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*Focuses on individual and collective practices of creativity,
embodiment and movement as acts of self-care and wellbeing
*Positions creative expression as an important act for
professionals working in higher education, as a way to connect,
communicate, practice activism or simply to slow down *Provides
examples as diverse as movement through dance and exercise,
expression through drawing, writing or singing, and creating
objects with one's hands
*Takes a unique approach to navigating and surviving challenges in
higher education and offers valuable lessons for the pandemic era
and beyond. *Offers learning through story, presenting a range of
theoretical and personal perspectives with contributors sharing
their own approaches to self-care and compassion. *An essential
resource for students and professionals working in all areas of
higher education.
*Presents the lived experiences of professionals working in higher
education and how acts of self-care and wellbeing can support,
develop and maintain a sense of self and collegiality. *Offers
practical strategies grounded in literature and evidence-based
research. *Covers various contexts of higher education, such as
learning and teaching, research, leadership and engagement.
Self-care involves taking action to support, protect or maintain
wellbeing. Relationships have a significant influence on these acts
of self-care and one's sense of wellbeing. Relationships are
fundamental to individual meaning-making and crucial to the world
of academia. In this edited collection, authors navigate how they
view relationships as a crucial part of their wellbeing and acts of
self-care, exploring the "I", "We", and "Us" at the centre of
self-care and wellbeing embodiment. Each chapter unpacks this idea
in varying ways that demonstrate that relationships are a
fundamental element of both work and personal life and how they
intersect with wellbeing. The authors present critical discussion
through visual narratives, lived experiences, and strategies that
highlight how relationships, seeking social support, scaffolding
opportunities to learn with and from each other, and changes in
practise become acts of self-care individually and collectively.
There has arguably never been a more important time to raise
awareness of self-care and wellbeing as central to the nature of
work in higher education. Healthy Relationships in Higher
Education: Promoting Wellbeing Across Academia highlights new ways
of working in higher education that disrupt current tensions that
neglect wellbeing and will be of interest to anyone working in this
environment.
*Takes a unique approach to navigating and surviving challenges in
higher education and offers valuable lessons for the pandemic era
and beyond. *Offers learning through story, presenting a range of
theoretical and personal perspectives with contributors sharing
their own approaches to self-care and compassion. *An essential
resource for students and professionals working in all areas of
higher education.
Co-authored by an international team of experts across disciplines,
this important book is one of the first to demonstrate the enormous
benefit creative methods offer for education research. You do not
have to be an artist to be creative, and the book encourages
students, researchers and practitioners to discover and consider
new ways to explore the field of education. It illustrates how
using creative methods, such as poetic inquiry, comics, theatre and
animation, can support learning and illuminate participation and
engagement. Bridging academia and practice, the book offers: *
practical advice and tips on how to use creative methods in
education research; * numerous case studies from around the world
providing real-life examples of creative research methods in
education practice; * reflective discussion questions to support
learning.
*Focuses on individual and collective practices of creativity,
embodiment and movement as acts of self-care and wellbeing
*Positions creative expression as an important act for
professionals working in higher education, as a way to connect,
communicate, practice activism or simply to slow down *Provides
examples as diverse as movement through dance and exercise,
expression through drawing, writing or singing, and creating
objects with one's hands
*Presents the lived experiences of professionals working in higher
education and how acts of self-care and wellbeing can support,
develop and maintain a sense of self and collegiality. *Offers
practical strategies grounded in literature and evidence-based
research. *Covers various contexts of higher education, such as
learning and teaching, research, leadership and engagement.
The workplace has significant influence over our sense of
wellbeing. It is a place where many of us spend significant amounts
of our time, where we find meaning, and often form a sense of
identity. Creating a Place for Self-care and Wellbeing in Higher
Education explores the notion of finding meaning across academia as
a key part of self-care and wellbeing. In this edited collection,
the authors navigate how they find meaning in their work in
academia by sharing their own approaches to self-care and
wellbeing. In the chapters, visual narratives intersect with lived
experience and proactive strategies that reveal the stories,
dilemmas, and tensions of those working in higher education. This
book illuminates how academics and higher education professionals
engage in constant reconstruction of their identity and work
practices, placing self-care at the centre of the work they do, as
well as revealing new ways of working to disrupt the current
climate of dismissing self-care and wellbeing. Designed to inspire,
support, and provoke the reader as they navigate a career in higher
education, this book will be of great interest to professionals and
researchers specifically interested in studies in higher education,
wellbeing, and/or identity.
The workplace has significant influence over our sense of
wellbeing. It is a place where many of us spend significant amounts
of our time, where we find meaning, and often form a sense of
identity. Creating a Place for Self-care and Wellbeing in Higher
Education explores the notion of finding meaning across academia as
a key part of self-care and wellbeing. In this edited collection,
the authors navigate how they find meaning in their work in
academia by sharing their own approaches to self-care and
wellbeing. In the chapters, visual narratives intersect with lived
experience and proactive strategies that reveal the stories,
dilemmas, and tensions of those working in higher education. This
book illuminates how academics and higher education professionals
engage in constant reconstruction of their identity and work
practices, placing self-care at the centre of the work they do, as
well as revealing new ways of working to disrupt the current
climate of dismissing self-care and wellbeing. Designed to inspire,
support, and provoke the reader as they navigate a career in higher
education, this book will be of great interest to professionals and
researchers specifically interested in studies in higher education,
wellbeing, and/or identity.
Self-care involves taking action to support, protect or maintain
wellbeing. Relationships have a significant influence on these acts
of self-care and one's sense of wellbeing. Relationships are
fundamental to individual meaning-making and crucial to the world
of academia. In this edited collection, authors navigate how they
view relationships as a crucial part of their wellbeing and acts of
self-care, exploring the "I", "We", and "Us" at the centre of
self-care and wellbeing embodiment. Each chapter unpacks this idea
in varying ways that demonstrate that relationships are a
fundamental element of both work and personal life and how they
intersect with wellbeing. The authors present critical discussion
through visual narratives, lived experiences, and strategies that
highlight how relationships, seeking social support, scaffolding
opportunities to learn with and from each other, and changes in
practise become acts of self-care individually and collectively.
There has arguably never been a more important time to raise
awareness of self-care and wellbeing as central to the nature of
work in higher education. Healthy Relationships in Higher
Education: Promoting Wellbeing Across Academia highlights new ways
of working in higher education that disrupt current tensions that
neglect wellbeing and will be of interest to anyone working in this
environment.
The 'Insider Guides to Success in Academia' offers support and
practical advice to doctoral students and early-career researchers.
Covering the topics that really matter, but which often get
overlooked, this indispensable series provides practical and
realistic guidance to address many of the needs and challenges of
trying to operate, and remain, in academia. These neat pocket
guides fill specific and significant gaps in current literature.
Each book offers insider perspectives on the often implicit rules
of the game - the things you need to know but usually aren't told
by institutional postgraduate support, researcher development
units, or supervisors - and will address a practical topic that is
key to career progression. They are essential reading for doctoral
students, early-career researchers, supervisors, mentors, or anyone
looking to launch or maintain their career in academia. Reframing
and Rethinking Collaboration in Higher Education and Beyond delves
deep into a Taxonomy of Collaboration underpinned by mindful
choices - being present, aware, non-judgemental, curious and open -
while also considering your and others' strengths. In looking at
how higher degree research students and early career researchers
can approach collaboration, this book unpacks what collaboration is
and points to the specific knowledge, skills, and abilities
associated with achieving collaborative advantage. Covering a range
of issues in a variety of contexts, this book: Helps you understand
the meaning and value of working collaboratively. Prepares you for
success in collaborative academic and postgraduate career
activities. Invites you to use models, including the Taxonomy of
Collaboration, to plan your collaborative projects. Explains
options for different situations through realistic examples of
commonly experienced collaborative issues or problems. Encourages
you to think about collaboration from a strengths-based approach.
Offers practical strategies for you can use to plan, organise and
participate in collaborative activities, including ways to deal
with problems and resolve conflicts. Full of practical tips, case
studies, real life situations and lived experiences, this book
offers strategies that can be used in online or hybrid
collaborations and is ideal reading for anyone interested in
finding out how to make collaborative practice work for them.
Co-authored by an international team of experts across disciplines,
this important book is one of the first to demonstrate the enormous
benefit creative methods offer for education research. You do not
have to be an artist to be creative, and the book encourages
students, researchers and practitioners to discover and consider
new ways to explore the field of education. It illustrates how
using creative methods, such as poetic inquiry, comics, theatre and
animation, can support learning and illuminate participation and
engagement. Bridging academia and practice, the book offers: *
practical advice and tips on how to use creative methods in
education research; * numerous case studies from around the world
providing real-life examples of creative research methods in
education practice; * reflective discussion questions to support
learning.
Understanding Digital Technologies and Young Children explores the
possibilities digital technology brings to enhance the learning and
developmental needs of young children. Globally, the role of
technology is an increasingly important part of everyday life. In
many early childhood education frameworks and curricula around the
world, there is an expectation that children are developing skills
to become effective communicators and are using digital technology
to investigate their ideas and represent their thinking. This means
that educators throughout the world are expected to actively
enhance children's learning in ways that provide learning
experiences with technology that are balanced and purposeful to
allow the transformation of traditional authentic learning
experiences. Digital technologies can be used to explore,
manipulate, discover, play and interact with real and imaginative
worlds to allow active meaning making. With a wide range of expert
contributors, this book provides a comprehensive examination of the
current research on technology and young children and the
importance of engagement for learning. This approach encourages the
reader to rethink the possibilities and potential of digital
technologies for learning in the early years, especially in the
years before formal schooling when children might be attending
early childhood settings. This will be a valuable reference for
anyone looking for an international perspective on digital
technology and young children, and is particularly aimed at current
and future teachers.
Understanding Digital Technologies and Young Children explores the
possibilities digital technology brings to enhance the learning and
developmental needs of young children. Globally, the role of
technology is an increasingly important part of everyday life. In
many early childhood education frameworks and curricula around the
world, there is an expectation that children are developing skills
to become effective communicators and are using digital technology
to investigate their ideas and represent their thinking. This means
that educators throughout the world are expected to actively
enhance children's learning in ways that provide learning
experiences with technology that are balanced and purposeful to
allow the transformation of traditional authentic learning
experiences. Digital technologies can be used to explore,
manipulate, discover, play and interact with real and imaginative
worlds to allow active meaning making. With a wide range of expert
contributors, this book provides a comprehensive examination of the
current research on technology and young children and the
importance of engagement for learning. This approach encourages the
reader to rethink the possibilities and potential of digital
technologies for learning in the early years, especially in the
years before formal schooling when children might be attending
early childhood settings. This will be a valuable reference for
anyone looking for an international perspective on digital
technology and young children, and is particularly aimed at current
and future teachers.
The 'Insider Guides to Success in Academia' offers support and
practical advice to doctoral students and early-career researchers.
Covering the topics that really matter, but which often get
overlooked, this indispensable series provides practical and
realistic guidance to address many of the needs and challenges of
trying to operate, and remain, in academia. These neat pocket
guides fill specific and significant gaps in current literature.
Each book offers insider perspectives on the often implicit rules
of the game - the things you need to know but usually aren't told
by institutional postgraduate support, researcher development
units, or supervisors - and will address a practical topic that is
key to career progression. They are essential reading for doctoral
students, early-career researchers, supervisors, mentors, or anyone
looking to launch or maintain their career in academia. Reframing
and Rethinking Collaboration in Higher Education and Beyond delves
deep into a Taxonomy of Collaboration underpinned by mindful
choices - being present, aware, non-judgemental, curious and open -
while also considering your and others' strengths. In looking at
how higher degree research students and early career researchers
can approach collaboration, this book unpacks what collaboration is
and points to the specific knowledge, skills, and abilities
associated with achieving collaborative advantage. Covering a range
of issues in a variety of contexts, this book: Helps you understand
the meaning and value of working collaboratively. Prepares you for
success in collaborative academic and postgraduate career
activities. Invites you to use models, including the Taxonomy of
Collaboration, to plan your collaborative projects. Explains
options for different situations through realistic examples of
commonly experienced collaborative issues or problems. Encourages
you to think about collaboration from a strengths-based approach.
Offers practical strategies for you can use to plan, organise and
participate in collaborative activities, including ways to deal
with problems and resolve conflicts. Full of practical tips, case
studies, real life situations and lived experiences, this book
offers strategies that can be used in online or hybrid
collaborations and is ideal reading for anyone interested in
finding out how to make collaborative practice work for them.
This book focuses on the way academics understand, embrace and
enact the concepts of mindfulness in approaching their work in
demanding and dynamic contemporary higher education environments.
It examines how they implement formal and informal mindfulness
practices that increase the capacity to transform mind and body
states by drawing on concepts such as compassion, kindness,
gratitude, curiosity, self-awareness and non-judgemental stances.
The book provides insights into and highlights the struggles of
scholars through their experiences and perspectives in relation to
their identities, practices and job enactment. Each chapter author
explains their mindfulness practices and their motivations for
implementing them, and explores how mindful ways of researching,
writing, learning and teaching, leading, and engaging with others
leads us to self-awareness and engagement in the present.
This book focuses on the way academics understand, embrace and
enact the concepts of mindfulness in approaching their work in
demanding and dynamic contemporary higher education environments.
It examines how they implement formal and informal mindfulness
practices that increase the capacity to transform mind and body
states by drawing on concepts such as compassion, kindness,
gratitude, curiosity, self-awareness and non-judgemental stances.
The book provides insights into and highlights the struggles of
scholars through their experiences and perspectives in relation to
their identities, practices and job enactment. Each chapter author
explains their mindfulness practices and their motivations for
implementing them, and explores how mindful ways of researching,
writing, learning and teaching, leading, and engaging with others
leads us to self-awareness and engagement in the present.
Educational technologies are becoming more commonplace across the
K-12 curriculum. In particular, the use of innovative digital
technology is expanding the potential of arts education, presenting
new opportunities-and challenges-to both curricular design and
pedagogical practice. Revolutionizing Arts Education in K-12
Classrooms through Technological Integration brings together a
variety of perspectives, research, and case studies that emphasize
a pedagogical awareness of diverse learning styles, while
highlighting issues of ethics and equality across the educational
landscape. This timely publication is aimed at K-12 arts educators
leading classrooms focusing on dance, drama, media, music, and the
visual arts, as well as pre-service teachers, museum and gallery
educators, policymakers, and designers of academic curricula.
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