This book explores the concept of resilience and its significance in responding to a rapid and ever-changing globalised world whilst critiquing its ‘buzzword’ status in contemporary times. Drawing on research from a range of educational settings, the book demonstrates that the resilience of individuals and their surrounding systems should not be viewed in isolation and that the interplay between individual resilience, community resilience and resilient societies is complex and symbiotic. On this basis, it illustrates that efforts to promote resilience would benefit from a systems approach capable of coping with this complexity. Using the ideas of agency and the power of self-determinism, a development of Bronfenbrenner's bio-ecological model is presented to illustrate the complexity of their interplay. Existing models of resilience are developed with the book offering the Dynamic Interactive Model of Resilience (DIMoR) as a way to analyse and support resilience which moves beyond a reductionist, descriptive and ‘fashionable’ presentation of resilience.

This book explores undergraduate education programmes in a new way. Written by those at the forefront of teaching and learning, it encourages students to delve beneath the surface of their degree subject and reveals important insights about the how, why and where next for education studies. With contributions from course leaders, tutors, current students and recent graduates, this book offers insights from nearly 60 authors based in 20 different institutions from five different countries. The chapters offer opportunities for readers to consider their own learning experiences in a wider context, enhance their understanding of the degree course and actively shape the education studies community of the future. Each chapter is written in an accessible way, with ‘questions to consider’ throughout and ‘recommended readings’ at the end to advance readers’ thinking and reflections. Chapters cover topics such as: Education Studies’ development as a degree subject Its evolving identity, values and purposes Teaching and assessment approaches in undergraduate education programmes How the subject develops students’ professional aptitudes and transferable skills Possibilities for advancing inclusion, equity and justice in education at degree level These ‘behind the scenes’ factors are brought to the fore through case studies and examples of how lecturers and students make sense of their teaching and learning. With its unique approach to examining these issues, this book is essential for students of Education Studies at undergraduate level while also being relevant for staff and postgraduate students in education.

Pandemic Pedagogy: Preparedness in Uncertain Times collates various case studies and other empirical research that examine learning practices and demonstrate approaches to address future catastrophes and continue the pandemic recovery process.

This collection stems from the International Association of Societies of Design Research (IASDR) congress in 2021, promoting the research of design in its many fields of application. Today's design finds itself at a critical moment where the conventional ‘modes’ of doing, thinking and application are increasingly challenged by the troubled ideology of globalisation, climate change, migration patterns and the rapid restructuring of locally driven manufacturing sectors. The volume presents a selection of papers on state-of-the-art design research work. As rapid technological development has been pushing and breaking new ground in society, the broad field of design is facing many unprecedented changes. In combination with the environmental, cultural, technological, and, crucially, pandemic transitions, design at large is called to fundamentally alter its modes of practice. Beyond the conventional models of conducting research, or developing solutions to ‘wicked’ problems, the recoupling of design with different modes should be seen as an expression to embrace other capacities of thinking, criticisms and productions. This selection of proceedings papers delivers the latest insights into design from a multitude of perspectives, as reflected in the eight thematic modes of the congress ; i.e., [social] , [making] , [business] , [critical], [historical/projective], [impact], [pandemic], and [alternative] with design modes. The book benefits design researchers from both academia and industry who are interested in the latest design research results, as well as in innovative design research methods. In presenting an interesting corpus of design case studies as well as studies of design impact, this comprehensive collection is of relevance to design theorists and students, as well as scholars in related fields seeking to understand how design plays a critical role in their respective domains.

For nation-states, the contexts for developing and implementing policy have become more complex and demanding. Yet policy studies have not fully responded to the challenges and opportunities represented by these developments. Governance literature has drawn attention to a globalising and network-based policy world, but politics and the role of the state have been de-emphasised. This book addresses this imbalance by reconsidering traditional policy-analytic concepts, and re-developing and extending new ones, in a melded approach defined as systemic institutionalism. This links policy with governance and the state and suggests how real-world issues might be substantively addressed.

Resilience and Wellbeing in Young Children, Their Families and Communities unpicks the theme of resilience and wellbeing through diverse contexts, circumstances, populations and life stories in order to explore its complexity globally. Current societal events have brought forward a need for understanding how to best support and create environments with conditions that promote children’s holistic wellbeing. Violence in all its facets, poverty, political conflict and the recent pandemic are among the major realities threatening children, and this demands attention to how resilience can be supported to effectively safeguard children’s lived experiences. This book explores resilience from a range of perspectives, research projects and practical support mechanisms for young children, families, educators and communities. It starts with theoretical conceptualizations and goes on to present specific research projects and applied initiatives and how these can be used in application to praxis for young children and their families. Being of interest to educators and human services striving to advocate for and enhance young children’s wellbeing, this book will serve as both a useful overview of the many approaches to supporting resilience in young children, while providing a sound theoretical perspective that is accessible for all.

Within the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings. This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula. This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.

The current ecological crisis is the consequence of entrenched attitudes, discourses and behaviours in human societies worldwide, fostered and reinforced through modern educational traditions, processes and institutions. This book envisions a radical transformation of education to focus on the mutual flourishing of human societies with the rest of life on Earth. In part, the authors suggest approaching this as a problem of systemic design, incorporating principles that challenge and undermine key premises of the Capitalocene—the socio-economic-political landscape sustaining the current educational regime. Tracing the implications of this transition, they review core assumptions of modern Western culture that need to shift, and identify a wide range of relevant capacities and practices grouped under four complementary educator “stances” for eco-social-cultural change.

"This edited book project will include key academic concepts as transformative learning, community resilience, cultural transformation, and transformational leadership with the objective being to identify the vision and associated values being applied during a challenge or a cultural change process particularly in women"--