Teachers and Teaching
Issues and Debates in Education
Teachers and Teaching
Issues and Debates in Education
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Description
This collection supports teachers and other educators to put key ideas about education to work in an accessible way, equipping them to realize the promise of their professional lives. Bridging school, further and higher education contexts, it draws on the distinctive contributions to research and scholarship that have been developed in Scottish education in recent times.
Structured in three parts, it focuses first on key ideas and debates in education around posthumanism, education policy, professional standards, decoloniality; antiracism and children's rights and agency. It then moves to themes specifically related to teachers, including identity, agency, educational leadership, professional learning and more-than-human teachers. The book's final section deals with approaches to teaching such as curriculum making, creativity, play, outdoor and inquiry-based learning, transitions, and inclusion. Each chapter closes with with reflective questions co-created with practitioners, enabling readers to respond to the challenges, opportunities and recurrent themes that teaching presents.
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Table of Contents
Part One: Key Ideas and Debates in Education
2. What is Education? John I'Anson (University of Stirling, UK)
3. Teaching in Troubled Times: A Posthumanist Approach to Education for Social Justice, Kay Sidebottom (University of Stirling, UK)
4. Negotiating Education Policy and Professional Standards as a Teacher, Colin Meikle, (Craigmount High School, Edinburgh, UK) and Aileen Ireland (University of Stirling, UK)
5. Decoloniality in Education: Context, Challenges and Practical Opportunities for Teachers and Teaching, Haira Gandolfi (University of Cambridge, UK) and Mélina Valdelièvre (Education Scotland, UK)
6. Context-informed Anti-racist Education. Prof Rowena Arshad, University of Edinburgh, Katie Hunter (St Thomas of Aquinas Roman Catholic High School, Edinburgh, UK) and Lena Bell.
7. Children's Rights and Agency, Dr Andrea Priestley and Brian Johnson (University of Stirling, UK)
Part Two: Teachers
8. Teacher Identity and Teachers' Professional Lives, Elizabeth Rushton (University of Stirling, UK), Emma Towers (King's College London, UK) and Zoè Robertson (University of Edinburgh, UK)
9. Agency: an essential prerequisite for effective teaching, Mark Priestley (University of Stirling, UK)
10. Leadership for Learning for Sustainability: Navigating Leadership Theories for Strategic Change in Scottish Education, Romina Madrid Miranda (University of Stirling, UK), Elizabeth Rushton (University of Stirling, UK) and Letizia Riddel (Auchenharvie Academy School, UK)
11. Professional Learning in, through and from Critical Collaborative Professional Enquiry. Dr Valerie Drew, University of Stirling
12. More than human teachers, Lou Mycroft (Independent imbrication Researcher, UK) and Kay Sidebottom (University of Stirling, UK)
Part Three: Teaching
13. Teacher Agency, teacher subject knowledge and academic scholarship, Joseph Smith (University of Stirling, UK), Peggy Brunache (University of Glasgow, UK), Katherine Burns (University of Aberystwyth, UK), Katie Hunter (St Thomas Aquinas Roman Catholic High School, Edinburgh, UK), Diana Paton (University of Edinburgh, UK), Christine Whyte (University of Glasgow, UK) and Lisa Williams (University of St Andrews, UK)
14. Curriculum Making With/In Place: Place-responsive teaching and learning and the 'nature emergency', Greg Mannion (University of Stirling, UK)
15. Teachers and Creativity, Barbara Schuler and Dr Maureen K. Michael (University of Stirling, UK)
16. Play in its own right? A Swedish perspective, Katarina Ribaeus, Karolina Kjellberg, Janni Karlsson, Magdalena Raivio and Majvor Dahlgren Levin (Karlstad University, Sweden)
17. Using the outdoors to support inquiry-based learning: learning from experiences in Secondary school settings, Claire Ramjan (University of Glasgow, UK) and Ashley Fenwick (University of Stirling, UK)
18. Inclusion and Inclusive Practices: developing as inclusive educators in the 21st century, Di Cantali and Donna Dey (Dundee University, UK)
19. Crossing a bridge? navigating the sea? How metaphors might situate students transitions from Further to Higher Education, Deborah O'Neal and Dr Sarah Galloway (University of Stirling, UK)
20. Conclusion, Elizabeth Rushton, Brian Johnston and Dr Andrea Priestley (University of Stirling, UK)
Product details
| Published | 10 Dec 2026 |
|---|---|
| Format | Ebook (Epub & Mobi) |
| Edition | 1st |
| Pages | 288 |
| ISBN | 9781350556232 |
| Imprint | Bloomsbury Academic |
| Publisher | Bloomsbury Publishing |
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