This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching – organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from new research being conducted by the authors – the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice.

Harmony and Contrast provides a cross-cultural perspective on the art of Japan, China and Korea, focusing on the use of materials in art.

This book explores the interplay between global and local influences in theatre festivals in the German-speaking border region around Lake Constance. Whilst opening up a fascinating yet under-researched theatre region to academic study, it also provides much-needed empirical grounding for often vague theories of place, globalisation and culture. Do we really live in a 'shrinking world' dominated by a homogenising global culture industry, or are we experiencing the revival of 'local particularism'? To what extent is an apparently place-dependent cultural form such as theatre affected by the processes of cultural globalisation? Through detailed analysis of theatrical case studies from Lake Constance and the application of an interdisciplinary theoretical framework, this book begins to answer such important questions. The empirical focus is on the defining features of the Lake Constance region: the beautiful and often romanticised natural landscape of lake and mountains, and the presence of the nation-state borders which make this the crossroads of the German-speaking world. The author thus examines both open-air summer theatre festivals, such as the internationally renowned Bregenzer Festspiele, and politically focused cross-border theatre festivals, such as the youth festival TRIANGEL.

This book provides the theoretical and analytical resources for an urgent rethinking of the social project of educating and educational leading. It examines what educational leadership is, namely the politics and power of leadership as a practice, and what it can and should be, offering a pedagogical and praxis-informed approach to educational practice. Drawing on research conducted at various Australian schools and education districts, it argues for a reframing of educational leadership as pedagogical practice/praxis to transform theorising and practice in the field. The book provides a rich account of educational leading through a practice lens, bringing into dialogue the theory of practice architectures with site ontologies, Bourdieu’s thinking tools and feminist critical scholarship. The book tracks the practices and praxis of educational leaders as they grapple with the changing landscape and forces of educational policies that have informed Australian education. It reimagines education leadership by integrating Continental and Northern European understandings of pedagogy and praxis as being morally and ethically informed, as opposed to the narrower Anglophone notions of pedagogy as teaching and learning. The book adds to the body of knowledge on the “actual work of leadership” as a “distinct set of practices” that is morally and ethically informed. Readers will find a more holistic understanding of educational leadership practice and praxis, based on the everyday accounts of educational leaders, teachers and students in schools and education districts.

The authors explore the role of educational research in uncertain, risky times. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups.

Recognition of disadvantage is seen as crucial in preparing socially just teachers who can recognize and address inequities, and this engaging guide provides innovative strategies to reflect on disadvantage. Coupled with its discursive partners, inclusion and diversity, trainee teachers are asked to engage with theories of disadvantage, and advised to recognize, support and lead change for students who historically experience high levels of exclusion and marginalization. But what does disadvantaged mean? In this book, the authors draw together international perspectives to explore the subtle and complex differences produced by the keyword disadvantage in different geo-political contexts, and look at the political, historical, social, and cultural significance of the word. They showcase narratives from the subjects of disadvantage, including indigenous perspectives. They include standpoints from immigrants, asylum seekers and refugees and consider the intersectional nature of disadvantage, for instance, the experiences of LGBTQI+ groups who are living in poverty.

The author has selected 60 of the finest pieces from the NMS's internationally acclaimed Chinese lacquer collection and details history, significance, dating, function and techniques in a lushly produced volume. (National Museums of Scotland)