Reconsidering Resilience in Education
A book by University of Gloucestershire academics exploring the concept of resilience and its significance in responding to a rapid and ever-changing global world, while critiquing its ‘buzzword’ status in contemporary times.
Drawing 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.
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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
View the DIMOR in augmented reality
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.
Coming soon to the app store.
Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts
in the journal of Emotional & Behavioural Difficulties
The accompanying paper for the book explores a range of theoretical models of resilience and human development to understand the concept of resilience as it has developed over time and how it is understood today.
These include both classic and contemporary ideas such as those of Bronfenbrenner (1995), Masten (1994), Rutter (2013) and, more recently, Downes (2017) and Ungar (2018).
Building on this analysis, the paper proposes a new model, taking key elements of established theories to offer a dynamic and interactive model of resilience (DIMoR).
This model recognises individual agency and its complex reciprocal interactions both with other individuals but also with the wider system within which the individual is situated. This paper positions the DIMoR as a means of understanding resilience in a range of educational contexts.
About the editors
You can find out more about each of the editors, contributors and app developers below.
Dr Adeela ahmed Shafi MBE
Editor, Associate Professor in Education
Adeela is Associate Professor in Education at the School of Education and Humanities. She has responsibility for the Education Unit 23 REF submission.
Adeela is committed to the education of disadvantaged and marginalised young people. Adeela’s research interests are in the education and resilience of young offenders and leads two European projects with 7 countries in Europe.
Tristan Middleton
Editor, Associate Professor in Education
In additional to Leading the MA Education suite at the University of Gloucestershire, Tristan is Director and Chair of Leading Learning for Special Educational Needs Community Interest Company (LLSENDCiC), the parent group for the National Senco Award Provider Partnership Working Group.
He is a member of Nurture UK and the Associate Editor for the International Journal of Nurture in Education.
Rick Millican
Editor, Senior Lecturer in Education
Rick’s current interests are in social justice and sustainability and in the role of education in helping to create a fairer and sustainable world.
He is currently working on a European research project, A Rounder Sense of Purpose, which is developing a framework of competences for educators of sustainable development linked to the Sustainable Development Goals.
Rebecca Pritchard
Contributor, Educational Psychologist
Rebecca has used her practical experience as a psychologist and lecturer to consider the adaptive, positive opportunities that exist to support children within the early years to build the foundations of resilience.
Advocating that educational settings are well placed to influence the dynamic trajectory of resilience, she explores connections with emotional education and the promotion of mental health and well-being.
Dr Paul Vare
Contributor, Senior Lecturer – Research Development
Paul Vare is Research Convenor for Education at the University of Gloucestershire, UK. For decades he worked internationally in non-governmental organisations alongside corporations, national governments and the United Nations Economic Commission for Europe.
His recently co-authored book, ‘Learning, Environment and Sustainable Development: a history of ideas’ reflects his research interests.
Zayd Abdullah Dawood
App Developer, Senior Lecturer & Academic Course Leader in Computing Technologies
With over 10 years’ experience in higher education, Zayd is at the forefront of design and developing cutting-edge technology solutions for desktop and mobile.
Zayd currently mentors research students in the School of Computing and Engineering. In collaboration with the School of Education and Humanities, he led the team in the creation of the augmented reality book cover app.
Toby Monks
App Developer, Research Placement Student in Computer Games Design
Toby spent his third year at the University of Gloucestershire working as a research placement student on projects requiring specialist 2D and 3D software skills. He also has experience in a variety of game engines.
Toby harnessed the power of Unity 3D to design and develop the augmented reality book cover app, helping to bring the DIMoR framework to life.
The following research placement students also contributed to the early development phase of the augmented reality book cover app; Sam Lord for the initial 3D model concept and Carl Green for assisting with project management.
This research forms part of the Learning and Professional Contexts research priority area.
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