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View article: Creating and implementing a decision support environment for risk-sensitive, pro-poor urban planning and development of Tomorrow’s Cities
Creating and implementing a decision support environment for risk-sensitive, pro-poor urban planning and development of Tomorrow’s Cities Open
As the negative impacts of natural hazards continue to escalate around the world due to increasing populations, climate change, and rapid urbanisation (among other factors and processes), there is an urgent requirement to develop structure…
View article: Normative future visioning: a critical pedagogy for transformative adaptation
Normative future visioning: a critical pedagogy for transformative adaptation Open
Normative future visioning (NFV) offers a critical approach that can respond to the challenges of transformative adaptation. In the context of climate crisis, an understanding of the diversity of desired end-states and pathways for good ur…
View article: Editorial. Risk-based, Pro-poor Urban Design and Planning for Tomorrow's Cities
Editorial. Risk-based, Pro-poor Urban Design and Planning for Tomorrow's Cities Open
The Sendai Framework for DRR 2015–2030 identifies an urgent need for a global effort by researchers, practitioners, and governments to integrate science with action to support risk-sensitive decision making . Tomorrow's Cities aims to co-p…
View article: Making Space for the Dissertation
Making Space for the Dissertation Open
This paper examines a residential writing retreat for final year human geography and planning students held in a youth hostel in North Yorkshire, considering how it is experienced by students. This is a curriculum innovation for the disser…
View article: ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’
‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’ Open
This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of school…
View article: Triggering multi-actor change cascades: Non-representational theory and deep disaster risk management co-production
Triggering multi-actor change cascades: Non-representational theory and deep disaster risk management co-production Open
Deep-rooted socio-ecological and technical systems, values and lifestyles, ‘locked in’ by vested interests and flows of power, underpin the interconnected problems of climate change, hazard vulnerability and poverty. A ‘shallow’ approach t…
View article: Innovation Pathways to Adaption for Humanitarian and Development Goals: A Case Study of Aftershock Forecasting for Disaster Risk Management
Innovation Pathways to Adaption for Humanitarian and Development Goals: A Case Study of Aftershock Forecasting for Disaster Risk Management Open
The innovation process is central to effective adaption to climate change and development challenges, but models from business and management tend to dominate innovation theory, which sits outside the adaption-development paradigm. This pa…
View article: ‘This feels like a whole new thing’: a case study of a new LGBTQ-affirming school and its role in developing ‘inclusions’
‘This feels like a whole new thing’: a case study of a new LGBTQ-affirming school and its role in developing ‘inclusions’ Open
The notion of inclusive education has multiple meanings and the precise definition remains contested. In particular, the debate rages as to whether it is appropriate for some schools to offer specialised provision to particular cohorts of …
View article: Reframing 'Attainment': creating and developing spaces for learning within schools
Reframing 'Attainment': creating and developing spaces for learning within schools Open
This article, based on a keynote presentation given at a conference in Tasmania, examines the notion of 'attainment' and argues that a narrow focus on standardised test scores is highly problematic for those concerned with social justice. …
View article: Learning from differences: a strategy for teacher development in respect to student diversity
Learning from differences: a strategy for teacher development in respect to student diversity Open
Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. …
View article: Thinking the Yet to be Thought: envisioning autonomous and alternative pedagogies for socially just education
Thinking the Yet to be Thought: envisioning autonomous and alternative pedagogies for socially just education Open
This article introduces this Special Issue of FORUM with a discussion of freedom and autonomy and considers the ways in which alternative approaches to pedagogy might provide opportunities to address inequalities in the context of educatio…
View article: Creating Spaces for Autonomy: The Architecture of Learning and Thinking in Danish Schools and Universities
Creating Spaces for Autonomy: The Architecture of Learning and Thinking in Danish Schools and Universities Open
This chapter focuses on the concept of space and its relationship to autonomy and perceptions of freedom in education. It includes a review of the literature that indicates the links between physical and metaphorical spaces and learning ar…
View article: Developing active citizenship in schools : a case study of democracy in practice
Developing active citizenship in schools : a case study of democracy in practice Open
This chapter offers a critique of current definitions of active citizenship and argues that children and young people need to be seen as citizens within their school communities and not just citizens of the future. Pedagogy and school deci…
View article: The danger of subverting students’ views in schools
The danger of subverting students’ views in schools Open
This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ …
View article: Alternative Provision Free Schools: Educational Fireworks or Sparks of Optimism for Excluded Young People?
Alternative Provision Free Schools: Educational Fireworks or Sparks of Optimism for Excluded Young People? Open
For those of us who have spent our professional lives working alongside children and young people who are disaffected with education, re-imagining education — or more specifically, re-imagining schools — is crucial. Could it be possible fo…