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Dr Amanda Norman PhD

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.

Lived Places Publishing

Education Studies

The Baby Room: A Person-Centred Approach to Communities of Practice and Belonging in Formal Daycare

Dr Jaime Hoerricks PhD

**How can the flaws within the global education system be addressed to ensure all language learners are accommodated? **

Guided by lived experience, Holistic Language Instruction challenges the idea that there is only one way to learn a language. As 40% of learners struggle with language development, author Jaime Hoerricks questions whether these students are disabled or if the system disables them by neglecting their unique language processing methods. Given that language processing differences have no connection with intellect, Hoerricks proposes that learners should be accommodated within the general population to enable their progress alongside peers, instead of being placed in a special education program or assigned to a speech and language professional.

Offering guidance for educators on how to foster literacy growth in all students, this book is ideal reading for students of Education Studies, Disability Studies and related courses, Speech and Language development, as well as teachers, education policy makers, and parents.

Holistic Language Instruction: Addressing Literacy  in Standard and Non-Standard Populations

Dr Liz Dempsey Lee PhD

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.

Parents as Advocates: Supporting K-12 Students and their Families Across Identities

Professor Julie Allan PhD

Dr Francesca Peruzzo PhD

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.

Students, Teachers, Families, and a Socially Just Education: Rewriting the Grammar of Schooling to Unsettle Identities

Dr Javeria K. Shah PhD, SFHEA

What is the impact when a social identity is not chosen and embraced, but imposed upon you?

UK policy can be criticised for pressurising the education sector to funnel learners who fail their GCSEs into vocational learning courses such as Media Studies. With narratives drawn from the original, person-centred research conducted by the author in the Further Education sector, this book centres the often-discounted voices of the so-called “low ability” learners themselves. 

They tell of the lack of agency that comes from having choices made for them, and the impact on their lives and identities as well as their post-education destinations. Featuring stories from a range of individual research participants, the book also explores intersectional issues, such as how race, ethnicity, socio-economic status, and language of origin can feed into the imposed identity and how it impacts their sense of self.

Education Studies - Bogserien

Education Studies - Bogserien

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Lyt når som helst, hvor som helst