In this unique book, Liz Done undertakes an affective thought-provoking nomadic inquiry into the doctoral process in which she engages with the writings of Deleuze, Cixous, Nietzsche, Foucault and many others. The paradox of learning, as thoroughly relational but simultaneously implying the radical specificity of every learner’s experience, is unpacked in a text that is careful to explain the ideas and theories that are mobilised. As a pedagogic intervention, the book seeks to raise questions, not answer them, but ultimately offers a very powerful statement about the value of education as learning and its capacity to transform a life. Academic production is revealed as a situated, embedded, relational, and complex process. The book’s rhizomatic threads include: transgressing linear neopositivist models, doing something different with theory, the importance of free experimentation, and memory as both mobility and freedom. Braidotti’s nomadic subjectivity and Gannon’s refusal to be pinned down in a bid for intellectual purity were also mobilised in the writing of this text. It performs the inclusive potential of Deleuzian and feminist poststructuralist thought, insisting on a scholarship that is about open inquiry, (ad)venture, and learning as multiplicity. It is untimely, as Deleuze might say, in its contemporary relevance.

This book explores posthuman and multiplistic theories and concepts to decenter the researcher in intimate research. Also featured are conversations with posthuman scholars such as Rosi Braidotti, who highlight the possibilities and challenges of decentering the researcher as a practice of social justice research.

Edge Entanglements traverses the borderlands of the community "mental health" sector by "plugging in" to concepts offered by Gilles Deleuze and Felix Guattari along with work from Mad Studies, postcolonial, and feminist scholars. Barlott and Setchell demonstrate what postqualitative inquiry can do, surfacing the transformative potential of freely-given relationships between psychiatrised people and allies in the community. Thinking with theory, the authors map the composition and generative processes of freely-given, ally relationships. Edge Entanglements surfaces how such relationships can unsettle constraints of the mental health sector and produce creative possibilities for psychiatrised people. Affectionately creating harmonies between theory and empirical "data," the authors sketch ally relationships in ways that move. Allyship is enacted through micropolitical processes of becoming-complicit: ongoing movement towards taking on the struggle of another as your own. Barlott and Setchell’s work offers both conceptual and practical insights into postqualitative experimentation, relationship-oriented mental health practice, and citizen activism that unsettles disciplinary boundaries. Ongoing, disruptive movements on the margins of the mental health sector – such as freely-given relationships – offer opportunities to be otherwise. Edge Entanglements is for people whose lives and practices are precariously interconnected with the mental health sector and are interested in doing things differently. This book is likely to be useful for novice and established (applied) new material and/or posthumanist scholars interested in postqualitative, theory-driven research; health practitioners seeking alternative or radical approaches to their work; and people interested in citizen advocacy, activism, and community organising in/out of the mental health sector.

The People, Place, and Space Reader brings together the writings of scholars, designers, and activists from a variety of fields to make sense of the makings and meanings of the world we inhabit. They help us to understand the relationships between people and the environment at all scales, and to consider the active roles individuals, groups, and social structures play in creating the environments in which people live, work, and play. These readings highlight the ways in which space and place are produced through large- and small-scale social, political, and economic practices, and offer new ways to think about how people engage the environment in multiple and diverse ways. Providing an essential resource for students of urban studies, geography, sociology and many other areas, this book brings together important but, till now, widely dispersed writings across many inter-related disciplines. Introductions from the editors precede each section; introducing the texts, demonstrating their significance, and outlining the key issues surrounding the topic. A companion website, PeoplePlaceSpace.org, extends the work even further by providing an on-going series of additional reading lists that cover issues ranging from food security to foreclosure, psychiatric spaces to the environments of predator animals.

Taubman offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. He maps the totality of the transformation, taking into account the constellation of forces shaping it, and proposes an alternative vision of teacher education.

This book investigates the role of the idea of the literary canon in the teaching of literature, especially in colleges and secondary schools in the United States. Before the term "canon" was widely used in literary studies, which occurred in the second half of 20th century when the canon was first seriously viewed as politically and culturally problematic, the idea that some literary texts were more worthy of being studied than others existed since the beginning of the discipline of the teaching of literature in the 1800s. The concept of the canon, however, extends as far back as to Ancient Greece and its meaning has evolved over time. Thus, this book charts the changing meaning of the idea of the literary canon, examining its influence specifically in the teaching of literature from the beginning of the field to the 21st century. To explain how the literary canon and the teaching of literature have changed over time and continue to change, this book constructs a theory of canon formation based on the ideas of Michel Foucault and the assemblage theory of Manuel DeLanda, illustrating that the literary canon, while frequently contested, is integral to the teaching of literature yet changes as the teaching of literature changes.

China has traditionally been held up around the world as the archetype of centralised governance and a top-down system of public administration. But to what extent does this remain true of modern China? This book provides an updated perspective on modern China through a series of cutting edge, original studies focusing on public administration in China. The book opens with an overview of the key political institutions and the evolution of public administration research in China, followed by two distinct sections. Part I contains studies focusing on power, governance, and administration. Part II focuses on ‘what works’ in solving wicked problems in Chinese society. The volume shows that China has seen some localisation and decentralisation, alongside experiments with collaboration and networked-based policy making. However, the system of governance and public administration remains innately top-down and centralised with the centre holding strong policy levers and control over society. As the pandemic revealed, this statist approach provided both governing opportunities and disadvantages. The chapters in this book were originally published as a special issue of Policy Studies.

The concept of assemblage has emerged in recent decades as a central tool for describing, analysing, and transforming dynamic systems in a variety of disciplines. Coined by Deleuze and Guattari in relation to different fields of knowledge, human practices, and nonhuman arrangements, “assemblage” is variously applied today in the arts, philosophy, and human and social sciences, forming links not only between disciplines but also between critical thought and artistic practice. Machinic Assemblages focuses on the concept’s uses, transpositions, and appropriations in the arts, bringing together the voices of artists and philosophers that have been working on and with this topic for many years with those of emerging scholar-practitioners. The volume embraces exciting new and reconceived artistic practices that discuss and challenge existing assemblages, propose new practices within given assemblages, and seek to invent totally unprecedented assemblages.

Drawing together insights and provocations from diverse fields of inquiry, this important new book asks probing questions about the lived experience of substance use and misuse, health and recovery. What if we were to approach these experiences in terms of spaces and events, affects and relations rather than subjects and their settled identities? In charting this course, the book offers a powerful new social logic of health, wellbeing and recovery. — Cameron Duff, Associate Professor, RMIT University This is an important book which expands and deepens our understanding of recovery. It presents recovery as something made in practice, taking multiple forms in specific contexts. Drawing on qualitative research with young people in Azerbaijan and Germany, Sultan takes the concept of recovery beyond its more familiar and normative iterations and instead introduces the reader to a fascinating field of dynamic and unruly relations. — Helen Keane, Professor in Research School of Social Sciences, Australian National University Recovering Assemblages offers an exciting new insight into the policies and practices of recovery and drug use bridging critical drug studies and the sociology of health and illness. The book investigates lived experiences of young people in Azerbaijan and Germany during their personal recovery from alcohol and other drug use and shows the contingency of 'real' experiences. The sociomaterial and ontological analyses unfold the interrelation of practices, spaces, bodies, and affects in experiencing recovery both within and outside of various treatment facilities. The book will appeal to a range of scholars, postgraduates, and undergraduates engaged in critical, methodological, and empirical studies of recovery, drug use, and policy.