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The Inclusion Delusion?
This book argues that in order to develop just and inclusive institutions, particularly within the education system, we must begin from the standpoint of those who feel silenced, marginalised and excluded. It makes an important contribution to the ongoing debate about how institutions need to change if they are to become genuinely inclusive.
Former Extremists
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations. This collection is the first on ex-extremists and combatants (Formers) in violence prevention work. While the engagement of Formers in violence prevention programs--especially in the context of countering and preventing violent extremism (P/CVE), and peacebuilding--has expanded across the world, their involvement has been controversial and contested. This volume captures a variety of work Formers are engaged in across a range of contexts, broadly divided into three ...
Philosophy East / West
Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions. Moves beyond simplistic explanations of “Eastern” and “Western” to explore the complexity and diversity of various wisdom traditions Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice Uses insights from important Western philosophers—including Heidegger, Levinas, and Foucault—to situate contemplative practice within contemporary educational theory Emphasizes the importance of transcultural and intercultural approaches in the philosophy of education
Belonging and Identity in STEM Higher Education
In Belonging and Identity in STEM Higher Education, leading scholars, teachers, practitioners and students explore belonging and identity in Science, Technology, Engineering and Mathematics (STEM) fields, and how this is impacted by disciplinary changes and the post-pandemic higher education context. In STEM fields, positivist approaches and a focus on numerical data can lead to assumptions that they are unemotional, impersonal disciplines. The need for mathematical competency, logical thinking and disciplinary contexts can be barriers to engagement, belonging and success in STEM. STEM ways of thinking, such as those underpinning abstract and complex mathematics, can form the basis for new w...
Global Perspectives and New Challenges in Culturally Responsive Pedagogies
Led by Professor Lester-Irabinna Rigney, Global Perspectives and New Challenges in Culturally Responsive Pedagogies brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical, conceptual, and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local inclusive encounters in education, while engaging with global debates and issues, such as racism, neoliberalism, de-colonisation, new colonialism, de-democratisation, and growing social, economic, and ed...
The Bible After Deleuze
The book is both an introduction to a thinker, Gilles Deleuze, whose current influence on multiple sectors of the humanities and social sciences arguably exceeds that of any other, and a book-length demonstration of the ramifications of Deleuzian thought for critical biblical scholarship.
Muslims, Schooling and Security
This book focuses on the recent educational policy debates surrounding Muslims, schooling and the question of security in light of the Counter Terrorism Security Act – which has made ‘Prevent’ a legal duty for schools, colleges and universities. The book examines the infamous ‘Trojan Horse’ affair in Birmingham, and critically evaluates the security discourses in light of theoretical insights from the study of racial politics. The sociology of race and schooling in the UK has long been associated with a number of diverse areas of study, including racial inequality, multiculturalism, citizenship and identity; however, until very recently, very little attention has been given to securitization and race within the context of education and even less focus has been given to the links between the question of security and racial politics. This book makes a much-needed and timely contribution to debates on the complex relationship between racial politics and schooling, and will make compelling reading for students and researchers in the fields of education and sociology, as well as education policy makers.
God of All Comfort
How does God respond to trauma in a world full of horrors? Beyond their physical and emotional toll, the horrors of this world raise difficult theological and existential questions. Where is God in the darkest moments of the human experience? Is there any hope for recovery from the trauma generated by these horrors? There are no easy answers to these questions. In God of All Comfort, Scott Harrower addresses these questions head on. Using the Gospel of Matthew as a backdrop, he argues for a Trinitarian approach to horrors, showing how God--in his triune nature--reveals himself to those who have experienced trauma. He explores the many ways God relates restoratively with humanity, showing how God's light shines through the darkness of trauma.
Youth, Arts and Education
How are the arts important in young people's lives? In Youth, Arts and Education, Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics.
The Touch of the Present
How are educational encounters understood, experienced, and lived? How are they conceptualized? How do they shape our being in and of the world? In this time of apparent distance and disconnect, this volume emphasizes the role of contact and connectedness in education, above all by understanding education as encounters, as embodied, sensory experiences. Drawing on a range of theoretical positions that highlight our profound interconnection with things and other bodies—from feminism to Buddhism to new materialism and beyond—Sharon Todd argues that educational encounters are formations of "touching" and "being touched by." They are singular in their eventfulness and yet bring us into relation with our environment. Focusing particular attention on two key issues for teachers and students today—the climate emergency and online education—The Touch of the Present offers unique insights into the aesthetics and politics of educational practices, seeing them as embodied processes that not only contribute to how one is socialized into a given order but also carry the transformative potential for "becoming" beyond the cultural scripts we are given.
