Books available
Seeing
red: critical narratives in ADHD research
Brenton Prosser, PostPressed, Flaxton, Queensland, 2006.
Seeing red explores the role of narrative in education and sociological research. Based on Brenton Prossers doctoral dissertation, the book outlines the challenges and findings of research with teenagers diagnosed with ADHD. Dr Prosser draws on qualitative research traditions within narrative inquiry and critical theory to produce a book that is truly creative, not only in its use of narrative methodology, but in its use of story and poetry to unravel its discoveries. This book will be invaluable to students interested in narrative inquiry because it models the implementation of a critical narrative approach and locates this methodology in broader research discourses. It eloquently reveals the potential of narrative for sociological, educational and socially just research with marginalised youth. for more information click here.
Beyond communities of practice: theory as experience
Tom Stehlik and Pam
Carden (eds) Post Pressed, 2005
Communities of practice are groups of people who informally share, develop and process learning, knowledge and practice in whatever situation they are in. In this collection authors from Australia and Finland investigate communities of practice in a range of diverse situations. The collection will appeal to those interested in work-based learning and those seeking to foster inclusive learning communities.
One pencil to share: stories of
teacher transformation in science and mathematics from the Eastern Cape,
Republic of South Africa
Michael Chartres and Kathryn Paige, Post Pressed, 2005
One of the challenges of these times is to address the increasing disparity between rich and poor. This collection of inspirational stories of transformation of individual teachers is the result of a collaborative project between educators in South Africa and South Australia, providing opportunities to develop and share teacher practices and redistribute resources.
Towards re-enchantment: education, imagination and the getting of wisdom
P
Heywood, T McCann, B Neville and P Willis (eds), Post Pressed, 2005
Towards re-enchantment opens a different and complementary approach to outcomes oriented educational language. It belongs to the world of image and the imagination, of feelings and the heart. At the same time, the processes of inquiry and discussion that underpin the book bring the theme close to the concreteness of schooling: curriculum and classroom practice
Lifelong
learning and the democratic imagination: revisioning justice, freedom
and community
P Willis
and P Carden (eds), Post Pressed, 2004
Without commitment to an inclusive vision, the participative character of civil democracies can become eroded by vested interests and ideologies of dominance and greed. This book brings together ideas and practices of adult education researchers in Canada, UK, USA, South Africa, Scotland and Australia in their quest to evoke respectful inclusivity in popular imaginings of democracy.
Making
hope practical: school reform for social justice
Peter McInerney, Post Pressed, 2004
What does it mean to educate in socially just ways? This book explores the emancipatory possibilities of schooling through an ethnographic account of Wattle Plains School a culturally diverse, working-class community that has sustained a culture of reform for social justice in spite of its evacuation from government policy. The study foregrounds teachers accounts of their efforts to enact socially just curriculum whilst sustaining a socially critical orientation that situates local responses to educational inequalities within a broader discourse of global capitalism, new social movements and structural inequalities. This book is a must read for anybody concerned about the plight of our schools, and how to pursue a socially just agenda in a hostile educational policy climate.
Being,
seeking, telling: expressive approaches to qualitative adult education
research
P Willis, R Smith and E Collins (eds), Post Pressed, 2003
Being, seeking, telling
explores ways to generate research texts that represent as vividly as
possible the world of learning and education practice, so that its texture
can be revealed and its experiences and meanings brought to life. It seeks
to complement more technical/instrumental research discourses concerning
human learning and education.
Patrons
and riders: conflicting roles and hidden objectives in an Aboriginal
development programme
P Willis,
Post Pressed, 2003
This
book draws on the story of the development and subsequent failure of a 1970s
development project in north
western Australia.
The conflicting roles of white missionaries (patrons) and Aboriginal leaders
(riders) are explored in terms of Aboriginal selective collaboration and
selective resistance by which they maintained their autonomy and survival.
Each
parent carries the flame: Waldorf Schools as sites for promoting lifelong
learning, creating community and educating for social renewal
T Stehlik,
Post
Pressed, 2003
Using the narrative of his own experience as a parent, educator and adult learner, Dr Stehlik explores Steiner/Waldorf Schools as learning communities in which parents, teachers and children engage in lifelong learning journeys together. Discussion of the philosophy, structure and function of Waldorf Schools, as well as a review of theories of adult learning, provide a framework for analysis
Beyond
the Jesus question
R Crotty,
Post Pressed, 2003
This book takes up the
issues inherent in the so-called Third Search for an Historical Jesus. It
suggests that precise identifications of Jesus are improbable, but also
irrelevant. The Jesus of the Christian gospels is a socio-symbolic form,
very important for Christian believers and historians of religion, but not
historical.
Awakening-struggle:
towards a Buddhist critical social theory
R Hattam,
Post Pressed, 2003
This
book is an encounter between critical social theory and Buddhism. It
proposes a new constellation awakening-struggle that demands
rethinking what it means to live an ethico-political life in an unjust
world. The book argues that our ego and society condition each other and
hence social transformation and psychological liberation are radically
interdependent.
Qualitative research
practice in adult education
P Willis and
B Neville (eds), David Lovell Publishing, 1996
This book is aimed at those interested in qualitative research in the areas of formal and informal education. The essays cover four of the major emphases in contemporary qualitative research practice in adult education: attending to social context and critical analysis, discourse-based research, phenomenological accounts, and a range of action-based projects in action research, evaluation and reflection.
Qualitative research in
adult education: a colloquium on theory, practice, supervision and
assessment
P Willis, B
Neville and M Edwards (eds), David Lovell Publishing, 1996
This collection of essays concerns ways of understanding, supervising and assessing forms of interpretative educational research. The first half addresses more theoretical concerns including fieldwork methods and questions of the researcher authorship. The second half looks at the actual practices of interpretative research: interviewing and counselling, group processes, the challenge of cross-cultural and language enquiry and the challenges of action research in practice.