The collection’s unique contribution lies in its reconceptualisation of ethics for practitioners in research as emergent, reflexive and co-created. Moving beyond compliance-based models of research governance, it offers new theoretical and practical insights for researchers, doctoral students, educators and practitioners seeking more nuanced and context-sensitive approaches to ethical research practice. Each chapter is accompanied by interdisciplinary responses that extend and reframe the discussion, creating a dynamic conversation across fields rather than a series of isolated case studies. In doing so, the book reveals how ethical dilemmas often transcend disciplinary boundaries while manifesting differently in situated contexts.

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Drawing on research, student reflections and practical case studies from UK higher education, this volume argues for active online reading as a powerful pedagogy for inclusive and effective learning. Contributors explore how students engage with digital texts, the barriers they encounter and the teaching strategies that can support deeper engagement. Chapters consider accessibility, library provision, transitions into university study, social annotation, AI reading assistants, collaborative reading, playful and creative methods, disciplinary reading practices, and student reading journeys from undergraduate to doctoral level. The book’s distinctive contribution lies in bringing together academics, librarians, learning developers, educational technologists and students to examine digital reading as a taught, scaffolded and reflective academic practice. Grounded particularly in reading-rich disciplines in the Arts, Humanities and Social Sciences, it offers both a manifesto for change and a practical resource for educators seeking to improve students’ engagement with digital texts.

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When Classrooms Drown gives voice to those communities. Families, teachers and students describe in harrowing detail what they endured and the dire conditions they continued to face two years later, when research for this book was conducted. Their accounts highlight the lack of adequate state support and how NGOs attempted to fill these gaps. Crucially, the book brings a sharper gendered lens to these experiences, showing how women and girls were disproportionately affected by displacement and loss of livelihoods, while also facing heightened levels of risk to their safety and wellbeing. These perspectives underscore the urgent need for disaster preparedness that explicitly addresses gender inequalities while also ensuring that children receive stronger, sustained support for their education during and after crises. Schools, in this context, are not only sites of learning but critical spaces for safety, future-making and preparedness, equipping children and teachers with knowledge and support systems before, during, and after disasters.

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A variety of traditions have developed around the world to promote citizenship education, but there is no established discourse addressing the role of knowledge and understanding underpinning citizenship. Educating for Citizenship begins with an accessible narrative around theories of knowledge and how they apply in citizenship education, then centres on a series of rich and detailed case studies to develop a framework that is practical and relevant to teachers in planning their curricula and pedagogy. These include contemporary issues such as climate change and sustainability, racism, human rights, peace and critical media literacy. This framework of professional knowledge will be useful for teacher educators in constructing their programmes, and for student teachers to demonstrate what knowledge underpins effective practice. It will also be a valuable source for postgraduate students and academics in the field by providing the first sustained discussion of knowledge in citizenship education.

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Constructions of Progressive Learning tells the story of the institution through its architecture – a perspective largely overlooked in histories of progressive education. The book demonstrates how Dartington’s learning environments both shaped and reflected changing ideas about the body, gender, democracy, pedagogy and class. It argues that the architecture of progressive education was not fixed, but evolved in response to shifts in leadership, policy and educational philosophy. Drawing on Dartington’s innovations in performance writing, the book weaves archival research, oral history and site writing practices into a richly layered narrative. The method brings marginalised voices of forgotten staff and students into dialogue with more dominant accounts of headmasters and architects. In doing so, the book offers a timely reflection on how educational environments might centre wellbeing, relationships and lived experience, rather than performance metrics alone.

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Drawing on new research and practice in schools, museums, galleries and public spaces, the book explores how visual sources are experienced by young people and educators. Images are considered as routes for investigating contested pasts, truth claims and traditions, or as provocations and protest. Theory and practice are woven into chapters to support the use of art in education and foster its potential for interdisciplinary approaches to Religious Education and History. A manifesto for using art in the curriculum offers principles for how visual culture can act as a key pivot for student learning, while a section on the ethics of teaching with images helps teachers through tricky conversations. Throughout the book educators are invited to use visual sources not as mere adjuncts to text, but as unique, rich, complex, engaging and distinct forms of knowledge in their own right.

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Based on primary research with former teachers and pupils of St George-in-the-East, How Alex Bloom Built Radical Democratic Secondary Education in Post-war London recounts the story of the school’s founding, pedagogy and democratic inclusivity. Through the book’s own narrative, and in short contributions from some of today’s leading educators, it examines Bloom’s contemporary and subsequent influence on education in the UK and further afield. Most of all, this book reveals Alex Bloom’s extraordinary dedication and commitment to his staff, his pupils and their community, exemplifying the importance of engaging with the school’s contemporary realities.

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Creating a Framework for Developing Sessional Teachers in Higher Education aims to address this problem with guidance for the HE leaders who support and manage sessional teachers. It offers a comprehensive framework that will enable education leaders to improve the experience and effectiveness of sessional staff through practical guidance, evidence-informed recommendations, best practice case studies, sector-wide research and the lived experience of academic leaders. The book explores key areas including induction, teaching, learning and assessment practices, mentoring, reward and recognition, community building and ongoing professional development. It presents strategies for embedding consistency and quality across departments and disciplines while recognising the individuality and diverse contributions of sessional teachers. With clear, actionable guidance and insights from across the HE sector, this book is an essential resource for education leaders such as programme directors, department heads, faculty managers and anyone involved in academic staffing and teaching development. It champions an inclusive, sustainable approach to education leadership – one that values and rewards all contributors to student learning.

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Drawing on Bernstein’s concept of recontextualisation and theories of teacher agency, the book examines how teachers navigate the boundaries between academic disciplines, school subjects and everyday knowledge. Through empirical case studies from England, Finland and Sweden, it illustrates how teachers’ decisions are shaped by national expectations, institutional frameworks and classroom dynamics. Combining Anglophone and Nordic traditions in subject teaching with curriculum theory and classroom research, the book offers a theoretically grounded yet practical account of how teachers recontextualise knowledge. It develops new insights into teacher agency and recontextualisation which are highly relevant to teacher education, curriculum design and educational policy. By focusing on real-life teaching across a range of subjects, the book deepens our understanding of how powerful knowledge is brought into classrooms and how teachers can be supported in this vital work.

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Myanmar’s Spring Revolution is about the students and academics who played a key part in the post-coup protests and who are still fighting the Myanmar military, both by taking up arms and by creating their own higher education institutions. It aims to give Myanmar students a place to offer their views on their revolution and the future they are fighting for. In light of wars in Ukraine and Gaza the conflict in Myanmar has largely been forgotten and the youth-led resistance that is fighting the Myanmar military seems to have no witnesses. This book is a way of giving voice to those most affected by the coup, and those who are giving their lives for the future of their country. The protagonists here explain why the resistance is different this time, and how this revolution goes well beyond the protests against a military regime.

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