Andrew Hickey – författare

To be comfortable stands as an aspiration of the times; to be comfortable defines what it means to live ‘the good life’. We talk about such things as maintaining a comfortable home, a comfortable lifestyle and a comfortable retirement. We seek out comforts in the relationships we sustain, the leisure practices we enact and the possessions we accumulate. We look for promises of comfort in the words of a close friend and our next pair of shoes. Furnished in the home, optionally outfitted in cars, scrutinised in holiday brochures and brushed up against in the clothes we wear, comfort is there, marking distinctions and framing decisions about what it means to live well. But by consuming comfort in the ways that we do, we do ourselves harm and limit our only planet of its capacity to provide for the requirements of life. This is a world that grows ever more uncomfortable because of comfort and when linked to consumption and excess, indulgence and apathy, it occurs that comfort carries effects that have existential consequence.

Utilising analyses of popular culture and ethnographic accounts of everyday life, Comfort and Contemporary Culture works through case study accounts of comfort’s enactment to pose questions around what it means to live, now. Comfort and Contemporary Culture poses alternative renderings of the idea of comfort to return the concept to its earliest roots in notions of confortāre. The revisioning of what we take as comfort requires urgent attention, with the ecological, social and intrapersonal implications of comfort’s current excesses demonstrative of this need.

This book will be relevant reading for students and scholars of cultural studies and sociology, cultural anthropology, social geography and studies of community.

To be comfortable stands as an aspiration of the times; to be comfortable defines what it means to live ‘the good life’. We talk about such things as maintaining a comfortable home, a comfortable lifestyle and a comfortable retirement. We seek out comforts in the relationships we sustain, the leisure practices we enact and the possessions we accumulate. We look for promises of comfort in the words of a close friend and our next pair of shoes. Furnished in the home, optionally outfitted in cars, scrutinised in holiday brochures and brushed up against in the clothes we wear, comfort is there, marking distinctions and framing decisions about what it means to live well. But by consuming comfort in the ways that we do, we do ourselves harm and limit our only planet of its capacity to provide for the requirements of life. This is a world that grows ever more uncomfortable because of comfort and when linked to consumption and excess, indulgence and apathy, it occurs that comfort carries effects that have existential consequence.

Utilising analyses of popular culture and ethnographic accounts of everyday life, Comfort and Contemporary Culture works through case study accounts of comfort’s enactment to pose questions around what it means to live, now. Comfort and Contemporary Culture poses alternative renderings of the idea of comfort to return the concept to its earliest roots in notions of confortāre. The revisioning of what we take as comfort requires urgent attention, with the ecological, social and intrapersonal implications of comfort’s current excesses demonstrative of this need.

This book will be relevant reading for students and scholars of cultural studies and sociology, cultural anthropology, social geography and studies of community.

This book is a useful guide for educators who seek to better engage students in rich, meaningful learning, outlining a clear set of key concepts and principles for relational pedagogy in school classrooms.

Emphasising the complex interpersonal encounters that mediate the social, cultural and political dynamics of the school as a shared space, the authors draw attention to the myriad relationships that constitute the social context of the school and the effects these have on teaching, learning and engagement. The relationships between students and teachers directly affect the experience of education, how learning unfolds and overall educational outcomes. Building on scholarly work and school practices, this book argues that relational pedagogy should be at the centre of teaching and learning in schools, in order to drive positive educational change. It further demonstrates the potential of relational pedagogy in the classroom through vignettes and examples from practice to highlight how these concepts can be applied in teaching and school leadership.

Presenting a compelling new framework for relational pedagogy, this book will be of interest to teacher educators, postgraduate students of education, policy and school leaders.

This book is a useful guide for educators who seek to better engage students in rich, meaningful learning, outlining a clear set of key concepts and principles for relational pedagogy in school classrooms.

Emphasising the complex interpersonal encounters that mediate the social, cultural and political dynamics of the school as a shared space, the authors draw attention to the myriad relationships that constitute the social context of the school and the effects these have on teaching, learning and engagement. The relationships between students and teachers directly affect the experience of education, how learning unfolds and overall educational outcomes. Building on scholarly work and school practices, this book argues that relational pedagogy should be at the centre of teaching and learning in schools, in order to drive positive educational change. It further demonstrates the potential of relational pedagogy in the classroom through vignettes and examples from practice to highlight how these concepts can be applied in teaching and school leadership.

Presenting a compelling new framework for relational pedagogy, this book will be of interest to teacher educators, postgraduate students of education, policy and school leaders.

This volume provides an exploration of the manifold ways pedagogy is enacted in cultural studies practice. Pedagogy in the book comes to stand as far more than simply the "art of teaching"; contributors explore how pedagogy defines and shapes their practice as cultural studies scholars. Chapters variously highlight the role of pedagogy in cultural studies practice, including formal, classroom situations where cultural studies is deployed to teach as part of degree or coursework programs, but importantly also as something removed from the formal classroom, as situated within the research act via public engagement or through social activism as a public pedagogy. In so doing, the book chart a course for understanding cultural studies as an active and engaged discipline interested in understanding cultural flows and production as sites of learning and exchange.

This volume provides an exploration of the manifold ways pedagogy is enacted in cultural studies practice. Pedagogy in the book comes to stand as far more than simply the "art of teaching"; contributors explore how pedagogy defines and shapes their practice as cultural studies scholars. Chapters variously highlight the role of pedagogy in cultural studies practice, including formal, classroom situations where cultural studies is deployed to teach as part of degree or coursework programs, but importantly also as something removed from the formal classroom, as situated within the research act via public engagement or through social activism as a public pedagogy. In so doing, the book chart a course for understanding cultural studies as an active and engaged discipline interested in understanding cultural flows and production as sites of learning and exchange.