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What happens when a small group of educators get together? What could they do, what could they make, what could they become? Not necessarily what you might think. This book describes an alternate journey, one that departs from the busy traffic of goal-oriented projects, over-determined aims, and the doorstep delivery of interventions in order to wander reflectively across a more expansive landscape. We came together to record the successes and failures of a small research project, witnessing it gather momentum and then dissipate, but always holding open the space for a nuanced way of working that allowed for - even celebrated - humour, deviation, distraction, and dissatisfaction. This is a record of that journey, told through story fragments and reflective commentary.
«There is nothing timid and conventional about Stacking Stories: Exploring the Hinterland of Education by Merchant, Burnett, Bulman and Rogers, it is a radical book that should sit on every bookshelf. A reader moves fluidly through pages of this book chock full of stories that move from outside of compulsory, scripted education into a far more evolved, humane, even moving picture of what schooling can be like after an uncertain, unsettling historical moment.» (Jennifer Rowsell, Professor of Literacies and Social Innovation, University of Bristol, UK)
«This book is an inventive and deeply thoughtful work that provides a much-needed alternative to current institutional and cultural pressures for standardized assessments and deliverable outcomes. The authors provide a creative and ethical model for collaborative intellectual exploration that does not follow a simple path of narrow research questions. Researchers and teachers will find in the book innovative ways to consider how we raise questions and search for answers in our complicated and troubled times. I find it inspiring.» (Bronwyn T. Williams, Professor of English, University of Louisville, USA)
«This book is an inventive and deeply thoughtful work that provides a much-needed alternative to current institutional and cultural pressures for standardized assessments and deliverable outcomes. The authors provide a creative and ethical model for collaborative intellectual exploration that does not follow a simple path of narrow research questions. Researchers and teachers will find in the book innovative ways to consider how we raise questions and search for answers in our complicated and troubled times. I find it inspiring.» (Bronwyn T. Williams, Professor of English, University of Louisville, USA)