Rethinking Childhood

Researchers in a range of fields have acknowledged that childhood is a construct emerging from modernist perspectives that have not always benefited those who are younger. The purposes of the Rethinking Childhood Series are to provide critical locations for scholarship that challenges the universalization of childhood and introduces new, reconceptualized, and critical spaces from which opportunities and possibilities are generated for those who are younger. Diverse histories and cultures are considered of major importance, as well as issues of critical social justice. Authored and edited volumes are invited. We are particularly interested in manuscripts that provide insight into the contemporary neoliberal condition experienced by those who are labeled "child," as well as volumes that illustrate life and educational experiences that challenge that condition. Rethinking childhood work related to critical education and care, childhood public policy, family and community voice, and critical social activism is encouraged.

56 publications

Systems Thinking for Safety

ISSN: 2571-6913

Advisory board: Professor Erik Hollnagel, University of Southern Denmark; Professor Ragnar Löfstedt, King’s Centre for Risk Management, King’s College London, UK; Professor Alan Irwin, Copenhagen Business School, Denmark; Captain Rogers E. Smith, NASA Dryden Flight Research, USA; Professor Washington Yotto Ochieng, Imperial College, London, UK; Professor Dominic Elliott, University of Liverpool Management School, UK; Captain Tim Berry, Jet2; Dr Robert Hunter, British Air Line Pilots Association (BALPA), UK; Dr Anne Eyre, Trauma Training Ltd, UK; Dr David Fletcher, University of Leicester, UK; Associate Professor David Ison, Embry-Riddle Aeronautical University, USA; Dr Terry Shevells, University of Leicester, UK; Associate Professor Tony Masys, University of South Florida, USA; Dr Simon Bennett, University of Leicester, UK. Series description: This series draws on the success of the systems-thinking approach to safety management in commercial and military aviation, with a view to improving safety performance in other complex socio-technical systems, such as health-care, nuclear power generation, chemicals production, oil and gas extraction, deep mining and sea and rail transportation. Following the 1977 Tenerife air disaster (that killed 583 people), a traumatised and vilified aviation industry resolved to improve its safety performance. The adoption of a systems-thinking approach to risk analysis and mitigation, expressed in innovations such as the teamworking protocol crew resource management, has benefited the industry. According to the International Air Transportation Association, in 2024 the global all-accident rate was 1.13 per million flights, equating to one accident for every 880,000 flights. You are much safer in a pressurised aluminium tube cruising at eighty per cent the speed of sound six miles above terra firma than you are driving up Britain’s M1 motorway on a sunny day in a modern automobile, fully alert and not under the influence. The series is aimed at practitioners as well as academics and students. To this end, it is written in an accessible style with jargon explained. This reflects its purpose: to leverage change.

3 publications

Rethinking Education

Rethinking education has never been more important. While there are many examples of good, innovative practice in teaching and learning at all levels, the conventional education mindset has proved largely resistant to pedagogic or systemic change, remaining preoccupied with the delivery of standardised packages in a standardised fashion, relatively unresponsive to the diversity of learners’ experiences and inclinations as well as to the personal perspectives of individual teachers. The challenge of our times in relation to education is to help transform that mindset. This series takes up this challenge. It re-examines perennial major issues in education and opens up new ones. It includes, but is not confined to, pedagogies for transforming the learning experience, any-time-any-place learning, new collaborative technologies, fresh understandings of the roles of teachers, schools and other educational institutions, providing for different learning styles and for students with special needs, and adapting to changing needs in a changing environment.

12 publications

Repenser le cinéma / Rethinking Cinema

The main purpose of the «Rethinking Cinema» series is to provide film scholars as well as professionals from the audiovisual field with innovative research material in the field of film aesthetics, theory and history. Many areas of last century’s main attraction are still there to be rediscovered or have seldom been approached in the past. Consequently, priority is given to film concepts, genres, works or authors which have not been frequently dealt with. Conference proceedings, collections of essays, revised doctoral theses or monographs are published and have to distinguish themselves by a considerable degree of originality, audacity and scientific rigour, without neglecting the transdisciplinary and cross-cultural aspects related to different branches from the Humanities such as Art History, Philosophy or Linguistics. The series welcomes manuscripts written in French and/or in English as well as translations of noteworthy texts from other foreign languages. La collection « Repenser le cinéma » privilégie les approches novatrices, les analyses de concepts, de genres, de courants, d’auteurs et de films rarement étudiés, qu’il s’agisse d’actes de colloque, d’essais, de versions remaniées de thèses de doctorat ou encore de monographies. Elle se propose d’offrir aux chercheurs, aux enseignants de l’audiovisuel ainsi qu’aux professionnels du cinéma des pistes de réflexion inédites sur la théorie, l’histoire et l’esthétique d’un art qui recèle de multiples chantiers peu balisés au cours du siècle qui l’a vu naître. La démarche méthodologique adoptée au sein des travaux publiés doit faire preuve d’originalité, d’audace et de rigueur scientifique, tout en visant les corrélations transdisciplinaires et transculturelles avec d’autres domaines des sciences humaines (histoire de l’art, philosophie, linguistique, etc.). La collection accueille des ouvrages en français ou en anglais, des publications bilingues, ainsi que des traductions d’ouvrages étrangers difficilement accessibles.

13 publications

Black Studies and Critical Thinking

ISSN: 1947-5985

Black Studies and Critical Thinking is an interdisciplinary series which examines the intellectual traditions of and cultural contributions made by people of African descent throughout the world. Whether it is in literature, art, music, science, or academics, these contributions are vast and far-reaching. As we work to stretch the boundaries of knowledge and understanding of issues critical to the Black experience, this series offers a unique opportunity to study the social, economic, and political forces that have shaped the historic experience of Black America, and that continue to determine our future. Black Studies and Critical Thinking is positioned at the forefront of research on the Black experience, and is the source for dynamic, innovative, and creative exploration of the most vital issues facing African Americans. The series invites contributions from all disciplines but is specially suited for cultural studies, anthropology, history, sociology, literature, art, and music. Subjects of interest include (but are not limited to): Education, Sociology, History, Media/Communication, Spirituality and Indigenous Thought, Women’s Studies, Policy Studies, Advertising, African American Studies, Black Political Thought.

167 publications

[Re]thinking Environmental Education

"The [Re]thinking Environmental Education book series is a response to the international recognition that environmental issues have taken center stage in political and social discourse. Resolution and/or re-evaluation of the many contemporary environmental issues will require a thoughtful, informed, and well-educated citizenry. Quality environmental education does not come easily; it must be grounded in mindful practice and research excellence. This series reflects the highest quality of contemporary scholarship and, as such, is positioned at the leading edge not only of the field of environmental education, but of education generally. There are many approaches to environmental education research and delivery, each grounded in particular contexts and epistemological, ontological and axiological positions, and this series reflects that diversity."

23 publications