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In Home and Away: Mothers and Babies in Institutional Spaces, the
authors examine how health design in a psychiatric mother-baby unit
can serve the needs of mothers and babies, their families, and the
staff. Arguing that while mothers in institutional care are away
from their own homes, they need not be away from their babies, the
authors show that any examination of built space must consider how
the mothers respond to the space and how the space responds to
their needs for privacy, rest, routine, and wellness. Home and Away
provides a comprehensive account of critical design for mental
health, focusing on how health facilities can intentionally promote
positive psychological outcomes through the design and use of
space.
This book examines connections between policy contexts, school
experiences and everyday activities of children growing up in the
global city of Singapore. In particular, it explores how Singapore
children's everyday experiences inside and outside of school shape
their orientations towards educational success. Alongside an
analysis of school life and educational policies, it also considers
children's out-of-school activities, including leisure, homework,
and enrichment activities, and connections between these and their
school-based activities. The book draws on empirical data from
Primary 4 classes in two Singapore schools in the form of
student-completed surveys, classroom ethnographies, student
responses to a learning dialogues activity, and a re-enactment of
one child's out-of-school life, as well as curriculum and policy
analysis. It provides readers with an in-depth understanding of
Singapore Primary 4 children's experiences inside and outside of
school, including the structure of timetables and pedagogical
approaches encountered in school lessons, children's enjoyment of
activities inside and outside of school, children's engagement and
wellbeing at school, and the impact of Singapore's educational
policies on children's learning experiences. Moving beyond a
simplistic focus on Singapore children's academic performance in
international high-stakes testing, the book offers a comprehensive
exploration of their lives inside and outside of school. This
holistic approach is unique in the Singapore context and
contributes to a greater understanding of children's everyday lives
in the city.
This book provides a comprehensive account of the educational
experiences of students, parents, and educators-transgender and
cisgender-in the context of current debates about the inclusion of
transgender people in schools. Drawing on critiques of cisgenderism
and emphasising the importance of a whole-of-school approach,
Transgender People and Education explores complex topics including
sexuality education for transgender young people, teaching about
gender diversity, the journeys of cisgender parents of transgender
children, the experiences of transgender parents and educators in
schools, and the role of cisgender administrators, educators, and
school counsellors and psychologists in creating inclusive school
cultures. Reporting on empirical analyses conducted by the authors,
the book makes a unique contribution to thinking about gender
diversity in schools and advocates for the broadening of
educational approaches beyond narrow gender binaries.
This book provides a comprehensive account of the educational
experiences of students, parents, and educators-transgender and
cisgender-in the context of current debates about the inclusion of
transgender people in schools. Drawing on critiques of cisgenderism
and emphasising the importance of a whole-of-school approach,
Transgender People and Education explores complex topics including
sexuality education for transgender young people, teaching about
gender diversity, the journeys of cisgender parents of transgender
children, the experiences of transgender parents and educators in
schools, and the role of cisgender administrators, educators, and
school counsellors and psychologists in creating inclusive school
cultures. Reporting on empirical analyses conducted by the authors,
the book makes a unique contribution to thinking about gender
diversity in schools and advocates for the broadening of
educational approaches beyond narrow gender binaries.
This book examines the connections between policy, school
experiences, and everyday activities of children growing up in the
global city of Melbourne, Australia. It provides an in-depth
consideration of Melbourne primary school children’s lifeworlds,
exploring everyday stories and practices inside and outside of
school. This includes consideration of the diverse ways that
educational “success” may be understood in the context of
Melbourne, productively moving beyond a narrow focus only on
academic achievement. Situated alongside policy and curriculum
analysis, the book draws on research in Melbourne Year 4 primary
school classrooms in the form of student-completed
surveys, classroom ethnographies, and student responses to a
learning dialogues activity, as well as video re-enactments
of out-of-school life. Through this it explores key aspects of
children’s lifeworlds with a focus on school
timetabling and pedagogical encounters, school engagement and
belonging, and activities and everyday routines outside of school.
This book offers a comprehensive and holistic exploration of
children’s lifeworlds in Melbourne, drawing connections between
children’s lives inside and outside of school, and the broader
policy contexts. Â
All too often heterosexual first-time parents are treated as the
unmarked norm within research on reproduction. First-Time Parenting
Journeys maps out what it means to be situated within the norm,
while providing a critical account of how social norms about
parenthood shape, regulate, and potentially delimit experiences of
new parenthood for heterosexual couples. Based on qualitative
longitudinal research, this book tells the story of journeys to
parenthood, highlighting the impact of gender norms, moral claims,
emotion work, and generativity. While drawing on Australian data,
the critical conceptual framework has broader applicability across
Western contexts in terms of understanding normative family
structures and parenting practices. By focusing on expectations
about, and the reality of, new parenthood, it explicates the ways
in which institutionalised norms about parenthood are internalised
and explores what this can tell us about the broader contours of
parenthood discourses.
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