Rachel Brooks – författare

This timely volume explores the ways that university institutions affect the experiences of student carers and how student carers negotiate the (often conflicting) demands of care and academic work.

The book maps the experiences of student carers in academic cultures, exploring the intersectional ways in which gender, class, race and other social categories define who can take up a position as a student and a carer. It is framed by concerns of equity and diversity in higher education and ways that diverse people with wide-ranging care responsibilities are able to access and engage with degree-level study. The book promotes the idea of a more inclusive and equitable higher education environment and supports the emergence of more ‘care-full’ academic cultures which value and recognise care and carers.

The book will be highly relevant reading for academics, researchers and post-graduate students with an interest in higher education, social justice, gender studies and caring responsibilities. It will also be of interest to postgraduate students in sociology of education as well as higher education policymakers.

This timely volume explores the ways that university institutions affect the experiences of student carers and how student carers negotiate the (often conflicting) demands of care and academic work.

The book maps the experiences of student carers in academic cultures, exploring the intersectional ways in which gender, class, race and other social categories define who can take up a position as a student and a carer. It is framed by concerns of equity and diversity in higher education and ways that diverse people with wide-ranging care responsibilities are able to access and engage with degree-level study. The book promotes the idea of a more inclusive and equitable higher education environment and supports the emergence of more ‘care-full’ academic cultures which value and recognise care and carers.

The book will be highly relevant reading for academics, researchers and post-graduate students with an interest in higher education, social justice, gender studies and caring responsibilities. It will also be of interest to postgraduate students in sociology of education as well as higher education policymakers.

In today’s modern climate, education and learning take place in multiple and diverse spaces. Increasingly, these spaces are both physical and virtual in nature. Access to and use of information and communication technologies, and the emergence of knowledge-based economies necessitate an understanding of the plurality of spaces (such as homes, workplaces, international space and cyberspace) in which learning can take place. The spaces of policy making with respect to education are also being transformed, away from traditional centres of policy formation towards the incorporation of a wider range of actors and sites. These changes coincide with a more general interest in space and spatial theory across the social sciences, where notions of simultaneity and diversity replace more modernist conceptions of linear progress and development through time.

This volume proffers a unique perspective on the transformation of education in the 21st century, by bringing together leading researchers in education, sociology and geography to address directly questions of space in relation to education and learning. This collection of essays:

Changing Spaces of Education is an important and timely contribution to a growing area of concern within the social sciences and amongst practitioners and policy-makers, reflecting an urgent need to understand the ways in which both education and learning are being reconfigured, not just nationally, but also internationally and transnationally. It is essential reading for final-year undergraduates, postgraduates and researchers in geography, sociology, education and policy studies, with an aim, too, of informing policy and practice in this area.

In today’s modern climate, education and learning take place in multiple and diverse spaces. Increasingly, these spaces are both physical and virtual in nature. Access to and use of information and communication technologies, and the emergence of knowledge-based economies necessitate an understanding of the plurality of spaces (such as homes, workplaces, international space and cyberspace) in which learning can take place. The spaces of policy making with respect to education are also being transformed, away from traditional centres of policy formation towards the incorporation of a wider range of actors and sites. These changes coincide with a more general interest in space and spatial theory across the social sciences, where notions of simultaneity and diversity replace more modernist conceptions of linear progress and development through time.

This volume proffers a unique perspective on the transformation of education in the 21st century, by bringing together leading researchers in education, sociology and geography to address directly questions of space in relation to education and learning. This collection of essays:

Changing Spaces of Education is an important and timely contribution to a growing area of concern within the social sciences and amongst practitioners and policy-makers, reflecting an urgent need to understand the ways in which both education and learning are being reconfigured, not just nationally, but also internationally and transnationally. It is essential reading for final-year undergraduates, postgraduates and researchers in geography, sociology, education and policy studies, with an aim, too, of informing policy and practice in this area.

Negotiating Ethical Challenges in Youth Research brings together contributors from across the world to explore real-life ethical dilemmas faced by researchers working with young people in a range of social science disciplines. Unlike literature that tends to discuss youth research at an abstracted and exalted level, this volume aims to make the basic principles and guidelines of youth research more ‘real.’ By openly discussing actual challenges that researchers have experienced in the course of conducting their fieldwork or interpreting their findings, this collection provides the most authentic overview of the ethics of youth research available.

A careful selection of chapters addresses a range of ethical challenges particularly relevant to contemporary youth researchers. Each chapter identifies an ethical issue that the author has personally experienced in his or her youth research, explains why this was a challenge or dilemma, outlines how the researcher responded to the challenge, and provides advice and draws out broader implications for youth researchers. The chapters are organized around three themes that capture core ethical challenges: power and agency, protection and harm prevention, and trust and respect. The result is a collection that is a rigorous and valuable resource to those embarking on research with young people for the first time as well as supporting the resolution of ethical challenges by more experienced researchers.

Negotiating Ethical Challenges in Youth Research brings together contributors from across the world to explore real-life ethical dilemmas faced by researchers working with young people in a range of social science disciplines. Unlike literature that tends to discuss youth research at an abstracted and exalted level, this volume aims to make the basic principles and guidelines of youth research more ‘real.’ By openly discussing actual challenges that researchers have experienced in the course of conducting their fieldwork or interpreting their findings, this collection provides the most authentic overview of the ethics of youth research available.

A careful selection of chapters addresses a range of ethical challenges particularly relevant to contemporary youth researchers. Each chapter identifies an ethical issue that the author has personally experienced in his or her youth research, explains why this was a challenge or dilemma, outlines how the researcher responded to the challenge, and provides advice and draws out broader implications for youth researchers. The chapters are organized around three themes that capture core ethical challenges: power and agency, protection and harm prevention, and trust and respect. The result is a collection that is a rigorous and valuable resource to those embarking on research with young people for the first time as well as supporting the resolution of ethical challenges by more experienced researchers.

Materialities and Mobilities in Education develops new arguments about the ways in which educational processes can be analysed. Drawing on a recent interest in mobilities across the social sciences, and a conterminous resurgence in academic accounts of materialities, the book demonstrates how these two ostensibly differing perspectives on education might be fruitfully deployed in tandem. Considering the interaction and convergence of materialities and mobilities, the book highlights the relationship between structural constraints and opportunities and the agency of individuals, providing a unique and essential insight into contemporary education.

Examining a range of education spaces from the formal to the informal and the different types of mobility that manifest in relation to education, the book introduces readers to a range of theoretical resources and detailed case studies used to analyse the spatiality of education from across the disciplines of human geography, education and sociology.

Drawing on material from across the globe, Materialities and Mobilities in Education is an engaging and relevant text, which will appeal to postgraduate students, researchers and academics interested in the development of education policy and practice.

Materialities and Mobilities in Education develops new arguments about the ways in which educational processes can be analysed. Drawing on a recent interest in mobilities across the social sciences, and a conterminous resurgence in academic accounts of materialities, the book demonstrates how these two ostensibly differing perspectives on education might be fruitfully deployed in tandem. Considering the interaction and convergence of materialities and mobilities, the book highlights the relationship between structural constraints and opportunities and the agency of individuals, providing a unique and essential insight into contemporary education.

Examining a range of education spaces from the formal to the informal and the different types of mobility that manifest in relation to education, the book introduces readers to a range of theoretical resources and detailed case studies used to analyse the spatiality of education from across the disciplines of human geography, education and sociology.

Drawing on material from across the globe, Materialities and Mobilities in Education is an engaging and relevant text, which will appeal to postgraduate students, researchers and academics interested in the development of education policy and practice.

Despite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people – much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as:

Student Politics and Protest: International Perspectives explores a number of common themes, including: the focus and nature of student politics and protest; whether students are engaging in fundamentally new forms of political activity; the characteristics of politically engaged students; the extent to which such activity can be considered to be ‘globalised’; and societal responses to political activity on the part of students. Student Politics and Protest: International Perspectives does not seek to develop a coherent argument across all its chapters but, instead, illustrate the variety of empirical foci, theoretical resources and substantive arguments that are being made in relation to student politics and protest.

International in scope, with all chapters dealing with recent developments concerning student politics and protest, this book will be an invaluable guide for Higher Education professionals, masters and postgraduate students in education, sociology, social policy, politics and youth studies.

Despite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people – much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as:

Student Politics and Protest: International Perspectives explores a number of common themes, including: the focus and nature of student politics and protest; whether students are engaging in fundamentally new forms of political activity; the characteristics of politically engaged students; the extent to which such activity can be considered to be ‘globalised’; and societal responses to political activity on the part of students. Student Politics and Protest: International Perspectives does not seek to develop a coherent argument across all its chapters but, instead, illustrate the variety of empirical foci, theoretical resources and substantive arguments that are being made in relation to student politics and protest.

International in scope, with all chapters dealing with recent developments concerning student politics and protest, this book will be an invaluable guide for Higher Education professionals, masters and postgraduate students in education, sociology, social policy, politics and youth studies.

Researching Young People's Lives provides an overview of some of the key methodological challenges facing youth researchers and an introduction to the broad repertoire of methods used in youth-orientated research.

The book is split into two sections. In the first half of the book, the authors consider the broad methodological and contextual concerns of relevance to the design and conduct of youth research, including ethical issues, the importance of context, and the rise of participatory approaches to youth research. The second part of the book focuses on the use of specific research methods in the conduct of youth research, ranging from surveys and secondary analysis through to interviewing, ethnography, visual methods, and the use of the internet in youth research. Throughout the book, the emphasis is on research in practice, and examples are drawn from recent youth research projects from a wide range of disciplines and substantive areas, and from a range of both UK and non-UK contexts.

This is an ideal introduction to the field for novice researchers, in particular students studying and researching in the broad area of youth studies. It should also appeal to practitioners engaged in evaluation of service provision to young people, and to established youth researchers who might wish to explore the potential of using a different set of methods to those with which they are already familiar.

Researching Young People′s Lives provides an overview of some of the key methodological challenges facing youth researchers and an introduction to the broad repertoire of methods used in youth-orientated research.

The book is split into two sections. In the first half of the book, the authors consider the broad methodological and contextual concerns of relevance to the design and conduct of youth research, including ethical issues, the importance of context, and the rise of participatory approaches to youth research. The second part of the book focuses on the use of specific research methods in the conduct of youth research, ranging from surveys and secondary analysis through to interviewing, ethnography, visual methods, and the use of the internet in youth research. Throughout the book, the emphasis is on research in practice, and examples are drawn from recent youth research projects from a wide range of disciplines and substantive areas, and from a range of both UK and non-UK contexts.

This is an ideal introduction to the field for novice researchers, in particular students studying and researching in the broad area of youth studies. It should also appeal to practitioners engaged in evaluation of service provision to young people, and to established youth researchers who might wish to explore the potential of using a different set of methods to those with which they are already familiar.