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Informationen zum Autor Katarzyna Fleming is Senior Lecturer in Teacher Education at Sheffield Hallam University, UK. Fufy Demissie is Senior Lecturer in Education at Shefield Hallam University, UK. Klappentext This book offers critical discussion on the necessity for 'difficult conversations' to take place in education, drawing on studies from across the UK. The editors and contributors address three key questions: - How can 'difficult conversations' be theorised? - What transformations in thinking and practice can occur through 'difficult conversations'? - What value do 'difficult conversations' have in enabling peace between the diverse communities of today? The chapters cover a range of topics including supporting children with SEND, parent and carer engagement, childhood trauma, race, disability, the climate emergency and research methods. The contributors draw on the theoretical work of Linda Martin Alcoff, Maurice Blanchot, Paulo Freire, and Maureen Lipman and other contemporary theories. They argue against the prevailing deficit-based perspectives about marginalized communities and students, and invite deep thinking about the nature of oppression and the complicity of many education professionals in it. Ultimately, the book advocates for children's and student's empowerment and agency in the face of social inequalities. Vorwort Examines how engaging in challenging conversations can aid the transformation of traditional or entrenched behaviours, systems and beliefs, and question their ethical value. Zusammenfassung This book offers a critical discussion on the necessity for 'difficult conversations' to take place in education, drawing on studies from across the UK. The editors and contributors address three key questions: - How can 'difficult conversations' be theorised? - What transformations in thinking and practice can occur through 'difficult conversations'?- What value do 'difficult conversations' have in enabling understanding and compassion between the diverse communities of today?The chapters cover a range of topics including supporting children with SEND, parent and carer engagement, childhood trauma, race, disability, the climate emergency, and the researcher's positionality. The contributors draw on the theoretical work of bell hooks, Linda Alcoff, Paulo Freire, Victor Turner, Homi Bhabha, Nel Nodings, Melanie Nind, Emile Bojesen, Gayatri Chakravorty Spivak, Mathew Lipman, and other contemporary theories. They argue against the prevailing deficit-based perspectives about marginalized communities and invite deep thinking about the nature of oppression experienced in many spheres of education and therefore in our society. Ultimately, the book advocates for the empowerment and agency of anyone facing social inequalities through engagement in 'difficult conversations' as a means of transformation and social change. Inhaltsverzeichnis Series Editor's Introduction1. Introduction: Why Difficult Conversations Matter – In Search for Transformation and Personal Growth, Katarzyna Fleming (Sheffield Hallam University, UK) and Fufy Demissie (Sheffield Hallam University, UK) Part I: ‘Difficult Conversations’ in Educational Settings 2. Transforming Autistic Children and Young People's School Experiences Through Difficult Conversations Between Educators, Jo Billington (University of Reading, UK) 3. Conversations Without ‘Mouth Words’: A Challenge or Learning for Transformative Educational Practice?, Katarzyna Fleming ( Sheffield Hallam University, UK) and Julie Calveley (NAC Wellbeing, UK) 4. Should I Be Having this Conversation About Death?, Tracy Edwards (University of Aberdeen, UK) 5. Co-Production Between Parents and Special Educational Needs Coordinators (Sencos) - A Route to Transform Working Together, Lorna Hughes (Canterbury Christ Church University, UK) Part II: ...
