Making and Relational Creativity explores the developing relationships that arise between art teachers and students through creative practices outside of the secondary school arts curriculum. The author offers a powerful account of both her own and student experiences, exposing the complexities and problematic nature of creative practices emerging outside of the curriculum framework. The book specifically explores relationships that develop in informal making spaces and argues for the significance of democratic creativity within art education. Examining the processes of making and the narratives arising within the A/R/Tography Collective, the lived experiences of both students and educator are revealed, providing a unique insight into their lives. The book explores the impact such spaces have on teachers' professional relationships with students together with the impact on student relationships and urges educators to inhabit a more holistic role and tailor their pedagogy to meet the needs of students. In addition, the research also aims to address the implications of informal making spaces for the school curriculum in England. This book will be of great interest for postgraduate students, researchers, and academics in the field of arts education, democratic learning, teacher education, cultural and organisational studies.

Making and Relational Creativity explores the developing relationships that arise between art teachers and students through creative practices outside of the secondary school arts curriculum. The author offers a powerful account of both her own and student experiences, exposing the complexities and problematic nature of creative practices emerging outside of the curriculum framework. The book specifically explores relationships that develop in informal making spaces and argues for the significance of democratic creativity within art education. Examining the processes of making and the narratives arising within the A/R/Tography Collective, the lived experiences of both students and educator are revealed, providing a unique insight into their lives. The book explores the impact such spaces have on teachers' professional relationships with students together with the impact on student relationships and urges educators to inhabit a more holistic role and tailor their pedagogy to meet the needs of students. In addition, the research also aims to address the implications of informal making spaces for the school curriculum in England. This book will be of great interest for postgraduate students, researchers, and academics in the field of arts education, democratic learning, teacher education, cultural and organisational studies.

Understanding Sustainable Architecture is a review of the assumptions, beliefs, goals and bodies of knowledge that underlie the endeavour to design (more) sustainable buildings and other built developments.
Much of the available advice and rhetoric about sustainable architecture begins from positions where important ethical, cultural and conceptual issues are simply assumed. If sustainable architecture is to be a truly meaningful pursuit then it must be grounded in a coherent theoretical framework. This book sets out to provide that framework. Through a series of self-reflective questions for designers, the authors argue the ultimate importance of reasoned argument in ecological, social and built contexts, including clarity in the problem framing and linking this framing to demonstrably effective actions. Sustainable architecture, then, is seen as a revised conceptualisation of architecture in response to a myriad of contemporary concerns about the effects of human activity.
The aim of this book is to be transformative by promoting understanding and discussion of commonly ignored assumptions behind the search for a more environmentally sustainable approach to development. It is argued that design decisions must be based on both an ethical position and a coherent understanding of the objectives and systems involved. The actions of individual designers and appropriate broader policy settings both follow from this understanding.