Editors:
- Explores education and resilience from early years to higher education
- Offers an alternative way to view resilience which goes beyond its current ‘buzzword’ status
- Presents a re-conceptualised theoretical framework for promoting resilience within a broad range of educational contexts
- Examines resilience from diverse educational perspectives in order to gain a broader understanding within an ecological systems model
- Includes supplementary material: sn.pub/extras
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Table of contents (14 chapters)
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Front Matter
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Exploring Resilience in Educational: Practice
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Front Matter
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Looking Forwards
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Front Matter
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About this book
This book explores the concept of resilience and its significance in responding to a rapid and ever-changing globalised world whilst critiquing its ‘buzzword’ status in contemporary times.
Drawing on research from a range of educational settings, the book demonstrates that the resilience of individuals and their surrounding systems should not be viewed in isolation and that the interplay between individual resilience, community resilience and resilient societies is complex and symbiotic. On this basis, it illustrates that efforts to promote resilience would benefit from a systems approach capable of coping with this complexity.
Using the ideas of agency and the power of self-determinism, a development of Bronfenbrenner's bio-ecological model is presented to illustrate the complexity of their interplay. Existing models of resilience are developed with the book offering the Dynamic Interactive Model of Resilience (DIMoR) as a way to analyse and support resilience which moves beyond a reductionist, descriptive and ‘fashionable’ presentation of resilience.
Editors and Affiliations
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School of Education and Humanities, University of Gloucestershire, Cheltenham, UK
Adeela ahmed Shafi, Tristan Middleton, Richard Millican, Sian Templeton
About the editors
Tristan is Senior Lecturer in Education and Joint Course Leader for the MA Education suite at the University of Gloucestershire. Tristan is an experienced primary school class teacher, Senior Leader, Special Educational Needs Coordinator and Designated teacher for both Safeguarding and Looked-After Children. He also ran a Nurture Group for seven years. Tristan is Chair of Directors of Leading Learning for SEND CiC which oversees the work of the National SENCO Award Provider Partnership and Associate Editor of the International Journal of Nurture in Education. He is currently a member of the Erasmus+ RENYO project team focusing on the re-engagement of young offenders with education and learning, with three European partners. He has recently published “Using an Inclusive Approach to Reduce School Exclusion: A Practitioner’s Handbook” with Lynda Kay, published by Routledge and the book chapter “Teaching Assistants identifying key factors to their successful work with challenging children and finding a new discourse.” In: H.R. Wright & M.E. Hoyen (Eds.) Discourses We Live By: Personal and professional perspectives on education. Open Book Publishers, Cambridge and co-authored “SENCO Induction Pack: Supporting you at the start of your journey” for Whole School SEND/nasen/DfE/LLSENDCiC.
Rick is a Senior Lecturer in Education and the Course Leader for the BA (Hons) Education at the University of Gloucestershire where he has worked for the past 10 years. Prior to that he has a long history of working within education, but in different contexts and phases. These include as a Drama and Music teacher across age ranges, a teacher of learners with social and emotional difficulties 5-18, a teacher of English as a Foreign Language to children and adults and a teacher trainer. He has worked in various countries including Spain, Oman and Egypt and in schools, further education colleges and universities including Leeds and Birmingham.
His current interests are in social justice and sustainability and in the role of education in helping to create a fairer and sustainable world. He is currently working on an international research project, A Rounder Sense of Purpose, which is developing a framework of competences for educators of sustainable development linked to the Sustainable Development Goals. This has led to various recent publications alongside work into developing academic resilience and buoyancy with higher education students.
Sian Templeton is a Senior Lecturer in Education at the University of Gloucestershire and a practicing Educational Psychologist working with teaching staff, children, young people and their families. She hasworked in a variety of educational settings with a focus on supporting the social, emotional and cognitive needs of vulnerable learners to enable them to engage with education. She achieved this through working directly with the young people, with the families, teaching staff and a range of professionals from health and social care. In addition to direct work, she also believes in exploring more systemic opportunities for promoting and supporting access to education for all. She teaches on both Undergraduate and Postgraduate courses within her University role across a range of areas within education and leads on a number of psychology-based education modules. She is involved in ERASMUS + projects related to her areas of interest. Sian’s research includes resilience, emotional education and supporting young offenders in re-engaging with education and she is just commencing her DEdPsy at University College London.
Bibliographic Information
Book Title: Reconsidering Resilience in Education
Book Subtitle: An Exploration using the Dynamic Interactive Model of Resilience
Editors: Adeela ahmed Shafi, Tristan Middleton, Richard Millican, Sian Templeton
DOI: https://doi.org/10.1007/978-3-030-49236-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-49235-9Published: 04 September 2020
Softcover ISBN: 978-3-030-49238-0Published: 04 September 2021
eBook ISBN: 978-3-030-49236-6Published: 03 September 2020
Edition Number: 1
Number of Pages: XV, 220
Number of Illustrations: 6 b/w illustrations, 17 illustrations in colour
Topics: Educational Psychology, Personal Development, Learning & Instruction