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In this chapter, we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a three-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development – for both teachers and teacher leaders.

By tying video analysis to a shared observation instrument, we were able to target video clip selection for discussion and focus our analysis to support teachers across several states and school settings implementing a new approach to writing instruction. After a brief overview of the project for which videos were used, we describe the tools and protocols developed over time to ensure the efficient and powerful use of collaborative video analysis. We also share our experiences on the nature and outcomes of these collaborative sessions both in terms of teachers’ involvement and changes in practice over time.

We argue that the use of a common rubric to guide video clip selection, discussion, and analysis allowed teachers to strategically engage in “data reduction” – that is, not be overwhelmed by the amount of video data – and to use the videos as catalysts for conversations as well as evidence of what works well for individual students. As researchers, these sessions allowed us to ensure collaborative video analysis sessions were focused, efficient, and growth-oriented as well as sources of data for understanding trends in challenges and trajectories of growth for teachers implementing a new approach to instruction.

This work illustrates how researchers can use video for dual purposes – to conduct literacy investigations and to provide teachers with professional development involving video review and reflection.

The purpose of the chapter is to overcome interpretative dualism on migrant and native women’s victimization by proposing a Bourdieusian approach to the continuities of symbolic violence within post-patriarchal regimes of women’s freedom.

This conceptual chapter examines the Bourdieusian approach to some empirical research and continues with questions for feminist thought. The author discusses sociological research in Italy and in European contexts, and highlights the many “gazes” which can reveal the illusio of universal gender rights and the neo-colonial discourse on migrant women.

Research finds that the participant objectivation attitude and concern for disturbing dissonances in the habitus and body hexis of “others” produces tools for revealing the misrecognition of domination. At the theoretical level, the chapter shows how the plurality of hegemonic discourses on symbolic violence endorses not only social forces reproducing neo-colonial stratifications of gender, sense of belonging and class positions, but also ambivalent experiences of domination and freedom for women.

The chapter aims to motivate the encounter between Bourdieu’s view of male domination and classical feminist constructs as lived body experience, sexual contract, and traffic in women.

The chapter provides an innovative analysis intersecting Bourdieu’s constructs and feminist thought in re-considering “gender-women” as a privileged locus for feminist discourse. Gender dualism under the lens of symbolic violence is viewed as both an appearance and a structural field within the dynamics of domination.

The varying traditions, goals, paradigms, and discourses associated with English language arts (ELA) underscore the degree to which there is not one school subject English, but many “Englishes.” In a neoliberal context, where movements like standardization and accountability stake claims about what ELA should be and do in the world, teachers, especially beginning teachers, can struggle to navigate the tensions engendered by these many and contradictory “Englishes.” This chapter attends to this struggle and delineates a process by which English Educators might illustrate the field’s vast and ever-changing terrain and support beginning teachers as they locate themselves in ELA. In delineating this process, we argue that in order to see and navigate the field in a neoliberal era, ELA teachers should treat the field as a discursive construction, constantly re-constructed by the dynamic play of social, political, and economic discourses. We argue that in treating the field as a discursive construction and exploring and locating themselves within the terrain, ELA teachers, rather than feeling powerless in the face of neoliberal forces, can leverage these different discursive forces, and gain footing in their classrooms, schools, and extracurricular communities to navigate the coexistence of many “Englishes” and argue for their pedagogical choices.

The chapter discusses how adolescents are moving beyond the dichotomy of biological and linguistic socialization, forming interpretive meanings at home through the reading of literature in their mother tongue, Bengali. Involving cultural relevance and non-vulnerability, the chapter conceptualizes “leisure activities” and “leisure pursuits” of reading practice of the IXth and Xth graders from both Bengali and English medium schools in Kolkata. The discussion from the theoretical construction mentions the further conceptualization of reading habits and language choice. This is where adolescents derive their agency. Adolescents from the Indian and especially from the Bengali perspective have a path of colonial discourse. From historical standpoint, the change in Bengali language and its grammar structure has influenced the acceptance of Bengali literature among adolescents in varying degrees through generations. Using mixed methods and content analysis, the chapter focuses on young teenagers’ narration on the way they maneuver curriculum and literature in their respective homes. Authors, for example, Sunil Gangopadhyay, Satyajit Ray, and Bibhutibhushan Bandyopadhyay, form the Bengali identity construction in the present time. Rabindranath Tagore’s, Sarat Chandra Chattopadhyay’s and Bankim Chandra Chatterjee’s works are always prevalent in the Bengali language syllabus. These are considered the foundational modern literary figures of pre-independent India. These are taught from a nationalist and gender discourse perspective. The adolescents in this chapter also read those at a minimum level at home and attempt to juggle the difficult vocabulary involved. The simple language of post-independent literature is much sought after by teenagers compared to pre-independent literature. Sunil Gangopadhyay’s Kakababu series, Satyajit Ray’s Feluda and Professor Shanku series, and Bibhutibhushan Bandopadhyay’s Chander Pahar stand out among the adolescents from both English and Bengali medium unanimously in this chapter.

Computer corpus linguistics (CCL) is a scientific innovation that has facilitated the creation and analysis of large corpora in a systematic way by means of computer technology since the 1950s. This article provides an account of the CCL pioneers in general but particularly of those in Germany, the Netherlands, Sweden, and Switzerland. It is found that Germany and Sweden, due to more advantageous financing and weaker communities of generativists, had a faster adoption of CCL than the other two countries. A particular late adopter among the four was Switzerland, which did not take up CCL until foreign professors had been recruited.