Tony Ghaye – författare

This book presents stories of sustainability from communities in circumpolar regions as they grapple with environmental, economic and societal changes and challenges.

Polar regions are changing rapidly. These changes will dramatically effect ecosystems, economy, people, communities and their interdependencies. Given this, the stories being told about lives and livelihood development are changing also. This book is the first of its kind to curate stories about opportunity and responsibility, tensions and contradictions, un/ethical action, resilience, adaptability and sustainability, all within the shifting geopolitics of the north. The book looks at change and sustainability through multidisciplinary and empirically based work, drawing on case studies from Norway, Sweden, Alaska, Canada, Finland and Northwest Russia, with a notable focus on indigenous peoples. Chapters touch on topics as wide ranging as reindeer herding, mental health, climate change, land-use conflicts and sustainable business. The volume asks whose voices are being heard, who benefits, how particular changes affect people’s sense of community and longstanding and cherished values plus livelihood practices and what are the environmental, economic and social impacts of contemporary and future oriented changes with regard to issues of sustainability?

This volume will be of great interest to students and scholars of sustainability studies, sustainable development, environmental sociology, indigenous studies and environmental anthropology.

This book presents stories of sustainability from communities in circumpolar regions as they grapple with environmental, economic and societal changes and challenges.

Polar regions are changing rapidly. These changes will dramatically effect ecosystems, economy, people, communities and their interdependencies. Given this, the stories being told about lives and livelihood development are changing also. This book is the first of its kind to curate stories about opportunity and responsibility, tensions and contradictions, un/ethical action, resilience, adaptability and sustainability, all within the shifting geopolitics of the north. The book looks at change and sustainability through multidisciplinary and empirically based work, drawing on case studies from Norway, Sweden, Alaska, Canada, Finland and Northwest Russia, with a notable focus on indigenous peoples. Chapters touch on topics as wide ranging as reindeer herding, mental health, climate change, land-use conflicts and sustainable business. The volume asks whose voices are being heard, who benefits, how particular changes affect people’s sense of community and longstanding and cherished values plus livelihood practices and what are the environmental, economic and social impacts of contemporary and future oriented changes with regard to issues of sustainability?

This volume will be of great interest to students and scholars of sustainability studies, sustainable development, environmental sociology, indigenous studies and environmental anthropology.

This book celebrates two important aspects of the London 2012 Olympic and Paralympic Games. (1) For those involved in any aspect of Olympism, and particularly coaches and athletes, London 2012 was about realising dreams, achieving success and participating in competitive sport at the highest level. This book sets out some of these dreams and the part coaches play in this. (2) The book also looks at the notion of ‘coaching-for-performance’ and does this from an international and multi-sport perspective. From interviews with Olympic coaches, the experiences of those working in the field of high performance and from applied sport researchers, the book uses the metaphor of the ‘coach-as-alchemist’ in order to capture the dynamics of coach-athlete relationships and performance. Sports such as diving, swimming, gymnastics, skiing are included as well as individual and team sports.

The book is set within the context of elite sport, high performance and coaching. Its contents illuminate two important kinds of reflective practice: (a) Reflection-ON-action (b) Reflection-FOR-action. The style of presentation includes narratives, reflective conversations, ethnographic work, interview analysis and video-clips available on-line.

This book was published as a special issue of Reflective Practice.

This book celebrates two important aspects of the London 2012 Olympic and Paralympic Games. (1) For those involved in any aspect of Olympism, and particularly coaches and athletes, London 2012 was about realising dreams, achieving success and participating in competitive sport at the highest level. This book sets out some of these dreams and the part coaches play in this. (2) The book also looks at the notion of ‘coaching-for-performance’ and does this from an international and multi-sport perspective. From interviews with Olympic coaches, the experiences of those working in the field of high performance and from applied sport researchers, the book uses the metaphor of the ‘coach-as-alchemist’ in order to capture the dynamics of coach-athlete relationships and performance. Sports such as diving, swimming, gymnastics, skiing are included as well as individual and team sports.

The book is set within the context of elite sport, high performance and coaching. Its contents illuminate two important kinds of reflective practice: (a) Reflection-ON-action (b) Reflection-FOR-action. The style of presentation includes narratives, reflective conversations, ethnographic work, interview analysis and video-clips available on-line.

This book was published as a special issue of Reflective Practice.

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance.

The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions:

With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance.

The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions:

With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.