Research
You will find a complete range of our monographs, muti-authored and edited works including peer-reviewed, original scholarly research across the social sciences and aligned disciplines. We publish long and short form research and you can browse the complete Bristol University Press and Policy Press archive.
Policy Press also publishes policy reviews and polemic work which aim to challenge policy and practice in certain fields. These books have a practitioner in mind and are practical, accessible in style, as well as being academically sound and referenced.
Books: Research
You are looking at 31 - 40 of 78 items for :
- Type: Book x
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How can we support children’s and young people’s mental wellbeing in a digital age?
Through a series of informative and thought-provoking case studies, this book explores how to enable children and young people to stay safe, happy and mentally healthy at a time when so much of their lives are spent online. Featuring contributions from across research and practice, with the voice of the child at its heart, the book offers simple, practical guidance for improving wellbeing based on real-world evidence. It will be essential reading for parents, carers and professionals working with children across a range of school and community settings.
How can higher education contribute to tackling today’s complex challenges?
In this wide-ranging book, Anke Schwittay argues that, in order to inspire and equip students to generate better responses to global challenges, we need a pedagogy that develops their imagination, creativity, emotional sensibilities and practical capabilities.
Schwittay proposes a critical-creative pedagogy that incorporates design-based activities, experiential teaching, serious play and future-oriented practices. Crucially, she demonstrates the importance of moving beyond analysing limitations to working towards alternatives for more equitable, just and sustainable futures.
Presenting concrete ideas for the reimagination of higher education, this book is an essential read for both educators and students in any field studying global challenges.
Are you a college or university graduate?
Do you support students looking ahead to life after graduation? Are you curious about how your alumni network can benefit your life? Does the alumni strategy in your organization need inspiration?
This enlightening, original book reimagines graduates’ alumni status as a gateway to immense opportunities through professional and personal networks. To discover this alumni potential, Maria L. Gallo guides you through the four key traits of the 'Alumni Way’: reflection, curiosity, passion and generosity.
With a sound academic foundation, combined with practical activities and checklists, 'The Alumni Way' is the ultimate resource for inspiring savvy, active alumni citizens of the world.
The Alumni Way Workbook is also available. Visit www.thealumniway.com.
Demands for excellence and efficiency have created an ableist culture in academia. What impact do these expectations have on disabled, chronically ill and neurodivergent colleagues?
This important and eye-opening collection explores ableism in academia from the viewpoint of academics' personal and professional experiences and scholarship. Through the theoretical lenses of autobiography, autoethnography, embodiment, body work and emotional labour, contributors from the UK, Canada and the US present insightful, critical, analytical and rigorous explorations of being ‘othered’ in academia.
Deeply embedded in personal experiences, this perceptive book provides examples for universities to develop inclusive practices, accessible working and learning conditions and a less ableist environment.
Education policies should drive success and equity but in many countries they are failing to do so. Situating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong.
The authors draw on extensive research in education to review the impact of multiple policies on students, teachers and schools, with a focus on communities where children and young people need education most. They issue a fundamental challenge to the policy orthodoxies of recent decades and set out a blueprint for making education both better and fairer.
Anchored in accounts of young people’s personal experiences of loneliness, this book addresses important questions about tackling today’s epidemic of loneliness among young people.
It explores experiences of loneliness in early life, how it is navigated when first encountered and considers how social conditions of poverty, precarity, inequality and competitive pressures to succeed can dramatically influence these feelings.
Presenting diverse and nuanced social accounts of loneliness, the authors explore ways to harness the creative and positive potential of loneliness and provide evidence-based recommendations for policy makers, practitioners and young people to help tackle the crisis.
This book presents a crisis of religion and belief literacy to which education at every level is challenged to respond.
As understanding different religions, beliefs and influences becomes increasingly important, it fills a gap for a resource in bringing together the debates around religious literacy, from theoretical approaches to teaching and policy.
This timely publication provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.
Leading academics take a distinctive new approach to the understanding of public sociology education in this perceptive new resource. Through pedagogical case studies and inter-contributor dialogues, they develop and challenge thinking in the field.
Divided into three sections on the publics, knowledges and practices of public sociology education, it looks beyond the boundaries of academia to deliver fresh responses to key disciplinary questions including the purposes and targets of sociological knowledge.
For students, academics and practitioners, it is a timely and thought-provoking contribution to debate about public sociology education.
Nuanced interconnections of poverty and educational attainment around the UK are surveyed in this unique analysis.
Across the four jurisdictions of England, Scotland, Wales and Northern Ireland, experts consider the impact of curriculum reforms and devolved policy making on the lives of children and young people in poverty. They investigate differences in educational ideologies and structures, and question whether they help or hinder schools seeking to support disadvantaged and marginalised groups.
For academics and students engaged in education and social justice, this is a vital exploration of poverty’s profound effects on inequalities in educational attainment and the opportunities to improve school responses.
There is an enduring belief amongst some that segregation is worsening and undermining social cohesion, and that this is especially visible in the growing divides between the schools in which our children are educated.
This book uses up-to-date evidence to interrogate some of the controversial claims made by the 2016 Casey Review, providing an analysis of contemporary patterns of ethnic, residential and social segregation, and looking at the ways that these changing geographies interact with each other.
