This book is the true story of my quest to live as a free spirit for a year of my life, mentally, physically and sexually. The year is 1975, I was 24 and I had abandoned a marriage and walked away from a secure job as a BBC make-up artist. Where in the modern world would I find the wide open horizons that I sought? How would I live? Would I share the adventure? The ocean, a boat and an open relationship provided my answers. Travelling with no fixed itinerary, no advance reservations, no return ticket and no fixed destination. We became true free spirits open to the dictionary's definition of adventure: 'one who lives on his wits. Risk. A remarkable happening.' My mood was at odds with the rest of the country. After the previous year's three day week, strikes and Harold Wilson's minority government, Britain was bracing itself for Denis Healey's tough new budget. I was about to sail away from all this, but what lay ahead could be much worse and certainly carried more risk. Restless, excited, optimistic and definitely naive I did it anyway. There is a phrase, "be careful what you wish for as it might come true"

In Promoting Early Career Teacher Resilience the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time. This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices. This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.

In Promoting Early Career Teacher Resilience the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time. This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices. This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.

This book addresses one of the most persistent issues confronting governments, educations systems and schools today: the attraction, preparation, and retention of early career teachers. It draws on the stories of sixty graduate teachers from Australia to identify the key barriers, interferences and obstacles to teacher resilience and what might be done about it. Based on these stories, five interrelated themes - policies and practices, school culture, teacher identity, teachers' work, and relationships - provide a framework for dialogue around what kinds of conditions need to be created and sustained in order to promote early career teacher resilience. The book provides a set of resources - stories, discussion, comments, reflective questions and insights from the literature - to promote conversations among stakeholders rather than providing yet another 'how to do' list for improving the daily lives of early career teachers. Teaching is a complex, fragile and uncertain profession. It operates in an environment of unprecedented educational reforms designed to control, manage and manipulate pedagogical judgements. Teacher resilience must take account of both the context and circumstances of individual schools (especially those in economically disadvantaged communities) and the diversity of backgrounds and talents of early career teachers themselves. The book acknowledges that the substantial level of change required- cultural, structural, pedagogical and relational - to improve early career teacher resilience demands a great deal of cooperation and support from governments, education systems, schools, universities and communities: teachers cannot do it alone. This book is written to generate conversations amongst early career teachers, teacher colleagues, school leaders, education administrators, academics and community leaders about the kinds of pedagogical and relational conditions required to promote early career teacher resilience and wellbeing.

Doing Research in Design presents new ways of thinking about the relationship between design and research by positioning design as a social as well as a material practice. This approach emphasises the social consequences of design decisions as well as the importance of the efficient functioning of a design. Doing Research in Design argues that design promotes social change and that, in order to understand that change, designers must turn to social science research methods. The book outlines the relationships between thinking and doing in design - and makes explicit links between design, research, philosophy and sociology - and then examines four central social research methodologies in practice. The aim of Doing Research in Design is to provide anyone involved in the field of design with the knowledge and understanding of the best methods to plan and conduct their research.

This book is the true story of my quest to live as a free spirit for a year of my life, mentally, physically and sexually. The year is 1975, I was 24 and I had abandoned a marriage and walked away from a secure job as a BBC make-up artist. Where in the modern world would I find the wide open horizons that I sought? How would I live? Would I share the adventure? The ocean, a boat and an open relationship provided my answers. Travelling with no fixed itinerary, no advance reservations, no return ticket and no fixed destination. We became true free spirits open to the dictionary's definition of adventure: 'one who lives on his wits. Risk. A remarkable happening.' My mood was at odds with the rest of the country. After the previous year's three day week, strikes and Harold Wilson's minority government, Britain was bracing itself for Denis Healey's tough new budget. I was about to sail away from all this, but what lay ahead could be much worse and certainly carried more risk. Restless, excited, optimistic and definitely naive I did it anyway. There is a phrase, "be careful what you wish for as it might come true"

The book is an educational read for young children written by MJ

Doing Research in Design presents new ways of thinking about the relationship between design and research by positioning design as a social as well as a material practice. This approach emphasises the social consequences of design decisions as well as the importance of the efficient functioning of a design. Doing Research in Design argues that design promotes social change and that, in order to understand that change, designers must turn to social science research methods. The book outlines the relationships between thinking and doing in design - and makes explicit links between design, research, philosophy and sociology - and then examines four central social research methodologies in practice. The aim of Doing Research in Design is to provide anyone involved in the field of design with the knowledge and understanding of the best methods to plan and conduct their research.

Most academics receive little formal training to teach yet many become excellent and inspiring university teachers. This book uncovers some of the experiences and personal motivations of eight academics who themselves became highly successful university teachers. Through their stories of significant people and key events in their lives the academics explore some of the elements that have helped shape them as teachers, beginning with their earliest experiences of learning and ending with reflections on their work as teachers in a university. Woven through the personal narratives is discussion of elements such as the relationship between identity and pedagogy, the development of personal theories of teaching and learning, the role of reflexivity in professional learning, and the impact of institutional expectations on possibilities for practice. The narratives are engaging and accessible. Teachers everywhere will find inspiration in the stories of these academics, who in their different ways have enriched the lives of students and colleagues through their work as teachers.