The Philosophy of Homelessness is borne out of a five-year ethnographic research project involving being with a group of chronically homeless people in Chester. A small city located in the northwest of the UK, Chester is economically supported by its heritage and the tourism that this attracts. In an obvious sense, the awkwardness of the phrase 'being with a group of chronically homeless people' is regrettable. Nevertheless, this unfortunately self-conscious phrase is significant, with its importance residing in the word and concept of 'being'. Whilst philosophical understandings of being are often thought about in rather abstract terms, The Philosophy of Homelessness explores the daily experience of chronic homelessness from a perspective that renders its ontological impress in ways that are explicitly felt, often in forms that are overtly political and exclusionary in character, especially in terms of identity and belonging within the city. Themes that emerge from the work, which coalesce around living in the margins of the city and experiencing only the shadow of the right to be, include: the economy of chronic addiction and its impact upon the body; the relationship between chronic homelessness and the law; and chronic homelessness and identity and desire. These themes are explored through a number of thinkers, though predominantly: Nietzsche, Lacan, Bourdieu and Kristeva. This work is likely to be of interest to anyone working in the fields of: criminology; sociology, especially those areas concerned with marginalised groups; and philosophy in its socially and politically engaged forms; as well as to those with an interest in homelessness.

The Philosophy of Homelessness is borne out of a five-year ethnographic research project involving being with a group of chronically homeless people in Chester. A small city located in the northwest of the UK, Chester is economically supported by its heritage and the tourism that this attracts. In an obvious sense, the awkwardness of the phrase 'being with a group of chronically homeless people' is regrettable. Nevertheless, this unfortunately self-conscious phrase is significant, with its importance residing in the word and concept of 'being'. Whilst philosophical understandings of being are often thought about in rather abstract terms, The Philosophy of Homelessness explores the daily experience of chronic homelessness from a perspective that renders its ontological impress in ways that are explicitly felt, often in forms that are overtly political and exclusionary in character, especially in terms of identity and belonging within the city. Themes that emerge from the work, which coalesce around living in the margins of the city and experiencing only the shadow of the right to be, include: the economy of chronic addiction and its impact upon the body; the relationship between chronic homelessness and the law; and chronic homelessness and identity and desire. These themes are explored through a number of thinkers, though predominantly: Nietzsche, Lacan, Bourdieu and Kristeva. This work is likely to be of interest to anyone working in the fields of: criminology; sociology, especially those areas concerned with marginalised groups; and philosophy in its socially and politically engaged forms; as well as to those with an interest in homelessness.

'This book would interest and inform any practitioner from managers to students.'- Early Years Update

'A 'must buy' for anyone interested in inclusive education in the early years' - SENCO Update

'Refreshingly, in this book, inclusion is not about a narrow group of students defined as 'special' but about increasing the participation of everybody involved in early years settings.' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University

'Fascinating reading ... I will be recommending this book to colleagues and adding it to my essential reading list for students' - Nursery World

'A very helpful book which both challenges and informs... It] brings together important evidence to help us find a positive way forward' - Early Education

'Well-written and accessible... The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion.' - Support for Learning

This insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices.

This new and revised edition includes an increased focus on:

"inclusion as a political issue

"social class

"poverty

"children's rights

"the inclusion of gay and lesbian parents and staff

This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices.

Tabloid headlines such as 'Anti-social Feral Youth,' 'Vile Products of Welfare in the UK' and 'One in Four Adolescents is a Criminal' have in recent years obscured understanding of what social justice means for young people and how they experience it. Youth marginality in Britain offers a new perspective by promoting young people's voices and understanding the agency behind their actions. It explores different forms of social marginalisation within media, culture and society, focusing on how young people experience social discrimination at a personal and collective level. This collection from a wide range of expert contributors showcases contemporary research on multiple youth deprivation of personal isolation, social hardship, gender and ethnic discrimination and social stigma. With a foreword from Robert MacDonald, it explores the intersection of race, gender, class, asylum seeker status and care leavers in Britain, placing them in the broader context of austerity, poverty and inequality to highlight both change and continuity within young people's social and cultural identities. This timely contribution to debates concerning youth austerity in Britain is suitable for students across youth studies, sociology, education, criminology, youth work and social policy.

Tabloid headlines such as 'Anti-social Feral Youth,' 'Vile Products of Welfare in the UK' and 'One in Four Adolescents is a Criminal' have in recent years obscured understanding of what social justice means for young people and how they experience it. Youth marginality in Britain offers a new perspective by promoting young people's voices and understanding the agency behind their actions. It explores different forms of social marginalisation within media, culture and society, focusing on how young people experience social discrimination at a personal and collective level. This collection from a wide range of expert contributors showcases contemporary research on multiple youth deprivation of personal isolation, social hardship, gender and ethnic discrimination and social stigma. With a foreword from Robert MacDonald, it explores the intersection of race, gender, class, asylum seeker status and care leavers in Britain, placing them in the broader context of austerity, poverty and inequality to highlight both change and continuity within young people's social and cultural identities. This timely contribution to debates concerning youth austerity in Britain is suitable for students across youth studies, sociology, education, criminology, youth work and social policy.

'This book would interest and inform any practitioner from managers to students.'- Early Years Update

'A 'must buy' for anyone interested in inclusive education in the early years' - SENCO Update

'Refreshingly, in this book, inclusion is not about a narrow group of students defined as 'special' but about increasing the participation of everybody involved in early years settings.' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University

'Fascinating reading ... I will be recommending this book to colleagues and adding it to my essential reading list for students' - Nursery World

'A very helpful book which both challenges and informs... It] brings together important evidence to help us find a positive way forward' - Early Education

'Well-written and accessible... The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion.' - Support for Learning

This insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices.

This new and revised edition includes an increased focus on:

"inclusion as a political issue

"social class

"poverty

"children's rights

"the inclusion of gay and lesbian parents and staff

This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices.

Shortlisted for the 2013 Nursery World Awards 'This exciting book will greatly enhance understanding of learning throughout the early years, and reinforces the importance of responsive professionals who understand children's schemas. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease, and their metaphors are brilliantly evocative' -Dr Anne Meade, Consultant

'This book is drawn from a study carried out with rigour and contains several gems, such as the 'bike and slide exploration'; the idea of adults engaging in 'a dialogue of conceptual correspondence' with children; and tables outlining 'what the children might have been thinking'. A great read ' -Dr Cath Arnold, Pen Green Early Years Centre

'This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and competence, as they continually explore and experiment and come to know their world. This book captivated me. It should be in every early childhood education setting' -Pam Cubey

This is the first book to focus specifically on Schemas and children under three. The authors trace the development of schemas from motor level through to symbolic representation, and show how to use schema theory to understand young children's learning and behaviour.

This accessible and student-friendly book includes:

-activities and discussion points

-links to policy and practice

-descriptive observational material

-a look at the ethics of this kind of research

-numerous photographs and illustrations

-suggestions for follow-up reading

The book is aimed at early childhood professionals and practitioners in ECEC settings, as well as those on initial training courses, teacher education, Early Years courses, and higher degrees.