From the critique of the medical model of disability undertaken during the early and mid-1990s, a social model emerged, particularly in the caring professions and those trying to shape policy and practice for people with disability. In education and schooling, it was a period of cementing inclusive practices and the integration and inclusion of disability into mainstream . What was lacking in the debates around the social model, however, were the challenges to abledness that were being grappled with in the routine and pragmatics of self-care by people with disabilities, their families, carers and caseworkers. Outside the academy, new forms of activity and new questions were circulating. Challenges to abledness flourished in the arts and constituted the lived experience of many disability activists.

Disability Matters engages with the cultural politics of the body, exploring this fascinating and dynamic topic through the arts, teaching, research and varied encounters with disability ranging from the very personal to the professional. Chapters in this collection are drawn from scholars responding in various registers and contexts to questions of disability, pedagogy, affect, sensation and education. Questions of embodiment, affect and disability are woven throughout these contributions, and the diverse ways in which these concepts appear emphasize both the utility of these ideas and the timeliness of their application.

This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education."

How are the arts important in young people s lives? Youth, Arts and Education offers a groundbreaking theory of arts education. Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard.

Through examples from the United Kingdom and Australia, Anna Hickey-Moody shows the cultural significance of the kinds of learning that occur in and through arts. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics.

Bridging divides between critical pedagogical theory, youth studies and arts education scholarship, this book:

• Explains the cultural significance of the kinds of learning that occur in and through arts
• Advances a theory of aesthetic citizenship created by youth arts
• Demonstrates ways in which arts practices are forms popular and public pedagogy
• Critiques popular ideas that art can be used to fix problems in the lives of youth at risk

Youth, Arts and Education is the first post-critical theory of arts education. It will be of interest to students and scholars across the social sciences and humanities, in particular in the sociology of education, arts education, youth studies, sociology of the arts and cultural studies."

How are the arts important in young people's lives? Youth, Arts and Education offers a groundbreaking theory of arts education. Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard. Through examples from the United Kingdom and Australia, Anna Hickey-Moody shows the cultural significance of the kinds of learning that occur in and through arts. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics. Bridging divides between critical pedagogical theory, youth studies and arts education scholarship, this book: Explains the cultural significance of the kinds of learning that occur in and through arts Advances a theory of aesthetic citizenship created by youth arts Demonstrates ways in which arts practices are forms popular and public pedagogy Critiques popular ideas that art can be used to fix problems in the lives of youth at risk Youth, Arts and Education is the first post-critical theory of arts education. It will be of interest to students and scholars across the social sciences and humanities, in particular in the sociology of education, arts education, youth studies, sociology of the arts and cultural studies.

From the critique of 'the medical model' of disability undertaken during the early and mid-1990s, a 'social model' emerged, particularly in the caring professions and those trying to shape policy and practice for people with disability. In education and schooling, it was a period of cementing inclusive practices and the 'integration' and inclusion of disability into 'mainstream'. What was lacking in the debates around the social model, however, were the challenges to abledness that were being grappled with in the routine and pragmatics of self-care by people with disabilities, their families, carers and caseworkers. Outside the academy, new forms of activity and new questions were circulating. Challenges to abledness flourished in the arts and constituted the lived experience of many disability activists. Disability Matters engages with the cultural politics of the body, exploring this fascinating and dynamic topic through the arts, teaching, research and varied encounters with 'disability' ranging from the very personal to the professional. Chapters in this collection are drawn from scholars responding in various registers and contexts to questions of disability, pedagogy, affect, sensation and education. Questions of embodiment, affect and disability are woven throughout these contributions, and the diverse ways in which these concepts appear emphasize both the utility of these ideas and the timeliness of their application. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

Young people with tenuous relationships to schooling and education are an enduring challenge when it comes to addressing social inclusion, yet their experiences remain overlooked in efforts to widen participation in higher education. The Politics of Widening Participation and University Access for Young People examines the existing knowledges and feelings these young people have about higher education, and, through the authors' empirical research, demonstrates how sustained connections to educational futures can be created for them. Drawing from an empirical study with nearly three hundred young people who have precarious relationships to schooling and live in disadvantaged communities, this book offers new insights into their subjects' experiences of educational disadvantages. It explains the different ways the university is constructed as impossible, undesirable, or even risky, by young people experiencing educational disadvantage. The book brings their stories into focus to offer new ways of thinking about the educational consequences of alienation from school. It shows how our understanding of the politics of experience of these young people has an important impact on our ability to develop appropriate means through which to engage them in higher education. This book challenges and significantly advances the popular frames for international debate on widening participation and the ethical right to educational participation in contemporary society. As such, it will be of be of key interest to academics, researchers and postgraduate students in the fields of higher education, sociology of education, anthropology of education, cultural studies of education, sociology as well as to those concerned by the impact of disadvantage on young people's understandings of, and aspirations towards, education and attending university.

Young people with tenuous relationships to schooling and education are an enduring challenge when it comes to addressing social inclusion, yet their experiences remain overlooked in efforts to widen participation in higher education. The Politics of Widening Participation and University Access for Young People examines the existing knowledges and feelings these young people have about higher education, and, through the authors' empirical research, demonstrates how sustained connections to educational futures can be created for them. Drawing from an empirical study with nearly three hundred young people who have precarious relationships to schooling and live in disadvantaged communities, this book offers new insights into their subjects' experiences of educational disadvantages. It explains the different ways the university is constructed as impossible, undesirable, or even risky, by young people experiencing educational disadvantage. The book brings their stories into focus to offer new ways of thinking about the educational consequences of alienation from school. It shows how our understanding of the politics of experience of these young people has an important impact on our ability to develop appropriate means through which to engage them in higher education. This book challenges and significantly advances the popular frames for international debate on widening participation and the ethical right to educational participation in contemporary society. As such, it will be of be of key interest to academics, researchers and postgraduate students in the fields of higher education, sociology of education, anthropology of education, cultural studies of education, sociology as well as to those concerned by the impact of disadvantage on young people's understandings of, and aspirations towards, education and attending university.

How do adults understand youth? How do their conceptions inform interventions into young lives or involve young people's experiences? This volume tackles these questions by exploring adults' ideas about youth. Specifically, Youth, Technology, Governance, Experience examines the four titular concepts and their implications for a range of relationships between youth and adults. Utilising interdisciplinary methods, the contributing authors deliver a broad range of analyses of young people differentiated by gender, class, race, and geography across an array of contexts, including within the home, in media representations, through government bureaucracies, and in everyday life. Youth, Technology, Governance, Experience also interrogates the meaning of technology and governance for youth studies, considering a range of ways they interact, including through social media, technologies of regulation, and educational tools. It will appeal to students and academic researchers interested in fields such as youth studies, cultural studies, sociology, and education.

This book offers a practical, methodological guide to conducting arts-based research with children by drawing on five years of the authors' experience carrying out arts-based research with children in Australia and the UK. Based on the Australian Research Council-funded Interfaith Childhoods project, the authors describe methods of engaging communities and making data with children that foreground children's experiences and worldviews through making, being with, and viewing art. Framing these methods of doing, seeing, being, and believing through art as modes of understanding children's strategies for negotiating personal identities and values, this book explores the value of arts-based research as a means of obtaining complex information about children's life worlds that can be difficult to express verbally.

Faith stories explains systems of cultural value that are articulated through faith. Drawing on ethnography, interviews, focus groups for adults and arts workshops for their children, Anna Hickey-Moody examines belonging, attachment, faith, belief and 'what really matters' in diverse areas in England and Australia. Her research finds surprising similarities in how people are connected to daily life through faith, and how others postpone their involvement in the everyday with the hope of being rewarded after death. Children bring together their religious worlds with imagined solutions to everyday problems. Indeed, in their artwork they save the planet from threats of war, climate change and recuperate their geographically divided families, suggesting that other worlds are possible. Their parent's faith shows this too. In such increasingly divided times, work like this is needed now more than ever. -- .

How do adults understand youth? How do their conceptions inform interventions into young lives or involve young people's experiences? This volume tackles these questions by exploring adults' ideas about youth. Specifically, Youth, Technology, Governance, Experience examines the four titular concepts and their implications for a range of relationships between youth and adults. Utilising interdisciplinary methods, the contributing authors deliver a broad range of analyses of young people differentiated by gender, class, race, and geography across an array of contexts, including within the home, in media representations, through government bureaucracies, and in everyday life. Youth, Technology, Governance, Experience also interrogates the meaning of technology and governance for youth studies, considering a range of ways they interact, including through social media, technologies of regulation, and educational tools. It will appeal to students and academic researchers interested in fields such as youth studies, cultural studies, sociology, and education.

Digital media is changing the ways in which religion is practiced, understood, proselytised and countered. Religious institutions and leaders use digital media to engage with their congregations who now are not confined to single locations and physical structures. The faithful are part of online communities which allow them a space to worship and to find fellowship. Migrant and mobile subjects thus are able to be connected to their faith -- whether home grown or emerging -- wherever they may be, providing them with an anchor in unfamiliar physical and cultural surroundings. As Asia rises, mobilities associated with Asian populations have escalated. The notion of 'Global Asia' is a reflection of this increased mobility, where Asia includes not only Asian countries as sites of political independence, but also the transnational networks of Asian trans/migrants, and the diasporic settlements of Asian peoples all over the world. This collection features cutting edge research by scholars across disciplines seeking to understand the role and significance of religion among transnational mobile subjects in this age of digital media, and in particular, as experienced in Global Asia.

This exciting collection of work introduces a major shift in debates on sexuality: a shift away from discourse, identity and signification, to a radical new conception of bodily materialism. Moving away from the established path known as queer theory, it suggests an alternative to Butler's matter/representation binary. It thus dares to ask how to think sexuality and sex outside the discursive and linguistic context that has come to dominate contemporary research in social sciences and humanities. Deleuze and Queer Theory is a provocative and often militant collection that explores a diverse range of themes including: the revisiting of the term 'queer'; a rethinking of the sex-gender distinction as being implied in Queer Theory; an exploration of queer temporalities; the non/re-reading of the homosexual body/desire and the becoming-queer of the Deleuze/Guattari philosophy. It will be essential reading for anyone interested not just in Deleuze's and Guattari's philosophy, but also in the fields of sexuality, gender and feminist theory.

This book uses Deleuze's work to understand the politics of masculinity today. It analyses masculinity in terms of what it does, how it operates and what its affects are. Taking a pragmatic approach, Hickey-Moody shapes chapters around key Deleuzian concepts that have proved generative in masculinity studies and then presents case studies of popular subjects and offers overviews of disciplines that have applied Deleuze's work to the study of men's lives. This book shows how the concepts of affect and assemblage have contributed to, and transformed, the work undertaken by the foundational concept of performativity in gender studies. Examining the work of Deleuze and Guattari on the psychoanalytic boy, as exemplified by their writing on Little Hans, Hickey-Moody reconsiders the politics of their approach to psychoanalytic models of young masculinity. In this context, the author examines contemporary lived performances of young masculinity, drawing on her own fieldwork. The field of disability and masculinity studies has taken up the work of Deleuze and Guattari in a nearly unprecedented fashion. Accordingly, the book also explores the gendered nature of disability, and canvases some of the substantive scholarly contributions that have been made to this interdisciplinary space, before introducing case studies of the work of North American photographer Michael Stokes and the popular Hollywood film Me Before You. The book provocatively concludes by challenging scholars to take up Deleuze's thought to re-shape gendered economies of knowledge and matter that support and contribute to systems of patriarchal domination mediated through environmental exploitation.

This collection applies the characterisations of children and childhood made in Deleuze and Guattari's work to concerns that have shaped our idea of the child. Bringing together established and new voices, the authors cover philosophy, literature, religious studies, education, sociology and film studies. They consider aspects of children's lives such as time, language, gender, affect, religion, atmosphere and schooling. As a whole, this book critically interrogates the pervasive interest in the teleology of upward growth of the child.

This collection applies the characterizations of children and childhood made in Deleuze and Guattari's work to concerns that have shaped our idea of the child. Bringing together established and new voices, the authors cover philosophy, literature, religious studies, education, sociology and film studies. These essays question the popular idea that children are innocent adults-in-the-making. They consider aspects of children's lives such as time, language, gender, affect, religion, atmosphere and schooling. As a whole, this book critically interrogates the pervasive interest in the teleology of upward growth of the child.

This exciting collection of work introduces a major shift in debates on sexuality: a shift away from discourse, identity and signification, to a radical new conception of bodily materialism. Moving away from the established path known as queer theory, it suggests an alternative to Butler's matter/representation binary. It thus dares to ask how to think sexuality and sex outside the discursive and linguistic context that has come to dominate contemporary research in social sciences and humanities. Deleuze and Queer Theory is a provocative and often militant collection that explores a diverse range of themes including: the revisiting of the term 'queer'; a rethinking of the sex-gender distinction as being implied in Queer Theory; an exploration of queer temporalities; the non/re-reading of the homosexual body/desire and the becoming-queer of the Deleuze/Guattari philosophy. It will be essential reading for anyone interested not just in Deleuze's and Guattari's philosophy, but also in the fields of sexuality, gender and feminist theory.

The planet is dying. Our earth's climate has reached a point where it can no longer regulate itself. Fires, floods, and natural disasters are sweeping countries across the world. What does it mean to be a child citizen in the Anthropocene? Can we teach children a posthuman civics that can care for the more-than-human world? Extending on the concepts of 'little publics' and 'posthuman citizenships', this book progresses these notions with a view to modelling, and better understanding, posthuman publics and civics. Using experimental methodologies, the authors develop original, robust ways of understanding children's subcultural civic practices founded on care for the more than human.

Arts, Pedagogy and Cultural Resistance brings cultural studies' perspectives to bear on Arts practices. Each contribution synthesizes creative approaches to philosophy and new materialist understanding of practice to show how human-nonhuman interaction at the core of Arts practice is a critical post human pedagogy. Across fine art, dance, gallery education, film and philosophy, the book contends that certain kinds of Arts practice can be a critical pedagogy in which tactical engagements with community, space, place and materiality become means of not only disrupting dominant discourse but also of making new discourses come to matter. It demonstrates how embodied, located acts of making can materially disrupt cultural hegemony and suggest different ways the world might materialize. It argues that the practice of Arts making is a post human cultural pedagogy in which people become part of a broader assemblage of matter, and all aspects of this network are solidified in objects or processes that are themselves pedagogical. In doing so the book offers a fresh and theoretically engaged perspective on arts as pedagogy.

Arts, Pedagogy and Cultural Resistance brings cultural studies' perspectives to bear on Arts practices. Each contribution synthesizes creative approaches to philosophy and new materialist understanding of practice to show how human-nonhuman interaction at the core of Arts practice is a critical post human pedagogy. Across fine art, dance, gallery education, film and philosophy, the book contends that certain kinds of Arts practice can be a critical pedagogy in which tactical engagements with community, space, place and materiality become means of not only disrupting dominant discourse but also of making new discourses come to matter. It demonstrates how embodied, located acts of making can materially disrupt cultural hegemony and suggest different ways the world might materialize. It argues that the practice of Arts making is a post human cultural pedagogy in which people become part of a broader assemblage of matter, and all aspects of this network are solidified in objects or processes that are themselves pedagogical. In doing so the book offers a fresh and theoretically engaged perspective on arts as pedagogy.