This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice.Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds.Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice.Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds.Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.

This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes.Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic discipline, and engage classical learning theories in order to offer a broader understanding of complex, field-specific arguments, and engage readers from multidisciplinary backgrounds. Provoking a true paradigm shift in the field of Education Studies based on its own theoretical underpinnings, this book ultimately initiates a partnership between both disciplines to demonstrate a progressive and radical approach to the way we teach and think about the field of education studies.This cutting-edge book will be of relevance to scholars, researchers, and postgraduate students in the fields of Education Studies, educational psychology, the theory of education, and the philosophy of education more broadly. Senior professionals and academics who wish to expand their knowledge in relation to the international literature of this field would further benefit from this volume more broadly.

This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes.Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic discipline, and engage classical learning theories in order to offer a broader understanding of complex, field-specific arguments, and engage readers from multidisciplinary backgrounds. Provoking a true paradigm shift in the field of Education Studies based on its own theoretical underpinnings, this book ultimately initiates a partnership between both disciplines to demonstrate a progressive and radical approach to the way we teach and think about the field of education studies.This cutting-edge book will be of relevance to scholars, researchers, and postgraduate students in the fields of Education Studies, educational psychology, the theory of education, and the philosophy of education more broadly. Senior professionals and academics who wish to expand their knowledge in relation to the international literature of this field would further benefit from this volume more broadly.

This novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful – a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.

This novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful – a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice.Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds.Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice.Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds.Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.

This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes.Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic discipline, and engage classical learning theories in order to offer a broader understanding of complex, field-specific arguments, and engage readers from multidisciplinary backgrounds. Provoking a true paradigm shift in the field of Education Studies based on its own theoretical underpinnings, this book ultimately initiates a partnership between both disciplines to demonstrate a progressive and radical approach to the way we teach and think about the field of education studies.This cutting-edge book will be of relevance to scholars, researchers, and postgraduate students in the fields of Education Studies, educational psychology, the theory of education, and the philosophy of education more broadly. Senior professionals and academics who wish to expand their knowledge in relation to the international literature of this field would further benefit from this volume more broadly.

This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes.Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic discipline, and engage classical learning theories in order to offer a broader understanding of complex, field-specific arguments, and engage readers from multidisciplinary backgrounds. Provoking a true paradigm shift in the field of Education Studies based on its own theoretical underpinnings, this book ultimately initiates a partnership between both disciplines to demonstrate a progressive and radical approach to the way we teach and think about the field of education studies.This cutting-edge book will be of relevance to scholars, researchers, and postgraduate students in the fields of Education Studies, educational psychology, the theory of education, and the philosophy of education more broadly. Senior professionals and academics who wish to expand their knowledge in relation to the international literature of this field would further benefit from this volume more broadly.

This novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful – a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.

This novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful – a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.