Amanda Fulford – författare

This book brings together the works of the nineteenth and twentieth century writers Henry David Thoreau and Anna Shepherd. Finding in their work a common approach of poetic forms of writing that enact kinds of environmental activism, the book re-positions them in the context of current environmental crises by offering an original resource for supporting poetic environmental activism in educational contexts.

Bringing together scholarship from North America and Europe, the book draws on Thoreau and Shepherd’s literary and philosophical sources to support a conceptual understanding of education’s role in how we think about, understand, and tackle the climate crisis. Chapters trace the idea of poetic environmental activism in Thoreau and Shepherd, applying literary and environmental thought to educational practice and contexts. The book is timely in taking a scholarly approach that explores educational engagements with climate change and focuses on education for environmental sustainability.

Advocating for engagement with the climate emergency through the lens of poetic environmental activism, this volume will appeal to postgraduate students, researchers, and scholars involved with sustainability education, philosophy of education, poetic inquiry, and literary theory for environmental action.

This book brings together the works of the nineteenth and twentieth century writers Henry David Thoreau and Anna Shepherd. Finding in their work a common approach of poetic forms of writing that enact kinds of environmental activism, the book re-positions them in the context of current environmental crises by offering an original resource for supporting poetic environmental activism in educational contexts.

Bringing together scholarship from North America and Europe, the book draws on Thoreau and Shepherd’s literary and philosophical sources to support a conceptual understanding of education’s role in how we think about, understand, and tackle the climate crisis. Chapters trace the idea of poetic environmental activism in Thoreau and Shepherd, applying literary and environmental thought to educational practice and contexts. The book is timely in taking a scholarly approach that explores educational engagements with climate change and focuses on education for environmental sustainability.

Advocating for engagement with the climate emergency through the lens of poetic environmental activism, this volume will appeal to postgraduate students, researchers, and scholars involved with sustainability education, philosophy of education, poetic inquiry, and literary theory for environmental action.

Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways.

With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.

Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways.

With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.

This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered.