David Bright – författare

New Perspectives on Education for Democracy brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical, conceptual, and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local democratic encounters in education, while engaging with global debates and issues, such as de-democratisation and growing social, economic, and educational inequality. This book presents new ways of thinking about democracy, local–global enactments of democracy through teaching and learning, and future thinking for a new era of democracy. This book will be relevant for educators, researchers, and policymakers who are interested in educational sociology, critical pedagogy, and democratic education.

New Perspectives on Education for Democracy brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical, conceptual, and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local democratic encounters in education, while engaging with global debates and issues, such as de-democratisation and growing social, economic, and educational inequality. This book presents new ways of thinking about democracy, local–global enactments of democracy through teaching and learning, and future thinking for a new era of democracy. This book will be relevant for educators, researchers, and policymakers who are interested in educational sociology, critical pedagogy, and democratic education.

This book brings together diverse, international scholarly perspectives on education and democracy in response to contemporary challenges for educational leadership, policy and practice.

The contributions meaningfully engage with a range of local and global issues regarding democratic participation and agency, with a particular focus on implications for educational access, engagement and justice. Each chapter considers the complex tensions and interplay between education histories, policies, practices and research to better understand how education can be for democracy in the twenty-first century. There is much work to be done in the field of democratic education, whether it be in the search of a better understanding of education and democracy’s relationship to one another, questions of how education might be for democracy, the importance of teaching young people about democracy, and whether education can be more democratic. This book makes a small, but important, contribution to these struggles for more democratic and socially just futures through education.

Education, Policy and Democracy: Contemporary Challenges and Possibilities will be a key resource for academics, researchers, and advanced students of education leadership and policy, educational administration, politics, research methods, and sociology. This book was originally published as a special issue of the Journal of Educational Administration and History.

This book brings together diverse, international scholarly perspectives on education and democracy in response to contemporary challenges for educational leadership, policy and practice.

The contributions meaningfully engage with a range of local and global issues regarding democratic participation and agency, with a particular focus on implications for educational access, engagement and justice. Each chapter considers the complex tensions and interplay between education histories, policies, practices and research to better understand how education can be for democracy in the twenty-first century. There is much work to be done in the field of democratic education, whether it be in the search of a better understanding of education and democracy’s relationship to one another, questions of how education might be for democracy, the importance of teaching young people about democracy, and whether education can be more democratic. This book makes a small, but important, contribution to these struggles for more democratic and socially just futures through education.

Education, Policy and Democracy: Contemporary Challenges and Possibilities will be a key resource for academics, researchers, and advanced students of education leadership and policy, educational administration, politics, research methods, and sociology. This book was originally published as a special issue of the Journal of Educational Administration and History.

Organised Crime and Law Enforcement: A Network Perspective examines organised crime and law enforcement through the conceptual lens of networks. The book takes stock of the many ways in which network theories and concepts, including social network analysis, can apply to studying both organised crime and law enforcement responses to organised crime. It is the first attempt to bring these diverse network perspectives and distinct fields of research together.

The book is organised into two parts. The first part uses network perspectives to advance our understanding of the interconnected social structure of organised criminal groups, to expose their strengths and vulnerabilities, and to illuminate factors that enable such groups to undertake complex criminal activities. The second part uses a network lens to examine the challenges that organised criminal groups present for a wide range of law enforcement agencies, and the utility of network theories and concepts in understanding and informing their responses to organised crime.

Written in a clear and direct style, the book will appeal to scholars and practitioners of criminology, sociology, law enforcement, and all those interested in learning more about theories of organised crime and its relationship with law enforcement.

Organised Crime and Law Enforcement: A Network Perspective examines organised crime and law enforcement through the conceptual lens of networks. The book takes stock of the many ways in which network theories and concepts, including social network analysis, can apply to studying both organised crime and law enforcement responses to organised crime. It is the first attempt to bring these diverse network perspectives and distinct fields of research together.

The book is organised into two parts. The first part uses network perspectives to advance our understanding of the interconnected social structure of organised criminal groups, to expose their strengths and vulnerabilities, and to illuminate factors that enable such groups to undertake complex criminal activities. The second part uses a network lens to examine the challenges that organised criminal groups present for a wide range of law enforcement agencies, and the utility of network theories and concepts in understanding and informing their responses to organised crime.

Written in a clear and direct style, the book will appeal to scholars and practitioners of criminology, sociology, law enforcement, and all those interested in learning more about theories of organised crime and its relationship with law enforcement.

In this book, authors working with Deleuzean theories in educational research in Australia and the United Kingdom grapple with how the academic-writing machine might become less contained and bounded, and instead be used to free impulses to generate different creations and connections. The authors experiment with forms of writing that challenge the boundaries of academic language, moving beyond the strictures of the scientific method that governs and controls what works and what counts to make language vibrate with a new intensity.

The authors construct monstrous creations, full of vitality and fervor, hybrid texts, part academic part creative assemblages, almost-but-perhaps-not-quite recognisable as research. Stories that blur the lines between true and untrue, re-presentation and invention.

The contributors to this book hope that something might happen in its reading; that some new connections might be made, but also acknowledge the contingency of the encounter between text and reader, and the impossibility of presuming to know what may be.