Books in the Transdisciplinary Perspectives in Educational Research series

This book addresses how innovation is generated in transdisciplinary work and learning, focusing on the interface between art, science and technology. It considers innovation in a new way by drawing on ideas about transgression, largely from a feminist perspective. Three of five case studies examined involve Synapse artist-in-residence projects where artists worked in collaboration with scientists in their scientific organisations in Australia as a means of encouraging innovation. The remaining two cases examine innovation and transgression in the collaborative work of the prominent Australian artist Patricia Piccinini and in the German Bauhaus school. This book appeals to artists and scientists, workplace managers, policy makers, researchers and educators interested in STEM or STEAM education.

This book contains a series of unique international contributions that explore risk in partnerships involving education. Presenting a range of theoretical, methodological and practical perspectives, the book discusses aspects such as the role of motivation, leadership, process and context in such partnerships and provides examples of research methods for examining them. It illuminates the different histories and disciplinary backgrounds of partners, showing that risk can reside in the different expectations, understandings and interpretations that each partner brings to educational partnerships. The eighteen chapters discuss critical examinations of educational partnerships from very different perspectives, including formal learning institutions and community partners, and include the voices from children, students, teachers and policy makers. The book provides insights for everyone who is considering the challenges that can arise in partnerships and will be useful for researchers at different levels and those who are planning to forge new partnerships or think about what may present itself to be a challenge, and how to address and overcome such challenges.

This book brings together the diverse narratives of researchers' personalized stories about the process of doing doctoral research (PhD) in the field of Environmental and Sustainability Education (ESE) and about the life after the completion of such life-forming experience.

Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the 'right to education' (Article 28) dominates discussions about children's rights and education.