Kristin Reimer is a Senior Lecturer in the Faculty of Education at Monash University, Australia. Kristin works to advance the idea of education as a humanizing practice. Humanizing education is focused on the whole needs (not just academic) of the individual and the larger world, implementing educational practices that assist us to recognize each person’s inherent worth and strengthen the essential ties that bind us together. Restorative Justice Education (RJE), the main focus of Kristin’s work, is one such humanizing approach in schools. With RJE, educators focus on building strong relationships in schools and rigorous, healthy learning environments.      Mervi Kaukko works as a Professor of Multicultural Education in the Faculty of Education and Culture at Tampere University, Finland, and is an adjunct research fellow at Monash University, Australia. Mervi’s research is mostly framed within practice theories, focusing on refugee andmigrant studies and global education. Mervi’s Finnish-Australian research study investigates refugee students’ day-to-day educational practices, and she is also involved in an international research project focusing on young refugees’ relational wellbeing, and a longitudinal study exploring asylum-seeking students’ experiences in higher education in Australia.Sally Windsor is an Associate Professor in pedagogical work at the Department of Pedagogical, Curricular, and Professional Studies at the University of Gothenburg, Sweden. Sally teaches education for sustainable development, international and global education, and educational research methods courses. Her research interests include sustainability education in schools, social sustainability, arts-based approaches to sustainability education, teacher professional development and mentoring, inequality and the unequal provision of school education, and the implications of globalization on school-level education.Stephen Kemmis is a Professor Emeritus at the School of Education, Charles Sturt University, Australia. He is interested in action research and practice theory and has published widely on education, educational research, case study methods in education, educational evaluation, educational reform, and the theory of practice architectures as a theory for understanding and transforming educational and social practices.Kathleen Mahon is a Senior Lecturer in higher education at the University of Queensland, Australia, and Associate Professor (Docent) in pedagogical work at the University of Borås, Sweden. Her research interests include educational praxis, higher education pedagogy, teacher professional learning, and outdoor education. Kathleen is a co-editor of the Springer books Exploring Education and Professional Practice – Through the Lens of Practice Architectures (2017) and Pedagogy, Education and Praxis in Critical Times (2020). She is also a senior editor of the Journal of Praxis in Higher Education. Kathleen has a professional background as a secondary school and outdoor education teacher in Australia.

• Introduction: Drawing the future into the present.- Whose well-being? Deep-ecological and posthuman perspectives on ‘world worth living in’.- Nurturing eco-thinking by leading and learning from the future as it emerges.- Potential of students’ voices to contribute to education for a future world worth living in.- Democratic practices with and for our youngest citizens: Early childhood education, agency and the education complex.- Exploring ‘living well’ through children’s play.- A schooled life: Dissonant glimmers for interruption amidst the tightly constrained practice of schooling.- Living well in the aftermath of separation and divorce: The role of teachers, schools and early childhood services.- Practices of living well among youth in an Arctic region.- New pathway to adolescent wellbeing: The case for online Special Religious Education in public schools.- Education that makes life manageable, comprehensible, and meaningful: Experiences of the Monash Access Program, a university alternative entry pathway.- Aboriginal curriculum enactment: Stirring teachers into the practices of learning from Country in the city.- ‘Living well and teaching well’: Exploring how beginning teachers enact good pedagogical praxis in their everyday practices in historically hard-to-staff schools.- Learning through change: What the pandemic has taught us about living well in a world worth living in.- Conclusion: Forging future worlds worth living in.

Kristin Reimer is a Senior Lecturer in the Faculty of Education at Monash University, Australia. Kristin works to advance the idea of education as a humanizing practice. Humanizing education is focused on the whole needs (not just academic) of the individual and the larger world, implementing educational practices that assist us to recognize each person’s inherent worth and strengthen the essential ties that bind us together. Restorative Justice Education (RJE), the main focus of Kristin’s work, is one such humanizing approach in schools. With RJE, educators focus on building strong relationships in schools and rigorous, healthy learning environments.      Mervi Kaukko works as a Professor of Multicultural Education in the Faculty of Education and Culture at Tampere University, Finland, and is an adjunct research fellow at Monash University, Australia. Mervi’s research is mostly framed within practice theories, focusing on refugee andmigrant studies and global education. Mervi’s Finnish-Australian research study investigates refugee students’ day-to-day educational practices, and she is also involved in an international research project focusing on young refugees’ relational wellbeing, and a longitudinal study exploring asylum-seeking students’ experiences in higher education in Australia.Sally Windsor is an Associate Professor in pedagogical work at the Department of Pedagogical, Curricular, and Professional Studies at the University of Gothenburg, Sweden. Sally teaches education for sustainable development, international and global education, and educational research methods courses. Her research interests include sustainability education in schools, social sustainability, arts-based approaches to sustainability education, teacher professional development and mentoring, inequality and the unequal provision of school education, and the implications of globalization on school-level education.Stephen Kemmis is a Professor Emeritus at the School of Education, Charles Sturt University, Australia. He is interested in action research and practice theory and has published widely on education, educational research, case study methods in education, educational evaluation, educational reform, and the theory of practice architectures as a theory for understanding and transforming educational and social practices.Kathleen Mahon is a Senior Lecturer in higher education at the University of Queensland, Australia, and Associate Professor (Docent) in pedagogical work at the University of Borås, Sweden. Her research interests include educational praxis, higher education pedagogy, teacher professional learning, and outdoor education. Kathleen is a co-editor of the Springer books Exploring Education and Professional Practice – Through the Lens of Practice Architectures (2017) and Pedagogy, Education and Praxis in Critical Times (2020). She is also a senior editor of the Journal of Praxis in Higher Education. Kathleen has a professional background as a secondary school and outdoor education teacher in Australia.

• Introduction: Drawing the future into the present.- Whose well-being? Deep-ecological and posthuman perspectives on ‘world worth living in’.- Nurturing eco-thinking by leading and learning from the future as it emerges.- Potential of students’ voices to contribute to education for a future world worth living in.- Democratic practices with and for our youngest citizens: Early childhood education, agency and the education complex.- Exploring ‘living well’ through children’s play.- A schooled life: Dissonant glimmers for interruption amidst the tightly constrained practice of schooling.- Living well in the aftermath of separation and divorce: The role of teachers, schools and early childhood services.- Practices of living well among youth in an Arctic region.- New pathway to adolescent wellbeing: The case for online Special Religious Education in public schools.- Education that makes life manageable, comprehensible, and meaningful: Experiences of the Monash Access Program, a university alternative entry pathway.- Aboriginal curriculum enactment: Stirring teachers into the practices of learning from Country in the city.- ‘Living well and teaching well’: Exploring how beginning teachers enact good pedagogical praxis in their everyday practices in historically hard-to-staff schools.- Learning through change: What the pandemic has taught us about living well in a world worth living in.- Conclusion: Forging future worlds worth living in.

Kristin Reimer is a Senior Lecturer in the Faculty of Education at Monash University, Australia. Kristin works to advance the idea of education as a humanizing practice. Humanizing education is focused on the whole needs (not just academic) of the individual and the larger world, implementing educational practices that assist us to recognize each person’s inherent worth and strengthen the essential ties that bind us together. Restorative Justice Education (RJE), the main focus of Kristin’s work, is one such humanizing approach in schools. With RJE, educators focus on building strong relationships in schools and rigorous, healthy learning environments.      Mervi Kaukko works as a Professor of Multicultural Education in the Faculty of Education and Culture at Tampere University, Finland, and is an adjunct research fellow at Monash University, Australia. Mervi’s research is mostly framed within practice theories, focusing on refugee andmigrant studies and global education. Mervi’s Finnish-Australian research study investigates refugee students’ day-to-day educational practices, and she is also involved in an international research project focusing on young refugees’ relational wellbeing, and a longitudinal study exploring asylum-seeking students’ experiences in higher education in Australia.Sally Windsor is an Associate Professor in pedagogical work at the Department of Pedagogical, Curricular, and Professional Studies at the University of Gothenburg, Sweden. Sally teaches education for sustainable development, international and global education, and educational research methods courses. Her research interests include sustainability education in schools, social sustainability, arts-based approaches to sustainability education, teacher professional development and mentoring, inequality and the unequal provision of school education, and the implications of globalization on school-level education.Stephen Kemmis is a Professor Emeritus at the School of Education, Charles Sturt University, Australia. He is interested in action research and practice theory and has published widely on education, educational research, case study methods in education, educational evaluation, educational reform, and the theory of practice architectures as a theory for understanding and transforming educational and social practices.Kathleen Mahon is a Senior Lecturer in higher education at the University of Queensland, Australia, and Associate Professor (Docent) in pedagogical work at the University of Borås, Sweden. Her research interests include educational praxis, higher education pedagogy, teacher professional learning, and outdoor education. Kathleen is a co-editor of the Springer books Exploring Education and Professional Practice – Through the Lens of Practice Architectures (2017) and Pedagogy, Education and Praxis in Critical Times (2020). She is also a senior editor of the Journal of Praxis in Higher Education. Kathleen has a professional background as a secondary school and outdoor education teacher in Australia.

• Introduction: Drawing the future into the present.- Whose well-being? Deep-ecological and posthuman perspectives on ‘world worth living in’.- Nurturing eco-thinking by leading and learning from the future as it emerges.- Potential of students’ voices to contribute to education for a future world worth living in.- Democratic practices with and for our youngest citizens: Early childhood education, agency and the education complex.- Exploring ‘living well’ through children’s play.- A schooled life: Dissonant glimmers for interruption amidst the tightly constrained practice of schooling.- Living well in the aftermath of separation and divorce: The role of teachers, schools and early childhood services.- Practices of living well among youth in an Arctic region.- New pathway to adolescent wellbeing: The case for online Special Religious Education in public schools.- Education that makes life manageable, comprehensible, and meaningful: Experiences of the Monash Access Program, a university alternative entry pathway.- Aboriginal curriculum enactment: Stirring teachers into the practices of learning from Country in the city.- ‘Living well and teaching well’: Exploring how beginning teachers enact good pedagogical praxis in their everyday practices in historically hard-to-staff schools.- Learning through change: What the pandemic has taught us about living well in a world worth living in.- Conclusion: Forging future worlds worth living in.