Education Studies (Lived Places Publishing)

The book brings together texts produced by people serving sentences in an extension project carried out by the State University of Maranhão, Brazil.

Stories of nine young people from different sides of a race/class neighborhood border as they transition from racially isolated schools to a diverse but internally segregated high school.

How can the lived experience of practitioners illuminate the complexities of emotional and ethical care in managing a day care nursery? Much of the policy and practice surrounding early years work in nursery day care emphasises the school readiness of young children, with less focus on the complexity of emotional and ethical demands. Through case studies and her personal lived experience as an education practitioner, caring for infants from 6 weeks to 2 years, author Amanda Norman details the emotional labour, celebrations, and challenges of working with our youngest community members. “The Baby Room” explores the implementation of a Person-Centred Care (PCC) approach, and discusses how this can be used to create a sense of belonging and community, ultimately shaping the social identity of professionals. Addressing topics such as principles of a therapeutic relationship, the role of supervision, and teamwork, this book is ideal reading for students of Education and Early Childhood Studies, Psychology, Sociology, and practitioners of Infant Education.

Transforms the challenges of teaching teen moms into rewarding experiences with creativity and humility.

How did a group of higher education applied theatre placement students learn to connect with patients living with dementia, in an acute hospital setting, during a global pandemic? How did they navigate the liminal spaces of inhabiting a virtual space while striving for real-life presence and an equality of learning and knowledge exchange? In this book, authors and project leaders Dr Nicola Abraham PhD and Ma. Victoria Ruddock BSN present narratives and anecdotal examples of how the COVID-19 pandemic impacted the learning of these placement students and how they adapted the learning expectations of the project in order to account for the liminality of combining virtual and in-person space inhabitation. Through stories and reflections from the project the authors explore the meaning of a pedagogy of reciprocity and ways of navigating uncertainty. They discuss the essential need for horizontal team structures to enhance learning experiences and consider the uses of transmedia communication tools.

One size does not fit all when it comes to education. In modern society, education has been and continues to be shaped, informed, and driven by a so-called "grammar of schooling": an approach which completely ignores the many and diverse identities that learners own, are given, and encounter. Categorising students into neat, labelled boxes, splintering knowledge into strictly defined subjects, and fracturing learning—this grammar of schooling desperately needs rewriting. Through narratives from teachers, students, and their families, this book explores the lived experiences of those who are forced to live with the current approach, and the consequences for their lives, relationship, and education. It also asks the question of what creative and holistic alternative approaches might look like—when the rules aren't working, the rulebook can be rewritten.

How can students, their families, and their teachers all work together towards common educational goals? Teachers want the best for their students, and a student's family wants the best for them too. But what "best" looks like can be different for everyone. A student's social identity and family context will have a significant impact on how they and their family define success at school. It is crucial for teachers to be aware of their own social identities, those of their students, and how these various identities might intersect, in order to understand what success might look like for each child in their classroom. Exploring various aspects of social identity—including gender identity, race, ability and disability, and socioeconomic status—this book tackles the question of how teachers can work together with their students, as well as how social identity will inform various kinds of advocacy from parents, carers, and family. Vital reading for teachers and educators in practice and in training, this book features suggested discussion questions, practical extension activities, and real-life case studies from the context of K-12 schools in the US.

This book is a fascinating look at how higher education of women was taught nationwide in the U.S. during the late 19th century. It was written by M. Carey Thomas, who served as the President of Bryn Mawr College, which is a women's liberal arts college in Bryn Mawr, Pennsylvania. Founded as a Quaker institution in 1885, Bryn Mawr is one of the Seven Sister colleges, a group of elite, historically women's colleges in the United States.

How can the lived experiences of a family living between México and the United States demonstrate the perseverance of comunalidad? Beginning with an exploration of identity through comunalidad in Oaxaca, author Teresa Figueroa Sánchez delves into the journey of three generations of her family, first in México City, then Santa Marta, California. Examining how her family struggled to live in the borderlands and transterritorial fragmented spaces, this autoethnography addresses the tools used to exercise control among immigrants living in the US and how they were stripped of their historical memory, as well as discussing themes such as agrarian capitalist economies, and Chicana praxis. Drawing from Jaime M. Luna and decolonial theory to illustrate how comunalidad, borderlands, objectified labor, lived labor, and la facultad enabled a family to resist racial patriarchal domination, this book is ideal reading for students of Latinx Studies, Chicana/o Studies, Ethnic Studies, Cultural Anthropology, and American Studies.

How can a teacher work towards social justice and inclusivity in their classroom, while building the resilience needed to maintain healthy balance for themselves? Recognising and challenging exclusionary structures and practices in schools is crucial to reach and teach every child, but can be stressful for the teachers and staff in the classroom. Through exploring the experiences of real teachers doing this work, author Sarah Schlessinger offers inclusive teaching practices and tools for resilience to equip teachers for ongoing success. Ideal reading for classroom teachers of all specialisations in practice and in preparation, this book will also be of interest to higher education students of Education Studies, Disability Studies, Critical Race Theory Studies, Sociology, Cultural Anthropology, and related courses.

What is it like to be a child with SEND (Special Educational Needs and Disabilities) in schools today? What is it like to be a parent to four such children and fight for their rights? Carrie Grant's children have — like all of us — complex identities. Of the four of them, two are autistic, three have AD(H)D, one is adopted, all are of dual heritage, and three hold various queer and trans non-binary identities. In this inspiring and at times heartbreaking book, the presenter, coach, and advocate shares stories from her family's experiences with education, schools and mental health services, as mum to children who are classified as SEND (Special Education Needs and Disabilities). These stories explore how school — when those delivering and managing education are poorly trained and ill equipped for a diverse population — can be at best ineffective, and, at worst, traumatising. An inspiring call to action, this book is essential reading for: • Teachers and aspiring teachers who want to know more about how to meet the needs of a diverse classroom. • SENCOs (Special Education Needs Coordinators) and those training to work in SEND support. • GPs, community health workers, and workers in Child and Adolescent Mental Health Services (CAMHS). • Parents of children with SEND, who want to know how they can engage with formal education to advocate for their child's needs.