nature and capitalistic knowledge systems have contributed to the evolution and growth of COVID-19 across the globe and emphasizes the merits of reinstating nature-based and environment-friendly pedagogical and curricular infrastructures in mainstream educational institutions. The volume also explores possible ways of weaving ecology and the environment as a habitual practice of teaching and learning in an intersectional manner with Science and Technology Studies. With detailed case studies of the green schools in Bhutan and similar practices in India, Kenya, and New Zealand, the book argues for different forms of eco-friendly education systems and the possibilities of expanding these local practices to a global stage.
Part of the Academics, Politics and Society in the Post-COVID World series, this book will be an essential read for scholars and researchers of sociology, cultural studies, decolonial studies, education, ecology, public policy social anthropology, sustainable development, sociology of education, and political sociology.
