The Spanish Anarchists and the Russian Revolution, 1917-24 explores the impact of the Russian Revolution on the world's most powerful anarchist movement, the Spanish National Confederation of Labour. The monograph traces the curve of euphoria followed by scepticism that characterized anarchist reactions to the Soviet experiment in 1917-24.

This book unearths the interactions between anarchists and Bolsheviks, and assesses their significance for social conflict in Spain and for the foundation of international communism. The Spanish anarchists are a window to examine the global appeal of the Bolsheviks among diverse, non-Marxist militant groups at a time of cross-fertilization for the left internationally. Through the case study of the Spanish anarchists, this book highlights how identification with the victorious Russian Bolsheviks became a rousing device and a political asset at a time of intense social effervescence, when, in the eyes of many, world revolution seemed imminent. However, for heterodox, non-Marxist forces, such as the Spanish anarchists, the Soviet model had to be negotiated and adapted to local conditions and political traditions.

This book later traces the ending of this phase of cross-fertilization at a time of defeat and demoralization for the labour movement in Spain and across Europe.

Membering the Rhodesian Linguistic Agenda in Zimbabwe reports on a study carried out in Zimbabwe to ascertain the degree and effect of honouring the colonial linguistic agenda.

The book employs an interpretivist philosophy and qualitative research approach that relies on participatory observations, interviewing purposively sampled informants and focus group discussions involving snowball sampled graduates. It was inspired by the Critical Language Policy Theory that considers language choice a critical determinant factor in how communities are administered politically, economically, socioculturally and educationally. It establishes that whereas linguistic imperialism meant to serve as the lifeblood of the Southern Rhodesian colonial machine, the former coloniser ensured coloniality in Zimbabwe by presenting the English language as a sacred media in political, economic, sociocultural and educational settings forever. The study establishes that the only way Zimbabwe and other such post-colonies could find redemption is by eradicating the sacredness of former colonisers' languages by adding value to all their languages and the indigenous knowledge systems associated with them. It also demonstrates that the bigger the delay, the more is irretrievably lost together with custodians of the languages.

This book will be informative for undergraduates, postgraduates and researchers in linguistics, communication, sociology, anthropology and history. It may also serve well as a resource to government researchers, politicians and other policymakers.

Families Mental Health and Challenges in the 21st Century contains the papers presented at the 1st International Conference of Applied Psychology on Humanity 2022 (ICAPH 2022, Malang, Indonesia, 27 August 2022). The contributions focus on the challenges in micro-family environments that are faced with rapid developments of technology and information in the 21st century. The issues addressed in the book include:

• Family Strengthening
• Principles and Practices
• Children and Woman Protection
• Family Resilience
• Crisis and Challenge

Families Mental Health and Challenges in the 21st Century is of interest to professionals and academics involved or interested in psychology, the field of mental health and related disciplines.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Theories and Practices of Psychoanalysis in Central Europe explores the close relationship between psychoanalysis, psycho-medical discourses, literature, and the visual arts of the late 1800s and early 1900s in Central Europe.

Agnieszka Sobolewska addresses the issue of theories and practices of psychoanalysis in Central Europe and the need to undertake interdisciplinary reflection on the specificity of psychoanalytic literary genres and fin-de-siecle psycho-medical discourses. With a focus on the circulation of Freudianism in the territories of present-day Austria, Hungary, the Czech Republic, Poland, and Germany, the book considers the creative transformations that psychoanalytic thought underwent in these countries and reflects on the specificity of psychoanalytic literary genres and the pivotal role of lifewriting genres in the psychoanalytic movement. Sobolewska's work both fills a visible gap in research on the history of psychoanalysis in Central Europe before the outbreak of World War II and offers the first insightful analysis of the role of life writing in the development of psychoanalytic thought.

Theories and Practices of Psychoanalysis in Central Europe will be of great interest to psychoanalysts in practice and in training as well as scholars of the history of psychoanalysis, the history of psychology, literature, cultural anthropology, and modernism.

This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children's long-term reading, and learning outcomes.

The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia's cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south.

Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This volume centres the notion of "chance" in education as a key concept in contemporary education - relating to aspects like accountability, datafication, or international large-scale assessments - and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and practice.

Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking, and comparative education with issues of control, prediction, and comparison as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today.

This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers, and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable.

The book not only provides empirical evidence of challenges faced by educators and learners during COVID-19 but also gives fresh insights on how educators and education administrators may act proactively to prepare for an emergency situation.

The school year of 2020 was unlike any other. Globally, the outbreak of COVID-19 impacted leaners and educators in all levels. Many learners were forced to rapidly transit from face-to-face to online learning, while educators were required to hastily convert in-person to online delivery mode. What challenges did the educators and learners face and what were the possible solutions? How can technology as a tool be used to enhance teaching and maximize student learning when an emergency occurs? This book addresses these two questions. With contributions from international scholars, the book begins by providing the context of COVID-19 and a brief introduction of five empirical studies included in the book as well as suggesting directions for future research. Subsequent chapters represent a variety of research approaches and perspectives from learners, educators, and parents of learners, but all share a common focus on challenges faced by educators and learners as well as opportunities to use technology as a tool to maximize student learning during a worldwide pandemic.

Technology's Challenges and Solutions in K-16 Education during a Worldwide Pandemic will be a key resource for educators, academics, researchers, and students of Education, Instructional Design and Technology, Educational Leadership and Policy, Educational Research, Educational Technology, Research Methods and Sociology, STEM Education, and Curriculum and Instruction.The chapters included in this book were originally published as a special issue of Computers in the Schools.

Underpinned by pedagogical practices and theories of what works in teaching computing, this book gives existing and new teachers ideas to enable them to plan an inclusive curriculum for the secondary school computing classroom.

Computing is one of the fastest-developing subjects in the curriculum, and computing teachers will always be updating their subject knowledge and pedagogical approaches. Each chapter explores a specific aspect of inclusion and potential barriers faced by students and is designed to challenge teachers to think about their own practice and curriculum design. Themes include the influence of classroom environments, bias in the use of data, collaborative learning, building cultural capital, and racism within AI applications. The book is also laced with practical ideas to develop teaching shared by a wealth of experienced practitioners, researchers and industry professionals.

Written with consideration for the National Curriculum for Computing, this valuable text will give trainee teachers, recently qualified teachers, and experienced teachers the confidence and knowledge they need to successfully deliver an inclusive computing curriculum in the classroom.

The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.

According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.

The chapters in this book were originally published in the journal Educational Philosophy and Theory.

Gloria E. Anzaldua is a crucial figure in contemporary border and women's studies. When in 1987 she published her groundbreaking book Borderlands/La Frontera: The New Mestiza, she became one of the most often quoted writers of the US-Mexico border, but she remains relatively little known outside Americas.

In one of the first monographs written on her work, Grazna Zygadlo introduces Anzaldua's work and outlines her feminist revisionist thinking to new audiences, especially in Europe. The author defines these borderlands as areas where numerous systems of power, exploitation, and oppression intersect - capitalism, patriarchy, racism, and white man's supremacy. She also concentrates on the innovative philosophy of women's writing from the body that Anzaldua has propagated and on her formative role in the women of color feminism. Zygadlo also works to expand Anzaldua's borderland thinking by applying it to the recent issues related to migration crisis and border problems in the European Union - namely the contradictory treatment of refugees at the Polish eastern border.

Gloria E. Anzaldua is situated at the intersection of various disciplines, in particular, American cultural studies, feminist criticism, and Latin American postcolonial studies, and is a valuable source of knowledge about Anzaldua's ideas for undergraduate and graduate students.

Transcending the traditional categories of 'medieval' and 'early modern' to analyse pan-European attitudes and behaviours, Sex and Sexuality in Europe, 1100-1750 provides students with a grounding in the history of sexuality by supplying both a detailed analysis of the existing historiographical debates but also analysis of the primary sources such as autobiographies and contemporary literature.

Offering an accessible overview that places sex and sexuality within the historical context of the time period, it creates a deeper understanding of connections and differences across Europe. An interdisciplinary work, it draws on cultural, social, religious, philosophical, literary, economic and scientific ideas while incorporating theory from within the field to broaden perspective of the history of sexuality. Challenging the separation of the medieval and early modern 'periods', this volume highlights a great deal of continuity between 1100 and 1750 across Europe, with change occurring more notably towards the eighteenth century. Key interventions on the role of the passions, the imagination, the 'two worlds' motif and subordination are made across the work. Moreover, it questions the belief that the 'Middle Ages' was one of sexual repression and highlights a second 'world' in which sex was a natural, even celebrated part of life and engages with the belief that the eighteenth century saw a 'sexual revolution'.

This book is essential reading for students, scholars and the general public interested in the history of sexuality.

Teaching and education offer a hugely rewarding career - but staying in the classroom for life is not always right for everyone. With a successful teaching career under her belt, Fe Luton made the move from classroom to kitchen table, entering the world of freelance education writing, research, and training as a general all-round creative.

How to Have a Successful Freelance Education Career shares the options and practicalities of transitioning to and succeeding in a freelance career. Exploring options for both full-time and part-time freelancing, this essential guide outlines the key skills needed to build a stable career within the freelance education world.

Fe Luton explores ways to define yourself, promote yourself and to make sure you stay top of the list when it comes to applications, commissions, and gigs. With chapters filled with practical advice, topics covered include:

• Life after (or alongside) teaching
• Developing skills beyond the classroom
• Pitching and making yourself stand out
• Building your online persona
• Career development
• The dos and don'ts of freelance work

This engaging yet highly practical guide is an essential read for anyone looking to reassess their options in the world of education and to expand their professional horizons beyond the classroom.

What makes a good teacher? In 1991, Hartmut von Hentig attempted to answer this when he first formulated a 'Socratic oath' for the profession, and it is a question which remains relevant today. In The Socratic Oath for Teachers, Klaus Zierer revisits and reframes the concept of a teacher's oath while also addressing challenges currently facing our societal developments in recent didactic-methodological research and fresh perspectives on the goals of the teaching profession. Referencing Socrates throughout, this short think piece proposes a professional oath for teachers that at its core is fully committed to the successful education and well-being of students.

Drawing upon key research and his own experiences within education, Zierer answers the following questions, establishing how a professional oath may support teachers:

• What is a professional oath, and what can it do?
• What characterises teacher professionalism?
• What can be understood by teacher attitudes? Why are they crucial for a successful professional oath?
• Why is Socrates suitable as a guarantor for a professional oath of teachers?
• Why is a renewal of the Socratic Oath necessary?
• For whom is an oath necessary, and what must it contain?

In this fascinating work, Klaus Zierer explores the principles and goals of the teaching profession and formulates theoretically sound and empirically validated principles of successful teaching. This is an essential read for any teacher, senior leader, policy maker, educationalist, or researcher who wants to learn more about what makes a good teacher.

The Routledge International Handbook of Sociology and Christianity examines the intersection of the sociology of religion - a long-standing focus of sociology as a discipline - and Christianity - the world's largest religion. An internationally representative and thematically comprehensive collection, it analyzes both the sociology of Christianity and Christian approaches to sociology, with attention to the Roman Catholic, Orthodox, and Protestant branches of Christianity. An authoritative, state-of-the-art review of current research, it is organized into five inter-connected thematic sections, considering the overlapping emergence of both the Christian religion and the social science, the conceptualization of and engagement with Christianity by sociological theory, the ways in which Christianity shapes and is shaped by various social institutions, the manner in which Christianity resists and promotes various forms of social change, and the identification, diagnosis, and correction of social problems by sociology and Christianity. This volume is an invaluable collection for scholars and advanced students, with special appeal for those working in the fields of sociology and social theory, as well as religious studies and theology

Winner of the NASPA 2025 Faculty Council Outstanding Publication Award

Offering a multi-tiered approach to supporting college students who have experienced trauma, this book considers how trauma manifests for post-secondary college students and how colleges and universities can implement trauma-informed practice in student affairs.

Author Tricia R. Shalka offers knowledge about trauma and its trajectories to help ground trauma-informed practice, before translating this knowledge into specific strategies that span a spectrum of individual and systems-level efforts in colleges and universities. The story of college student trauma is presented through several different lenses, including discussions around the research literature, what the author's research participants offer, and the author's own personal experience with trauma. Drawing on these diverse perspectives, Shalka initiates a journey of reflection and (re)connection that will ultimately inform an understanding of the challenges college student trauma survivors encounter and what it means to embrace trauma-informed approaches in student affairs supportive of student success and well-being-centric organizations.

Written in an approachable and conversational style, this book introduces new concepts to consider when working toward building a trauma-informed practice in student affairs and as such will assist student affairs practitioners, university administrators, and college-level educators in supporting students.

A Guide to Curriculum Mapping synthesizes teaching, learning, and assessment research with an innovative, inclusive, and comprehensive approach to effective curriculum design that centers student learning and evidence-informed continuous improvement.

A Guide to Curriculum Mapping offers adaptable tools, resources, and templates that readers can customize to their own institutions and programs. The authors offer ways to document, synthesize, integrate, and visually represent how learning opportunities work together-whether within courses, across degree programs, or throughout an entire college or university. The authors have presented their integrated mapping approach to acclaim at conferences for close to a decade and have tested their use in programs large and small across the US, beyond systematically applying them at their home institution, the University of Maryland, Baltimore County (UMBC).

This book enables educators-whether faculty, chairs, deans, administrators, educational developers, staff, or assessment leaders concerned with student learning and success-to think through the clarity, organization, and alignment of their programs for improving learning using learner-centered research.

On the History and Transmission of Lacanian Psychoanalysis addresses key questions about the history and transmission of Jacques Lacan's work in North America through discussions with experienced psychoanalysts (who are also trained psychiatrists, psychologists, and psychotherapists).

Chris Vanderwees presents conversations with clinicians about their psychoanalytic formation and about the development of Lacanian psychoanalysis in North America over the past several decades. With oral narrative brought out through the technique of free association, then transcribed and annotated, each discussion is a trace of Vanderwees' encounter with each clinician and the result of collaborative efforts involving speech, writing, translation, and transmission. The conversational tone makes these discussions accessible not only for those already well-versed in Lacan's thinking, but also for anyone discovering his work for the first time. The range of contributions spans both French and English-speaking Canada, the United States, and Mexico.

Complemented by On the Theory and Clinic of Lacanian Psychoanalysis, this book of conversations conveys the diversity of historical and pedagogical perspectives on theory and practice as inspired by Lacan's system of thought. It will be of great interest to all psychoanalytic practitioners as well as academics and scholars of psychoanalysis.

From a multidisciplinary perspective grounded in psychoanalysis, this book explores the manifestations of mind that distinguish humans from other species, culture, civilization, and destructiveness.

Psychoanalysis was created by Freud in an effort to understand neurosis and psychosis, the names he gave to individual human destructiveness. His understanding was limited and incorrect because the science of evolution and the disciplines of sociology and cultural anthropology were in their infancy when he formulated his ideas. He did not comprehend that destructiveness is qualitatively different in humans than in other species and he ignored the problem of how biological instincts become mental processes. These limitations left psychoanalysis with one of its most perplexing unsolved problems, the mysterious leap from mind to body. This book explains how neoteny, the prolonged period of postnatal immaturity that distinguishes humans from other animals, requires and enables complex learning from caregivers. It is the knowledge acquired from this learning and its intergenerational transmission that links the biological theory of evolution with the psychosocial theory of psychoanalysis and explains how the human species is unique.

This book will be of interest to those who want to learn about how integrating the findings of evolutionary science, primatology, sociology, and cultural anthroplogy with the theory of psychoanalysis expands our understanding of what makes humans unique and its implications for the future of our species, and how it empowers us to influence the destiny of humankind.

Psychoanalysis and Witnessing intertwines aspects of the history of psychoanalysis with the development of Philippe Refabert's own thinking and clinical practice.

Refabert's work invites analysts to reflect on the inception of psychic life. The author argues for a revision of drive theory and reflects on the psychic functioning of the analyst in the session. Refabert forces the analyst to see the necessity of standing witness to acts left unacknowledged; he holds that in analysis witnessing is crucial.

With case material from the author's practice throughout, this book will be of great interest to psychoanalysts in practice and in training.

The Tyranny of Identity is both a personal and highly interdisciplinary examination of the wide range of factors and disciplines at play in the formation of identity. It takes a novel and unique approach to this through use of metaphor, images, poetry and a wide range of academic sources to provide a holistic approach to the study of identity.

This book uses the concept of Babushka dolls to show that we all have a series of activities during our lives that reside in our mind, body, spirit - each influencing the multiple identities we knowingly or unknowingly possess. This collage of factors and forces allows us to create an identity. The layers of identity unfold as the chapters progress and in doing so the book addresses the manifold ways in which identity intersects with nationhood, politics, education, the culture wars, family, religion, gender and contemporary institutions.

The Tyranny of Identity is a wide-ranging, cross-cultural book that integrates and explores how the issue of identity has become a central issue in every academic discipline. This book is essential reading to all students studying identity and all readers seeking a deeper understanding of this complex topic.

A powerful new account of what a group of nineteenth- and twentieth-century African American activists, intellectuals, and artists can teach us about democracy

Could the African American political tradition save American democracy? African Americans have had every reason to reject America's democratic experiment. Yet African American activists, intellectuals, and artists who have sought to transform the United States into a racially just society have put forward some of the most original and powerful ideas about how to make America live up to its democratic ideals. In The Darkened Light of Faith, Melvin Rogers provides a bold new account of African American political thought through the works and lives of individuals who built this vital tradition-a tradition that is urgently needed today.

The book reexamines how figures as diverse as David Walker, Frederick Douglass, Anna Julia Cooper, Ida B. Wells, W.E.B. Du Bois, Billie Holiday, and James Baldwin thought about the politics, people, character, and culture of a society that so often dominated them. Sharing a light of faith darkened but not extinguished by the tragic legacy of slavery, they resisted the conclusion that America would always be committed to white supremacy. They believed that democracy is always in the process of becoming and that they could use it to reimagine society. But they also saw that achieving racial justice wouldn't absolve us of the darkest features of our shared past, and that democracy must be measured by how skillfully we confront a history that will forever remain with us.

An ambitious account of the profound ways African Americans have reimagined democracy, The Darkened Light of Faith offers invaluable lessons about how to grapple with racial injustice and make democracy work.

How a visionary university and foundation president tackled some of the thorniest problems facing higher education

As provost and then president of Princeton University, William G. Bowen (1933-2016) took on the biggest and most complex challenges confronting higher education: cost disease, inclusion, affirmative action, college access, and college completion. Later, as president of the Andrew W. Mellon Foundation, he took his vision for higher education-and the strategies for accomplishing that vision-to a larger arena. Along the way, he wrote a series of influential books, including the widely read The Shape of the River (coauthored with Derek Bok), which documented the success of policies designed to increase racial diversity at elite institutions. In Changing the Game, drawing on deep archival research and hundreds of interviews, Nancy Weiss Malkiel argues that Bowen was the most consequential higher education leader of his generation.

Bowen, who became Princeton's president in 1972 at the age of 38, worked to shore up the university's financial stability, implement coeducation, and create a more inclusive institution. Breaking through the traditional Ivy League demographics of white, Protestant, and male, he embraced equal access in admissions for women and men and actively sought to enroll Black, Hispanic, and Asian American students. To "increase the intellectual muscle of the faculty," he used targeted recruiting and enforced higher scholarly standards. In 1988, Bowen moved on to Mellon, where, among many other accomplishments, he developed digital research tools, most notably JSTOR, and promoted racial diversity through the Mellon Mays Undergraduate Fellowship. Attacking problems with tenacity, insight, and deep knowledge, Bowen showed the world of higher education how a visionary leader can transform an institution.

What does it mean to teach well? In short, it means a willingness to do anything that helps students learn. Teaching Well investigates the fundamental principle of what teaching effectively entails by exploring the key dynamics of a learning-centered classroom.

Based on interviews with renowned scholar Stephen D. Brookfield, this book covers a wide range of topics - such as classroom democratization, critical thinking and reflection, race and power, and more. Each chapter is framed by key questions meant to hone teachers' crafts and encourage important conversations. Further, this engaging book examines the crucial steps of bringing educators' identities and backgrounds into practice by soliciting and responding to student feedback, negotiating power dynamics, and the ways institutional constraints, students, and self-concepts can sabotage efforts.

A timely text, Teaching Well is the ideal companion for all college and university educators and experienced practitioners across the globe who continue to reflect critically about their teaching practice.

Classroom Research Partnerships guides academic researchers through the conceptualization, implementation, and dissemination of studies based in school communities. As dynamic, complex contexts, classrooms are rich with the potential for deepening our understanding of teaching and learning processes and creating robust, ecologically valid innovations in education. Designed for both first-time and experienced classroom researchers, this book's unique framework will move readers toward more responsive, reflexive, and mutually beneficial collaborations. Each chapter presents background on key research decisions, logistical and ethical considerations, and objectives for advancing knowledge and professional practice. Examples are drawn from the research experiences of the authors as well as classroom researchers interviewed for the book, which collectively provides an array of project designs in different cultural settings from early childhood through high school. Researchers from universities, school districts, and nonprofits will find renewed inspiration to set goals that pursue positive and equitable change for the students, teachers, and communities at the heart of classroom research partnerships.

This is the go-to guide for higher education leaders of learning, teaching and the learner experience. It offers research-enriched, practical insights and case studies, together with a must-have toolkit of strategies for future-focused higher education leaders.

Kerri-Lee Krause combines her extensive track record as a senior university executive, award-winning teacher and higher education researcher. Inspired by the disruptive educational opportunities arising from the global COVID-19 pandemic, Krause takes academic and professional staff leaders on a journey through the core capabilities required of successful leaders in a rapidly changing higher education landscape. Key topics include:

• learner-centred strategy co-design
• collaborative strategy implementation with learners at the heart
• leading curriculum innovation and renewal
• partnering with learners for engagement and success
• collegial academic and professional staff capability-building and leadership development
• coming to terms with educational policy development and quality work
• shaping learner-centred cultures; and
• leading with integrity in higher education

As universities and higher education providers look for ways to rebuild in the wake of a global pandemic, capable, courageous, learner-centred leadership matters more than ever. This readable, intellectually rich and practical book is for current and aspiring higher education leaders who have a passion for effective leadership with learners at the heart.

This book examines the role and future of universities in times of chronic disruption and crisis - presented via an original conceptual framework which the authors term 'Dislocated Complexity' - and discusses how to move forward in the face of severely disrupted social, political, economic and environment contexts.

Demonstrating how global crises, especially the COVID-19 pandemic, have dramatically dislocated and disrupted all contexts of society, the authors use this framework of Dislocated Complexity to propose a set of characteristics and values that underpin roles for universities, considering the future of universities with regards to teaching and learning, research, management and leadership, workforce change, policymaking and engagement. Novel, innovative concepts and theoretical perspectives are brought to the analysis of futures, roles and activities of universities by the authors, such as 'Unscripted Agency', 'Clashing -ologies', 'Emanant Trust' and 'Dislocated Complexity Leadership Theory'.

Ultimately calling for a rethink of university futures, this timely book will be of great interest to academics, researchers and post-graduate students in the fields of higher education research and teaching and learning. It will also be of interest to university managers, educational policy makers, and those who are 'hidden' or informal educators in the community.