Resilience in Education 4+

This new book has a unique and innovative feature on its cover which allows the reader to see the Dynamic Interactive Model for Resilience (DIMoR) in full Augmented Reality (after a simple app download).

Augmented Reality allows you to use a mobile device to view a still image as a dynamic moving 3D image, combining digital elements into the actual environment. This means you can get a real (augmented) experience of the dynamic interactive model of resilience.

We created the DIMoR AR image with the Creative Computing Team at the University of Gloucestershire so that our readers could fully conceptualise the DIMoR in the way we intended.

*** Print or scan the book cover's image here: https://bit.ly/3lqn21b ***

The Reconsidering Resilience in Education book draws on research from a range of educational settings. The book demonstrates that the resilience of individuals and their surrounding systems should not be viewed in isolation and that the interplay between individual resilience, community resilience and resilient societies is complex and symbiotic.

On this basis, it illustrates that efforts to promote resilience would benefit from a systems approach capable of coping with this complexity.

Using the ideas of agency and the power of self-determinism, a development of Bronfenbrenner's bio-ecological model is presented to illustrate the complexity of their interplay.

Existing models of resilience are developed with the book offering the Dynamic Interactive Model of Resilience (DIMoR) as a way to analyse and support resilience which moves beyond a reductionist, descriptive and ‘fashionable’ presentation of resilience.

You can order the book now on Amazon and Springer​.

Book contents

Part I Resilience: Building a model

Chapter 1 - A Need for Resilience
Chapter 2 – Towards a dynamic interactive model of resilience (DIMoR)
Chapter 3 - Resilience and Society
Chapter 4 - Resilience in Education: Hindrance and Opportunity
Chapter 5 - ‘Teaching’ Resilience: Systems, pedagogies and programmes

Part II: Exploring Resilience in Educational: Practice

Chapter 6 - Resilience in the Early Years
Chapter 7 - Resilience, well-being and mental health: The role of education settings
Chapter 8 - Resilience in Practitioners working in the field of SEND
Chapter 9 - Using Assessment Feedback to Develop Resilience
Chapter 10 - Educator Conceptualisations of Emotional Education and Resilience
Chapter 11 - Young Offenders and the Complexity of Re-engaging them with Education
Chapter 12 - Developing an emergent resilience through Self-Organised Learning Environments

Part III: Looking forwards

Chapter 13 - A Rounder Sense of Purpose: educator competences for sustainability and resilience
Chapter 14 – Conclusion