This book is both an analytic and imaginative study of the future role of education in a leisure-based society. Grounded in a philosophical approach that draws on the work of Aristotle, Arendt, Keynes, and others, the volume deconstructs modern work-based society, as well as mainstream institutionalized education, which the author argues have systemically alienated students from their education, authorial agency, and society itself. The author argues for the value of intrinsic education, where the goals are based on students' own needs and interests, imagining new opportunities that can arise from the emergence of such a society.

By providing a contemporary understanding of theories on classroom dialogue through a sociocultural lens, Sybing offers innovative ways to observe and foster more engaged interaction between teacher and student, particularly in language learning contexts. How teachers interact with students has a profound impact on learning outcomes and learner development yet remains a topic that requires more attention in language education. As research and practice in all education domains shift toward more dialogic approaches to the co-construction of knowledge, language education can also benefit from a more comprehensive approach to classroom dialogue that is relevant to interaction with language learners. This book provides a foundational understanding of theories of classroom dialogue relevant to language classroom contexts, which will guide an analysis of teacher–student interactions taken from observations of a language classroom in order to propose a framework for language classroom dialogue for theory and practice. Researchers and practitioners in language education will benefit from a comprehensive overview of discussion of and contemporary research in classroom interaction, sociocultural theory, and intercultural communication. This book offers useful guidance to scholars where such discussions are especially useful for addressing issues of native-speakerism and language ownership.

This book honors the legacy of Dr. Brian Sutton-Smith, Professor Emeritus of Psychology and Folklore at the University of Pennsylvania. Dr. Sutton-Smith was considered the premier play scholar of his generation, with numerous publications in the fields of developmental psychology, folklore, anthropology, sociology of sport, education, and philosophy. We present an eclectic array of essays written in honor of the centennial of his birth, ranging from the scholarly to the overtly playful. There are essays distilling his work to their key ideas and some that offer a robust and respectful critique. There are personal anecdotes honoring his memory, and original works of fiction celebrating his legacy. The book is a publication in the TASP biannual Play and Culture Studies series and includes photographs of Brian Sutton-Smith, as well as heartfelt appreciation from scores of colleagues.

Young people consider their future at a stage of life when the structure and relative certainty of school and further education are about to be left behind. This book provides an insight into how young people see themselves, the options they think are available to them and the strategies they use to make their imagined futures possible. Ultimately, Imagining Futures is about identity. It draws on the real-life stories and voices of a range of young people—many of whom are in their final years of secondary school or TAFE—to present an eye-opening portrait who they are, who they aim to become and how.

The interwoven futures of humanity and our planet are under threat. Urgent action, taken together, is needed to change course and reimagine our futures.

Metal is a form of popular music. Popular music is a form of leisure. In the modern age, popular music has become part of popular culture, a heavily contested collection of practices and industries that construct place, belonging and power.

In this provocative new book, Tony Blackshaw argues that Leisure Studies is in a quiet but deep state of crisis. The twenty-first century has brought profound change to all aspects of society, including a plurality of new leisure worlds, and traditional concepts of Leisure Studies fail to capture this richness. This book aims to re-invigorate Leisure Studies by revealing and unpacking these leisure worlds, thereby changing the way we think about leisure and the way we do Leisure Studies. Both trivial and serious in its implications, it is precisely this paradox that makes leisure such a fascinating subject of study. Re-Imagining Leisure Studies presents a new and radical set of methodological rules for studying leisure trends and cultures in contemporary society. It discusses the critical issues that underpin recent developments in leisure theory and explores the key themes of social class, community, politics, freedom and globalization. Marking a turning point in the reception and understanding of Leisure Studies, this book is vital reading for all students and scholars with a social scientific interest in leisure.