Peter Kelly – författare

Health promotion with young people has largely been framed by theories of behaviour change to target ‘unsafe’, ‘unhealthy’ and/or ‘risky’ behaviours. These theories and models seek to encourage the development in young people of reasoned, rational and risk-aware personal strategies. This book presents an innovative and critical perspective on young people and health promotion. It explores the limits and possibilities of traditional health behaviour change models with their focus on reason, risk and rationality by examining the embodied dimensions of meaning-making in health promotion programs. Drawing on an array of critical social theories and approaches to knowledge production the authors identify and engage the aesthetic and affective dimensions of young people’s engagement with issues such as road safety, sexualities, alcohol and drug use, and physical and mental health and well-being.The book will appeal to researchers and practitioners in the fields of health promotion and health education, public health, education, the sociology of health and illness, youth studies and youth work.

In the 21st century myriad earth systems – atmospheric systems, ocean systems, land systems, neo-Liberal capitalism – are in crisis. These crises are deeply related. Taking diverse and multiple forms, they have diverse and multiple consequences and are evidenced in such things as war, everyday violence, hate and extremism, global flows of millions of the dispossessed and homeless; and in the precarious, uncertain, and marginal existence of millions more.Rethinking Young People’s Marginalisation is concerned with the experience, affect, and effects of these earth systems crises on: • young people’s life chances, life choices, and life courses• young people’s engagement with education, training, and work• the character of young people’s being and becoming, their genderedembodiment, their participation in cultures of democracy, their resilience,and their marginalisation.Indeed, in setting out to rethink young people’s marginalisation, this insightful volume makes a contribution to troubling key concepts in Youth Studies, primarily: structure and agency; transitions and pathways; gender and embodiment, citizenship, risk, and resilience. It does this by drawing on a variety of critical, theoretical traditions, including Bauman’s engagement with the ambivalence of the human condition; Foucault’s studies of mentalities of government and genealogies of the subject; the critique of the politics of disposability and violence of neo-Liberalism undertaken by Giroux, and the authors of Kilburn Manifesto;Braidotti’s vitalist posthumanism; and Haraway’s figure of the Chthulucene.Analysing the ways in which young people engage in and develop new cultures of democracy, Rethinking Young People’s Marginalisation will appeal to postgraduate students and postdoctoral researchers interested in fields such as Youth Studies, Youth Sociology, Education Studies, and Critical Social Theory.

Twenty first century, flexible capitalism creates new demands for those who work to acknowledge that all aspects of their lives have come to be seen as performance related, and consequently of interest to those who employ them (or fire them). At the start of the 21st century we can identify, borrowing from Max Weber, new work ethics that provide novel ethically slanted maxims for the conduct of a life, and which suggest that the cultivation of the self as an enterprise is the life-long activity that should give meaning, purpose and direction to a life. The book provides an innovative theoretical and methodological approach that draws on the problematising critique of Michel Foucault, the sociological imagination of Zygmunt Bauman and the work influenced by these authors in social theory and social research in the last three decades. The author takes seriously the ambivalence and irony that marks many people’s experience of their working lives, and the demands of work at the start of the 21st century. The book makes an important contribution to the continuing debate about the nature of work related identities and the consequences of the intensification of the work regimes in which these identities are performed and regulated. In a post global financial crisis (GFC) world of sovereign debt, austerity and recession the author’s analysis focuses academic and professional interest on neo-liberal injunctions to imagine ourselves as an enterprise, and to reap the rewards and carry the costs of the conduct of this enterprise.

The Roman poet Ovid, while sailing across the Black Sea to Tomis, considered his exile to have cosmic proportions; in the surging waves he sees his world seemingly veering back towards primordial chaos. Throughout his work Ovid seeks to depict the vast heterogeneity of the world, its creation and destruction, and the interconnection between humans and their unstable environment. This book explores how Ovid turns to philosophy, and especially the dialogues of Plato, to find meaning in a world that is fluid, uncertain, and dangerous. Rather than seeking recourse in an exact science of knowledge or a world of Forms beyond the here and now, Ovid sets himself apart from the philosophers. Instead, he highlights the limits of philosophy to capture the changing nature of reality and realigns the boundaries between poetry and science so as to create a more suitable medium for representing our entanglement with this complex world.

Drawing on Foucault’s ‘genealogical ethos’ and his work on power/knowledge/subjects, this book analyses the ways in which neo-liberal education apparatuses in Australia and other high-income economies frame the problem of young people and uncertain futures.The book critically examines the character of the presents and futures of education, training, and work, and of the planet that have been produced in globalising neo-liberal capitalism during the last four decades, and which see in the development of young people’s enterprise and aspiration, the solutions to multiple crises and uncertainties. It analyses how and why young people’s behaviours and dispositions have been made knowable in these ways, and the limits and possibilities that they produce for understanding what young people must be and become.The book draws on post-humanist, feminist studies of techno-science and futures studies to explore the promise of more socially just and sustainable futures for young people. A thought-provoking study for scholars and students of the sociology of education and of youth and society, it will be invaluable for policymakers, governments, NGOs, educators, and undergraduate and postgraduate students interested in young people and the crises of capitalism, earth systems, and the biosphere.

Twenty first century, flexible capitalism creates new demands for those who work to acknowledge that all aspects of their lives have come to be seen as performance related, and consequently of interest to those who employ them (or fire them). At the start of the 21st century we can identify, borrowing from Max Weber, new work ethics that provide novel ethically slanted maxims for the conduct of a life, and which suggest that the cultivation of the self as an enterprise is the life-long activity that should give meaning, purpose and direction to a life. The book provides an innovative theoretical and methodological approach that draws on the problematising critique of Michel Foucault, the sociological imagination of Zygmunt Bauman and the work influenced by these authors in social theory and social research in the last three decades. The author takes seriously the ambivalence and irony that marks many people’s experience of their working lives, and the demands of work at the start of the 21st century. The book makes an important contribution to the continuing debate about the nature of work related identities and the consequences of the intensification of the work regimes in which these identities are performed and regulated. In a post global financial crisis (GFC) world of sovereign debt, austerity and recession the author’s analysis focuses academic and professional interest on neo-liberal injunctions to imagine ourselves as an enterprise, and to reap the rewards and carry the costs of the conduct of this enterprise.

This collection examines the relationships between a globalising neoliberal capitalism, a post-GFC environment of recession and austerity, and the moral economies of young people’s health and well-being.

In the 21st century myriad earth systems – atmospheric systems, ocean systems, land systems, neo-Liberal capitalism – are in crisis. These crises are deeply related. Taking diverse and multiple forms, they have diverse and multiple consequences and are evidenced in such things as war, everyday violence, hate and extremism, global flows of millions of the dispossessed and homeless; and in the precarious, uncertain, and marginal existence of millions more.Rethinking Young People’s Marginalisation is concerned with the experience, affect, and effects of these earth systems crises on: • young people’s life chances, life choices, and life courses• young people’s engagement with education, training, and work• the character of young people’s being and becoming, their genderedembodiment, their participation in cultures of democracy, their resilience,and their marginalisation.Indeed, in setting out to rethink young people’s marginalisation, this insightful volume makes a contribution to troubling key concepts in Youth Studies, primarily: structure and agency; transitions and pathways; gender and embodiment, citizenship, risk, and resilience. It does this by drawing on a variety of critical, theoretical traditions, including Bauman’s engagement with the ambivalence of the human condition; Foucault’s studies of mentalities of government and genealogies of the subject; the critique of the politics of disposability and violence of neo-Liberalism undertaken by Giroux, and the authors of Kilburn Manifesto;Braidotti’s vitalist posthumanism; and Haraway’s figure of the Chthulucene.Analysing the ways in which young people engage in and develop new cultures of democracy, Rethinking Young People’s Marginalisation will appeal to postgraduate students and postdoctoral researchers interested in fields such as Youth Studies, Youth Sociology, Education Studies, and Critical Social Theory.

Health promotion with young people has largely been framed by theories of behaviour change to target ‘unsafe’, ‘unhealthy’ and/or ‘risky’ behaviours. These theories and models seek to encourage the development in young people of reasoned, rational and risk-aware personal strategies. This book presents an innovative and critical perspective on young people and health promotion. It explores the limits and possibilities of traditional health behaviour change models with their focus on reason, risk and rationality by examining the embodied dimensions of meaning-making in health promotion programs. Drawing on an array of critical social theories and approaches to knowledge production the authors identify and engage the aesthetic and affective dimensions of young people’s engagement with issues such as road safety, sexualities, alcohol and drug use, and physical and mental health and well-being.The book will appeal to researchers and practitioners in the fields of health promotion and health education, public health, education, the sociology of health and illness, youth studies and youth work.

This volume examines the interaction between literary and visual representation through ekphrasis in contemporary poetry and ancient literature, viewing ekphrasis as a dynamic and evolving concept rather than a fixed category. Contributions from academic experts and poets address how ancient ekphrasis relates to ancient Graeco-Roman literature and contemporary poetry, thus aiming to find commonalities and differences between ancient and modern discourses and to foster cross-disciplinary collaboration, reflecting the hybrid nature of ekphrasis itself.The book is organised around four core themes. Virtual Worlds and Embodied Images explores how ekphrasis connects the visual and the physical, while Vivid Emotions and Fluid Identities examines the impact of emotionally engaging with images. False Art and Poor Ethics looks at the relationship between ethics and aesthetics, and, finally, Absence and Presence investigates how the pursuit of absent visual objects serves as a reflection on memory and grief.

`The good practice points add depth to the practical nature of this book and clearly set out its intention to provide reflection for teachers to extend their own skills and practice' - Jan Baker, Head Teacher of Orchard Vale Community School

'Thoughtfully written and certainly of value to trainee teachers and those already teaching in school' - National Association for Gifted Children Newsletter

Most children already display a range of thinking skills when they communicate with each another and when they talk about their interests (whether those are soap operas or car engines), and this book presents an approach for classroom practice that will encourage teachers to build on the often quite sophisticated thinking skills the children in their class already have.

The author highlights points for good pratice, suggests some lesson ideas and builds in opportunities for professional reflection. Advice on the following is included:

}classroom organization

}approaches to collaborative groupwork

}developing children's (and teachers') speaking and listening skills

}building on the thinking skills that children of all abilities display

}using questioning techniques to promote thinking skills in the classroom

}whole-school issues.

Each chapter ends with a summary of key points and there is some photocopiable material included.

All teachers, teaching assistants and those co-ordinating the learning of gifted and talented pupils will find this book thought-provoking, stimulating and inspiring.

`The good practice points add depth to the practical nature of this book and clearly set out its intention to provide reflection for teachers to extend their own skills and practice' - Jan Baker, Head Teacher of Orchard Vale Community School

'Thoughtfully written and certainly of value to trainee teachers and those already teaching in school' - National Association for Gifted Children Newsletter

Most children already display a range of thinking skills when they communicate with each another and when they talk about their interests (whether those are soap operas or car engines), and this book presents an approach for classroom practice that will encourage teachers to build on the often quite sophisticated thinking skills the children in their class already have.

The author highlights points for good pratice, suggests some lesson ideas and builds in opportunities for professional reflection. Advice on the following is included:

}classroom organization

}approaches to collaborative groupwork

}developing children's (and teachers') speaking and listening skills

}building on the thinking skills that children of all abilities display

}using questioning techniques to promote thinking skills in the classroom

}whole-school issues.

Each chapter ends with a summary of key points and there is some photocopiable material included.

All teachers, teaching assistants and those co-ordinating the learning of gifted and talented pupils will find this book thought-provoking, stimulating and inspiring.

Collaboration, critical thinking and cultural competency are essential skills that shape young people’s futures. These key skills are often cultivated in the informal, creative spaces that society easily overlooks. Drawing on the Australian Research Council and industry co-funded Vital Arts project, this book offers a bold and practical new vision: an inclusive, practice-based micro-credential system that recognises the competencies that young people build through creative cultural participation. Challenging prevailing policy narratives that pathologise young people, the book shows how partnerships between industry, cultural organisations and youth-led initiatives can reimagine education, diversify pathways into work and support genuine social mobility. Offering fresh conceptual tools, compelling empirical insights and a transformative model for accrediting skills, this book repositions youth arts organisations and creative programmes as key actors in constructing more equitable and meaningful routes into employment.

This collection, which is a companion volume to Young People and Stories for the Anthropocene (Kelly et al., 2022), aims to find, to explore, and to co-produce ways of ‘staying with the trouble’ (Haraway 2016) that are disruptive of orthodoxies in childhood and youth studies, and productive of new ways of thinking, and of being and becoming, in the circumstances that we (young and old) find ourselves in. Circumstances that have, problematically, been identified as the Anthropocene, and which have been characterised as being situated at the convergence of the climate crisis, the 6th mass extinction, and the ongoing crises of global capitalism as ‘earth system’ (Braidotti 2019, Moore 2015).The collection emerges, in part, and among other things, around three key challenges. First, how can childhood and youth studies tell stories about the less obviously-bounded, obviously-crafted, obviously-engineered material stuff that humans create and that circulates – stuff like plastics, chemicals, and the scattered remnants of past industrial endeavour. Second, the need to experiment with diverse modes of representation: with differently-mediated technologies and modes of telling that, from digital film platforms to children’s non-fiction writing, expand our lexicon in terms of how it might become possible to narrate young people in/and the Anthropocene. Third, the need to articulate different ‘tools’ for working with young people in the Anthropocene. ‘Tools’ and ‘technologies’, understood in this manner, are modes of becoming-attuned to, and of making, new configurations of human and non-human, new and pressing threats that weigh upon young people in visceral, affective ways, and new modes of speculating about and becoming-responsible for futures – human and more-than-human. In this sense, the contributions to the collection, from scholars from the Anglo and non-Anglosphere, are framed by an urgency to develop and deploy innovative, critical and disruptive theoretical and methodological tools and technologies to identify and explore the material, temporal and conceptual challenges for children and young people, and those who research in childhood and youth studies, at this convergence.

This edited collection presents stories of children and young people’s entanglements with times of ongoing crisis in the Anthropocene. The authors use biographical narratives and arts-based methodologies to further the discussion surrounding young people’s well-being, resilience, and enterprise. Through these stories, they seek to critically engage with the literature on the Anthropocene and interrogate concepts such as agency, structure, and belonging.

`The good practice points add depth to the practical nature of this book and clearly set out its intention to provide reflection for teachers to extend their own skills and practice' - Jan Baker, Head Teacher of Orchard Vale Community School

'Thoughtfully written and certainly of value to trainee teachers and those already teaching in school' - National Association for Gifted Children Newsletter

Most children already display a range of thinking skills when they communicate with each another and when they talk about their interests (whether those are soap operas or car engines), and this book presents an approach for classroom practice that will encourage teachers to build on the often quite sophisticated thinking skills the children in their class already have.

The author highlights points for good pratice, suggests some lesson ideas and builds in opportunities for professional reflection. Advice on the following is included:

}classroom organization

}approaches to collaborative groupwork

}developing children's (and teachers') speaking and listening skills

}building on the thinking skills that children of all abilities display

}using questioning techniques to promote thinking skills in the classroom

}whole-school issues.

Each chapter ends with a summary of key points and there is some photocopiable material included.

All teachers, teaching assistants and those co-ordinating the learning of gifted and talented pupils will find this book thought-provoking, stimulating and inspiring.

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school.

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school.

This book analyses the challenges and opportunities faced by art-based social enterprises (ASEs) engaging young creatives in education and training and supporting their pathways to the creative industries.

This book makes an innovative, sociologically informed contribution to academic and policy discussions about informal work, skills and training for lifelong learning (LLL) and the promise of decent work and just transitions for sustainable development.

Young People and the Politics of Outrage and Hope brings together contributions from international youth studies experts who ask how young people and institutions are responding to high levels of unemployment, student debt, housing costs that lock many out of home ownership, and the challenge to find meaningful modes of participation in neo-liberal social contexts. Contributors including Henry Giroux, Anita Harris and Judith Bessant, draw on a range of theoretical, methodological and empirical work to identify and debate some of the challenges and opportunities of the politics of outrage and hope that should accompany academic, community and political discussions about the futures that young people will inherit and make.Young People and the Politics of Outrage and Hope is now available in paperback for individual customers.

Young People and the Politics of Outrage and Hope brings together contributions from international youth studies experts who ask how young people and institutions are responding to high levels of unemployment, student debt, housing costs that lock many out of home ownership, and the challenge to find meaningful modes of participation in neo-liberal social contexts. Contributors including Henry Giroux, Anita Harris and Judith Bessant, draw on a range of theoretical, methodological and empirical work to identify and debate some of the challenges and opportunities of the politics of outrage and hope that should accompany academic, community and political discussions about the futures that young people will inherit and make.Young People and the Politics of Outrage and Hope is now available in paperback for individual customers.