Tony Ghaye

Rita Sørly

Bård Kårtveit

This book presents stories of sustainability from communities in circumpolar regions as they grapple with environmental, economic and societal changes and challenges. Polar regions are changing rapidly. These changes will dramatically effect ecosystems, economy, people, communities and their interdependencies. Given this, the stories being told about lives and livelihood development are changing also. This book is the first of its kind to curate stories about opportunity and responsibility, tensions and contradictions, un/ethical action, resilience, adaptability and sustainability, all within the shifting geopolitics of the north. The book looks at change and sustainability through multidisciplinary and empirically based work, drawing on case studies from Norway, Sweden, Alaska, Canada, Finland and Northwest Russia, with a notable focus on indigenous peoples. Chapters touch on topics as wide ranging as reindeer herding, mental health, climate change, land-use conflicts and sustainable business. The volume asks whose voices are being heard, who benefits, how particular changes affect people’s sense of community and longstanding and cherished values plus livelihood practices and what are the environmental, economic and social impacts of contemporary and future oriented changes with regard to issues of sustainability? This volume will be of great interest to students and scholars of sustainability studies, sustainable development, environmental sociology, indigenous studies and environmental anthropology.

The Interdependence of Local and Global

Stories of Change and Sustainability in the Arctic Regions

Martin Dixon

Sarah Lee

This book celebrates two important aspects of the London 2012 Olympic and Paralympic Games. (1) For those involved in any aspect of Olympism, and particularly coaches and athletes, London 2012 was about realising dreams, achieving success and participating in competitive sport at the highest level. This book sets out some of these dreams and the part coaches play in this. (2) The book also looks at the notion of ‘coaching-for-performance’ and does this from an international and multi-sport perspective. From interviews with Olympic coaches, the experiences of those working in the field of high performance and from applied sport researchers, the book uses the metaphor of the ‘coach-as-alchemist’ in order to capture the dynamics of coach-athlete relationships and performance. Sports such as diving, swimming, gymnastics, skiing are included as well as individual and team sports. The book is set within the context of elite sport, high performance and coaching. Its contents illuminate two important kinds of reflective practice: (a) Reflection-ON-action (b) Reflection-FOR-action. The style of presentation includes narratives, reflective conversations, ethnographic work, interview analysis and video-clips available on-line. This book was published as a special issue of Reflective Practice.

Coaching for Performance: Realising the Olympic Dream

Team working and learning through reflection are both fundamental to quality healthcare. This book is the first to explore the use of the practices of reflection to develop health care teams that can deliver sustainable, high-quality personalised care. Developing the Reflective Healthcare Team is structured in three parts which are about new views of reflective practice, improving team working, and the use of the TA2LK facilitative reflective process to develop high performing teams.

Developing the Reflective Healthcare Team

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.

A Practical Guide for Positive Action

Teaching and Learning Through Reflective Practice

Sue Lillyman

In this newly updated edition of the bestselling Reflections: Principles and Practice for Healthcare Professionals, the authors reinforce the need to invest in the development of reflective practice, not only for practitioners, but also for healthcare students. The book discusses the need for skilful facilitation, high quality mentoring and the necessity for good support networks. The book describes the 12 principles of reflection and the many ways it can be facilitated. It attempts to support, with evidence, the claims that reflection can be a catalyst for enhancing clinical competence, safe and accountable practice, professional self-confidence, self-regulation and the collective improvement of more considered and appropriate healthcare. Each principle is illustrated with examples from practice and clearly positioned within the professional literature. New chapters on appreciative reflection and the value of reflection for continuing professional development are included making this an essential guide for all healthcare professionals.

Tony Ghaye

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