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The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.
Offering speculation upon the creation of future educational possibilities for all, this book stories both an initial event leading to a sixteen-year-old student’s withdrawal from a Further Education college on her first day, and an imaginary second chance to support her at university ten years later. Animating potential for intensities and becoming in writing, this work exemplifies different approaches to writing, which foster inquiry and speculation to trouble academic constraints capable of acting as a barrier to so many. Writing in counterpoint to the traditional map of the academic thesis, literature, (non)methodologies and ethics are imbricated in this book, which readers are invited to read in non-linear ways, choosing from multiple entryways and exits. This book will be of particular interest to undergraduate and postgraduate students, and doctoral supervisors, in Education, as well as practitioners involved in supporting students’ writing. Perhaps, most crucially, the book will provoke entry into, provocations within and research-creative inventions that extend the continuing emergence of post qualitative inquiry.
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Maritime communications have played a vital role in shaping both human cultures and the biogeography of the North Atlantic Realm. These papers explore the diversity of human environments and cultural adaptations present within the eastern part of the North Atlantic Realm.
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