Peter Bishop – författare

Whilst there is extensive literature analysing the design and function of new buildings and places, the actual process through which development proposals are actually fashioned – through complex negotiation and deal making, involving many different stakeholders with different agendas – is largely undocumented. Conventional planning theory tends to assume a logical, rational and linear decision-making process, which bears little relationship to reality. This book aims to shed some light on that reality. The King’s Cross scheme is one of the largest and most complex developments taking place in Britain today. The planning negotiations, which took six years, were probably some of the most exhaustive debates around a development ever. A report of over 600 pages of technical information was eventually presented to the committee, and after two evenings and ten hours of presentations and debate, the committee approved the scheme by just two votes.

Whilst there is extensive literature analysing the design and function of new buildings and places, the actual process through which development proposals are actually fashioned – through complex negotiation and deal making, involving many different stakeholders with different agendas – is largely undocumented. Conventional planning theory tends to assume a logical, rational and linear decision-making process, which bears little relationship to reality. This book aims to shed some light on that reality. The King’s Cross scheme is one of the largest and most complex developments taking place in Britain today. The planning negotiations, which took six years, were probably some of the most exhaustive debates around a development ever. A report of over 600 pages of technical information was eventually presented to the committee, and after two evenings and ten hours of presentations and debate, the committee approved the scheme by just two votes.

Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning.

While ideas about reconciliation are proliferating, few scholarly accounts have focused on its pedagogies. This book seeks to develop a generative theory that properly maps reconciliation processes and works out the pedagogical dimensions of new modes of narrating and listening, and effecting social change. The contributors build conceptual bridges between the scholarship of reconciliation studies and existing education and pedagogical literature, bringing together the concepts of reconciliation and pedagogy into a dialogical encounter and evaluating how each might be of mutual benefit to the other, theoretically and practically.

This study covers a broad range of territory including ethnographic accounts of reconciliation efforts, practical implications of reconciliation matters for curricula and pedagogy in schools and universities and theoretical and philosophical considerations of reconciliation/pedagogy. It will be of great interest to students and scholars of peace and reconciliation studies, educational studies and international relations.

Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning.

While ideas about reconciliation are proliferating, few scholarly accounts have focused on its pedagogies. This book seeks to develop a generative theory that properly maps reconciliation processes and works out the pedagogical dimensions of new modes of narrating and listening, and effecting social change. The contributors build conceptual bridges between the scholarship of reconciliation studies and existing education and pedagogical literature, bringing together the concepts of reconciliation and pedagogy into a dialogical encounter and evaluating how each might be of mutual benefit to the other, theoretically and practically.

This study covers a broad range of territory including ethnographic accounts of reconciliation efforts, practical implications of reconciliation matters for curricula and pedagogy in schools and universities and theoretical and philosophical considerations of reconciliation/pedagogy. It will be of great interest to students and scholars of peace and reconciliation studies, educational studies and international relations.

The book offers a holistic practical view considering all relevant interfaces and possibilities. It includes the different applications, practical implementation considerations and choices made for IEC61850 PACS (Protection Automation & Control System) designs. Power system engineers, planners, technicians and researchers will find the book useful for exploring, developing and delivering these systems.

This second edition of the book includes publication quality corrections. The technical content remains unaltered.