Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff’s social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level. Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools

Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff’s social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level. Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools

In Belonging: Rethinking Inclusive Practices to Support Well-Being and Identity, issues related to inclusive education and belonging across a range of education contexts are examined and matters related to participation, policy and theory, and identity and well-being are explored.

Streets Reconsidered is a fundamental rethinking of America's streets. It explores the future of streets and what America's roadways could be if they were designed for living, instead of just driving. The book includes: detailed design guidelines, fully illustrated, four color case studies of successful streets from around the world, a new paradigm of streets designed to promote human functions, turning new design ideas into a series of best practices that can be applied to any community. What would streets look like if they accommodated people of all ages and abilities, promoted healthy urban living, social interaction and business, the movement of people and goods and regeneration of the environment? Streets Reconsidered pushes beyond the current standards, focusing on the planning, design and construction of streets as a method for improving our built environment for everyone. The book is organized by the functions of a street: mobility, way finding, commerce, social gathering, events and programming, play and recreation, urban agriculture, green infrastructure and image and identity. Streets Reconsidered is the essential resource for city planners, urban designers, developers, architects, landscape architects, policymakers and community members who share a passion for great urban, human spaces.

With Warnock, the so-called ‘architect’ of inclusion now pronouncing this her ‘big mistake’ and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference – Deleuze, Foucault and Derrida – and puts them to work on inclusion. The book offers new challenges for those involved with education to invent new ways of tackling the ‘problem’ of inclusion.

REDD+ operates to reorganise social relations and to establish new forms of global authority over forests in the Global South.

Contemporary Curating, Artistic Reference and Public Reception undertakes a unique critical survey and analysis of prevailing group exhibition-making practices in Europe, the UK and North America. Drawing on curatorial literature and two in-depth case studies of group exhibitions, Bertrand advocates for a mode of curatorial practice that secures the content of artworks, in contrast to prevailing open-ended, indeterminate approaches. Proposing a third exhibition type beyond the current binary exhibition ontology that opposes art historical narratives to curatorial installations or Gesamtkunstwerk, the book directly tackles the enduring critique of curating as a mediating activity that produces sameness in group-exhibition contexts by establishing artistic equivalences. The book relies on the principles of analytical philosophy to assess how different exhibition-making approaches fix reference and determine artistic reception, reintroducing a standard to evaluate exhibitions beyond personal taste and thematic coherence. Bertrand ultimately proposes an alternative conception of practice that affirms the renewed relevance of the institutional group show in the present context. Contemporary Curating, Artistic Reference and Public Reception will be of interest to academics, researchers and students working in museum and curatorial studies, visual cultures, art theory and art history programmes. Art theorists and critics, as well as curators of contemporary art with a research-based practice, should also find much to interest them within the pages of the book.