This collection begins with a collaborative theme as two PhD students share their experience of co-authoring chapters with their Supervisor, Hilary Cremin in the Handbook of Curriculum Theory, Research, and Practice.
Trifonas, P. P., & Jagger, S. (Eds.). (2024). Handbook of curriculum theory, research, and practice. Springer.
Chapter: Helping Young People Feel That They Matter (pp. 257-275). Written by Hilary Cremin & Nomisha Kurian
Co-authoring the chapter, ‘Helping Young People Feel That They Matter: Nurturing Students’ Eudaimonic Well-Being and Their Capacity to Build Peace’ with Professor Hilary Cremin in the Handbook of Curriculum Theory and Research was a wonderful chance to foreground “mattering” as a concept – what helps young people feel that they “matter” in the sense of being active contributors and change-makers to their schools and societies, and how can we foster their sense of meaning and purpose? Due to Hilary’s kind support as my PhD supervisor at the time, we were able to weave together her rich legacies of fostering positive change in schools with my research on children battling trauma and adversity. Writing with, and learning from, my supervisor was an incredibly valuable experience, sparked by Hilary’s generosity as a mentor. I encourage other students and supervisors to consider co-authoring publications together.
Nomisha Kurian
Chapter: Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces (pp. 295-314). Written by Hilary Cremin & William McInerney
I am honoured to have co-authored the chapter, ‘Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces’ with Professor Hilary Cremin in the Handbook of Curriculum Theory and Research. Drawing on our experiences as educators and poets, we examine the epistemological, pedagogical, and curricular possibilities of integrating poetry into peace education contexts. Collaboratively writing the chapter with Hilary, who was also my PhD supervisor in the Cambridge Faculty of Education at the time, was a wonderful opportunity to think, learn, and write together that produced this publication and helped strengthen my doctoral thesis. I highly encourage PhD student’s to reach out to the supervisors about co-authoring opportunities.
William McInerney
Next we head off to the Children’s Literature Criticism section of our Education Ebooks Collection, with a book edited by Joe Sutliff Sanders
Du, Y., & Sanders, J. S. (Eds.). (2024). L. M. Montgomery’s “Emily of New Moon”: A children’s classic at 100. University Press of Mississippi.
This volume grew out of the love for one book in particular while one of our doctoral students was writing her thesis. Although L.M. Montgomery is better known for Anne of Green Gables, this later novel shows a more mature author, returning to her most famous tropes but layering in queer, haunted, conflicted understandings of childhood in general and girlhood in specific. With essays from around the world on how this book has been understood across time, adapted to both animation and postmodern television, and revisited by both academics and authors, this volume launches another hundred years of talking about the book that Montgomery says was the best she had ever written.
Joe Sutliff Sanders
Next, we feature two chapters written by Tabitha Millett.
Firstly, we go to the Philosophy of Education section:
Bustillos Morales, J., & Zarabadi, S. (Eds.). (2024). Towards posthumanism in education: Theoretical entanglements and pedagogical mappings. Routledge.
Chapter 9: Response-able Feminist Activism in a Neoliberal School Context Plaiting to Re-think Progress (pp. 137-148). Written by Hanna Retallack & Tabitha Millett.
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. My chapter contribution explores an attempt at a ‘response-able’ feminism with a group of young people at a national ‘feminism in schools conference’ through applying arts and participatory methods.
Tabitha Millett
Next we head to the Art & Arts Education section:
Ash, A., & Carr, P. (Eds.). (2024). A practical guide to teaching art and design in the secondary school. Routledge.
Chapter 16: Queering the Art Classroom: A Practical Guide for Art and Design Teachers (pp. 221-235). Written by Tabitha Millett.
The book is a practical guide for UK Art and Design teachers to bridge the gap between professional practice and educational theory. The book aims to be accessible, covering a range of topics for Art and Design teachers, from sculpture to decolonising. My chapter contribution discusses how Art and Design teachers could use queer theory in the art and design classroom.
Tabitha Millett.
Finally, we head to the Mathematics Education section with a book edited by Gosia Marschall:
Dede, Y., Marschall, G., & Clarkson, P. C. (Eds.). (2024). Values and valuing in mathematics education: Moving forward into practice. Springer.
This book is a follow-up to ‘Values and Valuing in Mathematics Education: Scanning and Scoping the Territory‘ (2019, Springer). It adds a critical emphasis on practice and fosters thinking concerning positive mathematical well-being, engagement, teacher noticing, and values alignment among a range of critical notions that intersect with values and valuing. Values and valuing play a key role in many aspects of education, such as assessment, planning, classroom interactions, choosing tasks, and general well-being. What one values and finds important in the learning and teaching of mathematics operates within the intersection of all social, cognitive, and affective aspects of school pedagogy, making values a significant holistic factor in education.
The chapters of this book explore potential teaching strategies that enhance the understanding of the central place of values in mathematics as a subject, as well as in how it is used within society. The book includes examples of strategies for facilitating students’ meaningful engagement with, and conscious learning of, values when engaging in mathematical thinking and doing.
Gosia Marschall
FYI: for your information 