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Discipline and Learn: Bodies, Pedagogy and Writing explores how discipline is typically construed as a form of subjection in contemporary educational thought and in critical and cultural theory more broadly. It provides a critique of this emphasis on the repressive aspects of discipline highlighting its enabling potential and role in the development of dispositions to learning. The book engages with the work of a range of theorists: Foucault, Bourdieu, Merleau-Ponty, Mauss and Spinoza and considers their usefulness in theorizing embodiment and learning in the teaching of writing in the early years of school. Emphasis, however, is placed on the work of Bourdieu and his notion of habitus melding theory and practice in an ethnography of contemporary classrooms. This text is invaluable reading for students and academics across the social sciences and humanities interested in questions of embodiment, affect and their relation to learning. This is the most thought-provoking book to be published on pedagogy in a long, long time. Conceptually elegant and empirically rich, it undercuts conventional wisdom and potentially rearranges how we think about teaching, learning and writing. It argues that students’ bodies not just their minds matter in learning, explaining how, in practice, the desire to learn is a mindful bodily disposition. And it shows how, through an enabling form of discipline, teachers can produce a scholarly habitus in all students, including the educationally disadvantaged and defiant. Jane Kenway, Professor of Education, Monash University Discipline and Learn: Bodies, Pedagogy and Writing an excellent book which makes an important contribution to our understanding of both pedagogy and the body and which is sure to spark debate in both fields. It is careful and judicious in its approach but still manages to be provocative and original. Nick Crossley, Professor of Sociology, University of Manchester.

Teaching --- onderwijs --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training

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"Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. The starting point is that the ideas fashioned in 1970s 'multiculturalism' are no longer adequate for the culturally complex world in which we now live. Much of what is provided in the name of multicultural education comes from a naïve perspective that avoids difficult questions around social relations, cultural flows and communal identities in today's globalised world. Megan Watkins and Greg Noble begin by exploring the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around identity and culture don't match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on a comprehensive research project involving a large-scale survey of Australian teachers; interviews with teachers, parents and students and practitioner-led action research in 14 schools in Australia. The research involved primary and secondary schools from a range of contexts spanning urban and rural settings, high and low socio-economic status and high and low levels of cultural diversity. The book examines how schools address the problems around the diversity they face, considering how the strengths and limitations of each school's context reflects wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a more critically reflexive approach to understanding the processes, relations and identities of the contemporary world"--