This book draws on interdisciplinary social science and philosophical frameworks to offer new dimensions to debate about intellectual leadership and higher education. The chapters are focused on provoking readers to think critically about intellectual leadership in precarious times. The contributors frame critical questions about the unevenness, ambivalences, and disruptions that now mark everyday life and interactions. Rather than thinking about 'freedom from precarious times and precarity' they consider 'freedom from within' and how the sovereignty and autonomy of the individual to think and speak within the public realm might be retained, if not reclaimed. In the precarious present and in times of precarity, what has changed and why? What might now be the new social reality within which we work?

Each of the contributors have been invited to take up their own perspective on what is precarious, and to examine the impacts on intellectual leadership. What does it mean to do intellectual work and be an intellectual leader? What are the implications for intellectual work and leadership if the academy itself is in precarious times?

Many contemporary commentators present a damning account of the current state of higher education, to the extent that our universities may be considered to be broken. This book offers an alternative perspective to the dominant neoliberal discourse and provides the conceptual tools to help construct a trajectory of repair for our universities. These ideas are presented within this book as five moves to transform our current pathological situation and develop towards a more healthy and sustainable ecological learning environment.

In this book, Ian Kinchin draws upon a wide range of sources from the philosophy of education, biological and clinical sciences as well as educational research and academic development. This alternative ecology of ideas presents a challenge to university leaders and asks if we care enough about the future of our universities to encourage an evolution of practice that deals sustainably with the wicked problems our universities face in the coming century. It describes a move towards an ecological university.

The book includes a foreword written by Martyn Kingsbury, Professor of Higher Education and Director of the Centre for Higher Education Research and Scholarship, Imperial College London, UK.

This book enables us to understand the current transformations in the experience of time that have been taking place in recent decades. Mateus Henrique de Faria Pereira and Valdei Lopes de Araujo convincingly argue that we live in a time of 'Updatism', the temporal dimension that emerges in those societies imprisoned by the structures of infinite expansion, and that this Updatism has profound consequences for how we think about the past, the present and the future.

Using the theoretical works of Lyotard and Heidegger as its foundation, 'Updatism' and the Understanding of Time and History analyses our digital modernity and the significance of key themes, such as updating, solitude, democracy, internet, exposure, postmodernism and historicism. It discusses aspects of our present time that reveal substantial differences between the historicist-modern time, usually located in the 19th century, and an emergent 'chronotope' or 'regime of historicity' understood and explained here as Updatism.

The book is effective in mapping the ubiquity of Updatism and the anxiety-inducing insistence of being constantly updated, as well as exploring some searching questions: If our reality is constantly being updated, and its previous versions are deleted or inaccessible, what does this mean for memory and our understanding of history? And what does this tell us about the world we live in today and the one we may update to in the future?

Cities and urban societies have many faces. In this study, the pre-modern cities of Holland are presented as arenas where power relations between social classes are expressed in a more or less permanent appropriation of physical space and through discursive strategies. The continuity of the power relations in the cities of Holland, spanning centuries, makes it urgent to look not only at the assumption of urban space as an expression of power relations within society, but also at the contribution of this appropriation to the acceptance and continuity of the existing power relations in pre-modern Holland.

Within this broad area, extensive attention is paid to: the very prominent and enduring appropriation of urban space in the field of housing; the less permanent, but violent appropriation of urban space during the public execution of scaffold punishments; the maintenance of public order by civic militias; and appropriation during riots and revolts. In addition, city descriptions, maps and pictures of the pre-modern cities of Holland are scrutinised for what they can reveal about the appropriation of urban spaces. These themes each have an extensive historiography, but they have never been brought together in an interpretative framework that fits in with Pierre Bourdieu's model of society and the work - of especially John Allen - on power until now.

Bringing together a wide array of modern scientific techniques and interdisciplinary approaches, this book provides an accessible guide to the methods that form the current bedrock of research into Roman, and more broadly ancient, wine. Chapters are arranged into thematic sections, covering biomolecular archaeology and chemical analysis, archaeobotany and palynology, vineyard and landscape archaeology and computational and experimental archaeology. These include discussions of some of the most recent techniques, such as ancient DNA and organic residue analyses, geophysical prospection, multispectral imaging and spatial and climatic modelling. While most of the content is of direct relevance to the Roman Mediterranean, the assortment of detailed case studies, methodological outlines and broader 'state of the field' reflections is of equal use to researchers working across disparate disciplines, geographies, and chronologies.

The study of ancient Roman wine has been dominated until recently by traditional archaeological analyses focused upon production facilities and ceramic evidence related to transport. While such architecture and artefact-focussed approaches provide a fundamental foundation for our understanding of this topic, they fail to provide the requisite nuance to answer other questions regarding grape cultivation and wine production, consumption, use and trade. As the first compendium of its kind, this book supports the embedding of modern scientific and experimental techniques into archaeological fieldwork, research and laboratory analysis, pushing the boundaries of what questions can be explored, and serving as a launching point for future avenues of interdisciplinary research.

Offering new and original approaches to the Roman civil wars of 49-30 BCE, the eleven papers presented here for the first time shed light on this crucial moment in the forging of Roman identity. They engage with a variety of problems and topics in political discourse (diplomacy, the concept of libertas, divine paternity); socio-economic structures (allied rulers, military officials, civil war finances, Agrippa's family); material culture (the coinage of Julius Caesar, the physical remains of Corfinium); and literary commemoration (Sallust on trauma, the lost Histories of Asinius Pollio).

The case studies presented here contribute to our understanding of a period that is just as fundamental for our view of the Romans as it was to the Romans themselves. Arguing for the unity of the period in question, the volume deploys a multiplicity of methodologies to analyse how the trauma of armed conflict and the breakdown of accepted socio-cultural models not only mediated the contemporary experience of Roman civil war, but also left a lasting impression upon how Romans viewed the world. Incisive and critical, these contributions by a diverse team of international researchers, both emerging scholars and leaders in their fields, offer a new window into the world of the late Republic and early Principate.

Examining the public information strategies employed by the League of Nations between 1919 and 1940, this book brings together international history, intellectual history and the history of communications to tell the story of how officials in Geneva planned for a new kind of public relations to underpin and strengthen the League's internationalist project. Drawing on multi-archival work and shedding light on the role played by journalists in international diplomacy, it follows in the footsteps of individuals who left promising careers to work for the League's information section and shape opinion on a global scale.

Showcasing their vision for an open diplomacy and an informed international public, Seidenfaden shows how this was sought for and achieved against the politically charged backdrop of interwar Europe. Moving beyond the outbreak of WWII, it also shows the legacies that remained after the League was in hiatus, and many of its officials in exile. In doing so, this book reveals how public information strategies developed by the League were transferred into its successor organisation, the United Nations, which continues to shape our world today.

This book proposes to expand multiliteracies frameworks in second language education, by recognizing that learning a new language and culture involves both designs and desires, the affects and emotions that feed our responses to particular ways of making meaning.

Over the past two decades, multiliteracies approaches to second language education have brought attention to the diversity of modes, media, language varieties, and discourses involved in what we often shorthand as language learning. A core concept in these discussions is the idea of meaning design, the idea that languages are dynamic, culturally-shaped systems of resources for engaging with and making sense of the world.

Building on these discussions and drawing inspiration and practical examples from a variety of modern language classes in higher education in the USA, the book demonstrates how poetic and playful language can be embedded in multiliteracies pedagogy in ways that foster learners' and teachers' awareness of designs, while also making space for desires that are harder to script or plan for. In addition to building a conceptual map around poetics and play for researchers and teachers in language education, the book offers concrete examples of what a multiliteracies approach emphasizing designs and desires can look like in classrooms and curricula.

This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters.

Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario Lopez Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education.

Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.

Drawing together previously disjointed scholarship on the topic of asylum and conversion from Islam to Christianity, this book shows how boundaries of belonging are negotiated between Middle Eastern ex-Muslim asylum seekers, church representatives, lawyers, legal decision-makers and policymakers.

With case studies from European countries such as Germany, Austria, Finland and Sweden, the book takes an interdisciplinary approach including ethnographic and other qualitative research, discourse analysis and case law analysis, to explore the complexities of the phenomenon of asylum and conversion from Islam to Christianity.

This book is an authoritative resource for academic scholars in fields as diverse as migration and refugee studies, anthropology, sociology, religious studies, law and socio-legal studies, as well as legal and religious practitioners.

R.S. Sugirtharajah shows how at the height of European colonialism whilst the colonizers were studying the sacred texts of Hindus, Muslims, Buddhists, Sikhs and Zoroastrians, the Hindus were themselves scrutinizing the invader's book - the Christian Bible. Sugirtharajah examines how these Hindus transformed the Bible into what they deemed fit for and suited to their contexts. The result was that the Bible acquired a totally different form and lost its authority as the Book of the Empire. Sugirtharajah shows how the resistant, subversive and at times antagonistic readings of the Hindus went beyond what the colonizer had intended. Sadly what these Hindus made of the Bible went largely unnoticed and was ignored by Western scholarship.

This volume seeks to rectify this regrettable omission and to place both the Hindu reformers and nationalists attitude to the Bible in their own specific context and to allow them to speak on their own terms rather than reading them with Christian preconception. The Hindu reformers covered include figures such as Raja Rammohun Roy, Arumuga Navalar, Keshub Chunder Sen, Swami Vivekananda, Ponnambalam Ramanathan, M. K. Gandhi and Sarvepalli Radhakrishnan and nationalists such as Dhirendranath Chowdhary, Sita Ram Goel and Ram Swarup. The book contains the interpretative context; the textual negotiation that went on between these Hindus and the missionaries and orientalists; examples of their Hinduization of the Bible; and the hermeneutical impact on mainstream biblical interpretation.

Franks and Northmen explores the full spectrum of Franco-Scandinavian interaction, examining not just violence but also less well-known relationships centered on acts of diplomacy, commerce, and mission and demonstrating the transformative nature of cross-cultural encounter during the Viking Age.

In the year 777, the Frankish sources mention the Northmen, better known to most as the Vikings, for the first time. By the tenth century these Northmen, once a mysterious people on the borders of the Carolingian Empire, would be a familiar presence in the Frankish world. As raiders and pillagers, the Vikings would fill the pages of Frankish authors, leaving a legacy that continues to fascinate even to the twenty-first century. But a closer look at sources, both textual and material, reveals that the relationships between Franks and Northmen were far more complex and multifaceted than a rigid focus on Viking violence might suggest. Merchants carried goods across the North Sea, missionaries encouraged new ways of understanding the world, and Franks and Northmen formed relationships and bonds even amidst conflict and violence.

This study is a useful resource for both students and specialists of central and northern Europe in the early medieval period.

Framing Ageing, available open access, addresses scholars from across the Humanities and Social Sciences who want to approach the urgent topic of old age in their work, mapping the intellectual state of the field and putting the most salient concepts in action.

Bringing together established and emerging scholars of old age from the humanities and social sciences as well as gerontologists and medical practitioners, this open access book showcases new scholarship and provides new methods and terms for ongoing conversations about old age as an object of analysis in contemporary culture.

Cultural policy makers and scholars alike regularly describe a "visibility crisis" of old age, a consistent erasure or repression of images of older people from public view. Co-edited by an art historian and two literary scholars with a shared interest in memory, Framing Ageing examines the in/visibility of old age from a range of disciplinary angles, including philosophy, social history, comparative literature and anthropology. In addition to examining literary texts, this volume includes a chapter in graphic form and carries out innovative analyses of film, the built environment, fine art and commercial images.

The ebook editions of this book are available open access under a CC BY 4.0 licence on bloomsburycollections.com. Open access was funded by The Wellcome Trust.

This open access book provides a thought-provoking new perspective on European imperialism in the 19th and 20th centuries. It does so by inquiring how smaller European powers and regions at the margins of the continent integrated into a globally interconnected world that was heavily shaped by their more powerful European neighbours. Case studies on Nordic, Eastern and Central European regions uncover how countries such as Sweden, Serbia or Switzerland became imperial, despite having no or only short-lived overseas colonies of their own. By uncovering the structures and networks that enabled these regions to actively participate in and benefit from the imperial world around them, these case studies also reveal a crucial dynamic of European imperialism that has rarely been analysed in extant historiographies of Empire and Europe: the fact that 19th-century European imperial subjugation of almost the entire planet was driven not only by undeniable rivalry and competition among the greater European powers, but also necessarily depended on collaboration and exchanges across national and imperial boundaries.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Swiss National Science Foundation (SNSF).

Tracking the Jews analyses the beliefs, ideas, concepts, arguments and policies of an unprecedented conversionary initiative during the years immediately before, during and after the Holocaust.

From the rubbles of World War I to the ashes of World War II, it reconstructs previously unknown relations between a Protestant framework for global evangelisation of Jews, the network of international bodies that constituted the ecumenical movement of the early twentieth century, and the streams of thought on the Jewish question that flowed through its networking channels.

Based on more than twenty thousand pages of archival documents, it forces from the shadows the conversionary issues in which nineteen centuries of negative Church teachings on Jews were rooted, bringing to light a field of transnationally shared beliefs about the place, role and destiny of Jews in world society. It sets into sobering relief the paradoxical ways in which a broad international toleration of traditional anti-Judaism allowed, under a banner of Christian benevolence, a transnational public discourse of antisemitic ideas masked in conversionary language.

Drawing on eight crowdsourced cases, Interdisciplinary Practices in Higher Education demonstrates the range and diversity in approaches to teaching, learning and collaborating across disciplinary and institutional borders. The cases explore everyday challenges within interdisciplinary higher education experiences such as designing study programmes, planning curricula, ensuring sufficient assessment and feedback for diverse groups of students and coordinating and aligning expectations with external stakeholders. Each case is analysed by three leading experts, providing solutions and practical guidance to support practice.

Chapters explore the challenges of:

• Breadth versus depth in interdisciplinary teaching and learning activities
• Disciplinary identities in interdisciplinary collaborations
• The governance and administration of interdisciplinary courses and study programmes
• Career trajectories for interdisciplinary researchers
• Aligning expectations with stakeholders in transdisciplinary endeavours

A highly practical, solution-based book, this is an essential read for lecturers, students, researchers and others who might wish to embark on an interdisciplinary path or develop future border-crossing practices within their higher education institutions.

This book identifies and celebrates the learning adult educators can gain from the numerous sites of community activism, learning, and social change that are currently taking place across the globe.

While the relentless push of neoliberalism has struck at the heart of adult education provision in many countries, including that provided by universities, institutions of further education, international development agencies, NGOs, vocational training centres and the local government sector, what can adult educators learn and what is being learnt when we turn to sites of community activism as a mechanism for broader social change? Drawing on empirical research, as well as stories and blogs about social change and transformation from those participating in community activist struggles, this book features diverse contributions from adult education practitioners, theorists and activist-researchers who share community activist practices from around the world and provide insight into the ways these have contributed to social change and political transformation in different spaces and communities.

Each chapter and blog in this collection relate to different dimensions of community, democracy and dialogue and how this space has become one in which delimiting factors must constantly be fought. In these contributions, questions of critical pedagogy and voice, and contested notions of power, place and voice, are lived, felt and troubled in different national and international contexts. This book was originally published as a special issue of Studies in the Education of Adults.

Written for busy teachers, this practical manual defines terms, shares examples and provides evidence-based information and strategies to support the teaching of twice-exceptional students.

Providing a comprehensive blueprint in an easy-to-use format, this book explains classroom techniques for differentiation with tips and advice based on research and teacher experience. The topics covered include learning disabilities, gifted and high potential education, talent development and general classroom pedagogy involving curriculum differentiation and individualised programming. It also explains, in more depth, the varying presentations of neurodiversity in the form of specific learning disabilities, autism and attention deficits in the gifted/high potential student to enable teachers to acquire more knowledge of the nuances evident in each twice-exceptional student. Case studies capture the perspectives of twice-exceptional young people who have thrived, and the book provides weblinks to a very comprehensive list of helpful, freely-available resources.

This essential, practical resource will serve teachers and educators in both primary and secondary schooling, as well as pre-service educators. It will also be of interest to parents and carers.

Employing a mixed-method approach, the book investigates the psychology of English as a Foreign Language (EFL) teachers in the online teaching environment in China during the COVID-19 pandemic.

Specifically, questionnaires were conducted on Chinese EFL teachers to explore the profiles of EFL teachers' anxiety, self-efficacy, buoyancy and engagement. Additionally, semi-structured interviews were used to demystify their psychological growth in the dynamic interaction with ecological environments, thus constructing an ecological model of EFL teacher psychology in online teaching. The book provides new insights into EFL teacher psychology and theoretical references for building a functional ecosystem for the professional development of EFL teachers.

The book will be of interest to researchers in teacher psychology, language teachers and practitioners, especially those working in the complex technology-based educational environment, and policy makers in foreign language education.

Presenting a unique exploration of education at "the edge of experience," this book investigates how unassimilable concepts can reconceptualize education in order to grapple with what is beyond understanding. Working at the intersection of curriculum theory, philosophy and psychoanalysis, Morris examines how each of these "unassimilable" concepts such as lament, disavowal, breathlessness, and the Kafkaesque point toward currere as the edge of experience. It addresses what Lee Braver calls "the groundless grounds" and what Avital Ronell calls "the quicksand that is philosophy" to approach slippage and breaking points through an interdisciplinary lens. Pointing to an understanding of our largely social ills and extending William F. Pinar's early work on currere in new and innovative directions, this book will appeal to curriculum theorists, education philosophers, psychoanalysts, and those with interests in the philosophy and theory of education.

Primary Process Impacts and Dreaming the Undreamable Object in the Work of Michael Eigen examines Eigen's rich phenomenological work on becoming a welcoming object.

The contributors to this collection explore the core theme with reference to key Eigen works including Feeling Matters and Contact with the Depths. As a primary process psychoanalyst, Eigen's writing reflects a unique rhythm of faith that is able to "revivify" union-distinction body-affect-thinking potentialities within a creative psychoanalytic dyad. In this book, alongside its companion volume, Toxic Nourishment and Damaged Bonds in the Work of Michael Eigen, contemporary Eigen readers and writers articulate the various welcoming processes and attitudes needed to cultivate a "Hearing Heart," a central ingredient in reaching and touching those parts of self-deemed unwanted, unwelcomed, and even traumatized. Primary Process Impacts and Dreaming the Undreamable Object in the Work of Michael Eigen represents a wide range of psychoanalytic perspectives, and the chapters describe the genius of Eigen as well as contribute their own clinical and academic acumen.

Presenting a key aspect of Michael Eigen's transformational aesthetic, this book will be of great interest to psychoanalysts, psychotherapists, and all those with an interest in psychoanalytic and spiritual psychology.

The Routledge International Handbook of Changes in Human Perceptions and Behaviors is the first edited volume to present multidisciplinary perspectives on various aspects of changes that humans experience.

The handbook is designed to highlight the different contents, types, ways, meanings, applications, and moments of changes that have been recognized by experts in various fields within the life and social sciences. Comprised of four sections, the chapters address changes in a variety of contexts related to human perceptions and behaviors; the moment of change and fluctuations; changes in applied settings; and the meaning of changes, including resistance to change. Written by a range of expert international contributors, the book brings together discussions and insights about how different levels and types of changes in human perceptions, attitudes, beliefs, values, and behaviors have been studied and considered in diverse fields. It also explores the various mechanisms that account for changes, exploring how and when changes occur and what changes mean to humans.

Relevant for empirical and theoretical work, the handbook will be of great interest to researchers, academics, and postgraduate students across psychology, behavioral sciences, and social sciences.

Toxic Nourishment and Damaged Bonds in the Work of Michael Eigen examines Eigen's rich phenomenological work on the Obstructive Object.

The contributors to this collection explore the core theme with reference to key Eigen works, including The Psychotic Core, Psychic Deadness, Toxic Nourishment, and Damaged Bonds. This volume seeks to elaborate on the Obstructive Object through essays and poems that include poignant clinical examples, the impact of exceptionally traumatized patients on their analysts, literature comparisons, and the more "mystical aspect" of Eigen's influence on working with the obstructive object. Essays draw from Virginia Woolf, Elena Ferrante, Wilfred Bion, D.W. Winnicott, Andre Greene, Christopher Bollas, and Adam Phillips, among many others, in exploring injury-rage, unwanted patients, psychoanalytic faith, toxic nourishment, and damaged bonds.

Toxic Nourishment and Damaged Bonds in the Work of Michael Eigen will greatly interest psychoanalysts, psychotherapists, and those interested in psychoanalytic and spiritual psychology.

Systemic and Narrative Work with Unaccompanied Asylum-Seeking Children: Stories of Relocation provides a contextualised, research-based understanding of how to enhance and support the emotional health and well-being of unaccompanied asylum-seeking children.

The framework presented in this book is an innovative intervention that enhances the well-being of children who have experienced trauma by improving the therapeutic abilities for all who support and care for them. This book presents the evidence base for this new systemic and narrative trauma-informed framework of care, creates a wider understanding of working with trauma responses in unaccompanied asylum-seeking children and offers coherence for practitioners wanting to use this approach. The authors provide a physiological view, as well as identify embodied aspects of trauma experience, and describe a narrative approach developed from a clinical understanding of trauma, as well as presenting the words of children who took part in the project. Creating a common multi-disciplinary language, this approach can be used to improve coherence, coordination, and excellence within the whole system.

This book is essential reading for all practitioners working with unaccompanied asylum-seeking children. It will also be of interest to students and trainees of social work and other mental health disciplines, as well as other professionals seeking to understand the needs of this group.

This book rethinks the diagnosis and treatment of eating disorders by putting the spotlight on their social and societal contexts, examining how these behaviours are shaped by the difficult life conditions of those suffering.

Drawing on the lived experiences of nine women, this book uses in-depth case studies and interviews to discuss eating disorders with a Social Contextual Analysis framework. It prioritises the women's own voices about their life conditions and recovery to explore the behaviour of unusual eating patterns. The book identifies common social properties across the nine women, which will become essential context when considering treatment and therapy for unusual eating. Through this more compassionate approach, readers are presented with a detailed example of new ways to analyse and treat the behaviours of mental health and therapy outside of a DSM diagnosis.

Contextualising Eating Disorders is unique in its focus on giving priority to women's voices and the social contexts behind unusual eating and will be highly relevant for all professionals working with those with unusual eating patterns, as well as students and academics in the fields of social psychology and mental health. This book will also benefit those who themselves are suffering from unusual eating patterns they might not understand.

The Bion Seminars at the A-Santamaria Association offers readers insightful analyses and commentaries on Bion's key papers and books, as well as providing a unique set of discussions and explorations of many of Bion's central concepts and foundational texts.

This diverse collection of essays brings together contributions from internationally renowned Bionian scholars and analysts, including Annie Reiner, Nicola Abel-Hirsch, Antonia Grimalt, Avner Bergstein, Afsaneh Kiany Alisobhani, Joao Carlos Braga, Tom Helscher, Tim Smith and Peter Goldberg. Readers will encounter expansions and extensions of contemporary and timeless themes and discover the originality with which psychoanalysts from different geographical regions take ownership of the ideas discussed. Chapters cover the early and late work of Bion, spanning topics such as arrogance, the theory of thinking, memory and desire, and the clinical importance of frustration. The authors reveal to us the elements of continuity and discontinuity in Bion's work, sharing open conjectures to allow new developments to evolve.

This volume is essential reading for practicing psychoanalysts, analysts-in-training, analytic psychotherapists, and anyone interested in exploring Bion's work.

For the psychotherapist/psychological therapist, notions of diversity and inclusion, such as intersectional feminist, trans*, critical race/whiteness, migration, (in)equality, queer, disability, post-colonial, decolonial, approaches and studies, are both increasingly important, and yet increasingly difficult. This book explores these developments and raises the important questions: Are these difficulties to do with the biases of the person who is the psychotherapist, and/or could it also sometimes have to do with how diversity, inclusion and related terms are constructed?

Crucially, clients may now find it difficult to find a therapist who is able to explore with them their concerns around diversity and inclusion which can be complicated and may take time to consider. This book presents cutting-edge research to enable explorations of our changing world which is so different to the one we were born into (let alone our, often older, own psychotherapists and supervisors).

Diversity, Inclusion and Culture Wars in Psychotherapy will be a beneficial read for students and scholars of Psychology including Psychotherapy and Counselling. The chapters in this book were originally published as a special issue of European Journal of Psychotherapy and Counselling.

Gestalt Therapy: The Basics provides an accessible and concise overview of the approach and its substantial theory.

Experiential exercises, clinical vignettes and examples from everyday practice are included to enrich understanding of gestalt's theory and its clinical application. This book explores: the history of gestalt therapy, gestalt maps, philosophical beliefs, creative experimentation and ethical considerations. Useful chapter summaries are featured throughout to aid comprehension.

This book is essential reading for gestalt trainees, as well as counsellors and psychotherapists wanting to learn more about the gestalt approach.