This book offers a critical discussion on the necessity for 'difficult conversations' to take place in education, drawing on studies from across the UK. The editors and contributors address three key questions:
- How can 'difficult conversations' be theorised? - What transformations in thinking and practice can occur through 'difficult conversations'? - What value do 'difficult conversations' have in enabling understanding and compassion between the diverse communities of today?
The chapters cover a range of topics including supporting children with SEND, parent and carer engagement, childhood trauma, race, disability, the climate emergency, and the researcher's positionality. The contributors draw on the theoretical work of bell hooks, Linda Alcoff, Paulo Freire, Victor Turner, Homi Bhabha, Nel Nodings, Melanie Nind, Emile Bojesen, Gayatri Chakravorty Spivak, Mathew Lipman, and other contemporary theories. They argue against the prevailing deficit-based perspectives about marginalized communities and invite deep thinking about the nature of oppression experienced in many spheres of education and therefore in our society. Ultimately, the book advocates for the empowerment and agency of anyone facing social inequalities through engagement in 'difficult conversations' as a means of transformation and social change.
Recenzijas
Nurturing Difficult Conversations in Education is full of insights and suggestions which it would be good to see applied more widely. * Process North * An excellent contribution to the field and takes what is often presented as a more practice-based focus into a text that is anchored in how difficult conversations can provide an affective space where transformation in thinking and practice can take place. -- Trista Hollweck, Adjunct Professor in the Faculty of Education, University of Ottawa, Canada
Papildus informācija
Examines how engaging in challenging conversations can aid the transformation of traditional or entrenched behaviours, systems and beliefs, and question their ethical value.
Series Editor's Introduction
1. Introduction: Why Difficult Conversations Matter In Search for
Transformation and Personal Growth, Katarzyna Fleming (Sheffield Hallam
University, UK) and Fufy Demissie (Sheffield Hallam University, UK)
Part I: Difficult Conversations in Educational Settings
2. Transforming Autistic Children and Young People's School Experiences
Through Difficult Conversations Between Educators, Jo Billington (University
of Reading, UK)
3. Conversations Without Mouth Words: A Challenge or Learning for
Transformative Educational Practice?, Katarzyna Fleming (Sheffield Hallam
University, UK) and Julie Calveley (NAC Wellbeing, UK)
4. Should I Be Having this Conversation About Death?, Tracy Edwards
(University of Aberdeen, UK)
5. Co-Production Between Parents and Special Educational Needs Coordinators
(Sencos) - A Route to Transform Working Together, Lorna Hughes (Canterbury
Christ Church University, UK)
Part II: Difficult Conversations in Higher Education
6. Using a Community of Philosophical Inquiry Approach to Explore Race and
Inequality in Higher Education Contexts, Fufy Demissie (Sheffield Hallam
University, UK)
7. Challenging Hierarchical Barriers through Co-Creation of Curricula in HE:
Students-Lecturers Reflection on Critical Dialogue, Elizabeth Collins (Leeds
Beckett University, UK) and Hannah Wilson (Leeds Beckett University, UK)
8. Free Speech, Conversation, and the Difficulty of Academic Freedom, Seįn
Henry (Edge Hill University, UK)
9. Engaging Educators in Conversation on Our Climate and Ecological
Emergency, Elena Lengthorn (University of Worcester, UK)
Part III: Difficult Conversations in the Research Context
10. (Looking) Behind the Mask: How Difficult Conversations in Research Can
Illuminate the Complex Inner Worlds of the Teacher, Sally Hinchliff
(Sheffield Hallam University, UK)
11. Enabling Difficult Conversations About Childhood Trauma with Care
Experienced Children and Young People in the Home: A Conversation Between a
Research and Adoptive Mother, Debbie Watson (University of Bristol, UK) and
Alison Crowther (MadeToLast Resilience, UK)
12. Ethical Complexities of Having Difficult Research Conversations: A
Reflective Account and a Cautionary Tale on Speaking for Others, Antonios
Ktenidis (University of Sheffield, UK)
13. Fairness, Fruitfulness, Fact: An Argument for the Belonging of People
with Profound Intellectual and Multiple Disabilities within Research, Joanna
Grace (The Sensory Projects, UK)
Katarzyna Fleming is Senior Lecturer in Teacher Education at Sheffield Hallam University, UK. Fufy Demissie is Senior Lecturer in Education at Shefield Hallam University, UK.
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