The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone – in its different forms, positive and negative, as solitude, silence and loneliness – is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North and Latin America, and Asia.

This book explores adolescents' (10-18 years) experiences of silence, solitude, loneliness within the school setting. Although many studies explore social withdrawal and loneliness in adolescence, little is known about young people's experiences of solitude as a state of being alone. This book ties together cutting-edge research from developmental psychology and education on solitude in adolescence, and opens the way to a pedagogy of solitude and well-being. Sandra Leanne Bosacki explores concerns about how adolescents learn social and solitude skills and the extent to which such skills are harmful or helpful, including self-control and regulation, and self-compassion. The book further explores implications of solitude studies for practice and provides recommendations for future research and education. Holistic models of education are encouraged to promote a balance of social and solitude skills that combines social management with self-regulation and self-compassion.

This book presents a thematic analysis of various aspects of solitude, silence and loneliness, from the ancient world to the present day, explored thematically with consideration to the links between aloneness to other social and political issues. The themes include exile (expulsion from a community), ecstasy (getting 'out of oneself') and enstasy (being comfortable within oneself), to the Romantic idea of the artist as solitary. There is work on aloneness in and through nature, especially the importance of natural settings for positive experiences of solitude. A central theme is alienation and its emotions, with the idea of loneliness and the rejected self being a more modern experience. The book explores modernism and postmodernism as presenting new forms of solitude in the twentieth century, and how, more recently, there have been attempts to 'recover' the self, through therapeutic uses of the arts. All of these types and experiences of aloneness are described through the lenses of artistic, literary and musical forms of expression, as aloneness is not only explored and articulated through these art forms, but is in many ways created through these art forms.

Teachers in any subject area must have a basic understanding of how language is learned and used in educational contexts because language impacts teaching and learning across all subjects. This book is written specifically for those teachers and teacher traineeslearning to teach who want to know more about language learning and use in educational contexts and, especially, those who care about the social implications of language in education. Chapters address crucial questions that teachers must address: How is language structured? How is language learned at home and in school, by first, second and bilingual language learners? How is language used in classrooms to shape learning? How does language vary in different regions and due to social characteristics of users? How can language be used to make meaning in different modes (oral/written) and contexts? How do language policies intersect with education policies, and how do these impact teachers? The chapters are full of examples of language use in educational contexts to help readers understand language in action. The examples not only highlight key points, they also provide opportunities for readers to deepen their understanding by experiencing analysis of language. Each chapter closes with a discussion of relevance to educational settings and questions which can be used for in-class discussion or personal reflection. Suggestions for further readings and online viewing are included, and a comprehensive companion website is available

The Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues - from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding - Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective.

Social isolation and loneliness are increasingly being recognised as a priority public health problem and policy issue worldwide, with the effect on mortality comparable to risk-factors such as smoking, obesity, and physical inactivity. From the Abyss of Loneliness to the Bliss of Solitude sheds much-needed light on a multifaceted global phenomenon of loneliness, and investigates it, together with its counterpart solitude, from an exciting breadth of perspectives: detailed studies of psychoanalytic approaches to loneliness, developmental psychology, philosophy, culture, arts, music, literature, and neuroscience. The subjects covered also range widely, including the history and origins of loneliness, its effects on children, the creative process, health, lone wolf terrorism, and shame. This is a timely and important contribution to a growing problem - greatly exacerbated by the Covid-19 pandemic - that has serious effects on both life quality and expectancy. The book features contributions from a diverse host of leading international experts: Dominic Angeloch, Patrizia Arfelli, Charles Ashbach, Manfred E. Beutel, Elmar Brahler, Jagna Brudzinska, Michael B. Buchholz, Lesley Caldwell, Karin Dannecker, Aleksandar Dimitrejevic, Mareike Ernst, Jay Frankel, Gail A. Hornstein, Colum Kenny, Eva M. Klein, Helga de la Motte-Haber, Gamze Ozcurumez Bilgili, Inge Seiffge-Krenke, and Peter Shabad. The contributors address the developmental and communicative causes of loneliness, its neurophysiological correlates and artistic representations, and how loneliness differs to solitude, which some consider necessary for creativity. They also provide insights into how we can help those suffering from loneliness, as classical psychoanalytic papers are revisited, contemporary therapeutic perspectives presented, and detailed case presentations offered. From the Abyss of Loneliness to the Bliss of Solitude is essential reading for mental health professionals and those searching for a better understanding of what it means to be lonely and how the lonely can better voice their loneliness and step out of it.

The Bloomsbury Handbook of Context and Transformative Leadership in Higher Education explores the importance of cultural, political, socioeconomic and historical context in change leadership in higher education. With contributions from four continents, the handbook brings together multi-contextual perspectives to explore the importance of context to the development of the field. A broad range of topics are covered, including skills, strategies and dispositions; local, regional and cross-national partnership development; opportunities and considerations for technology; and, future visions. Countries covered include Argentina, Brazil, Canada, Columbia, Dubai, Ghana, Japan, Malaysia, South Africa, Turkey, the UK and the USA. The book forms part of the Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

The Bloomsbury Handbook of Values and Ethical Change in Transformative Leadership in Higher Education explores the theoretical and conceptual frameworks which can broaden and deepen an educational leader's knowledge and skill set related to values and ethical change in times of crises and change. With contributions from five continents, the handbook brings together multi-contextual perspectives to the understanding and application of the theoretical and conceptual models in the field. A broad range of leadership skills and approaches are explored, including collaborative, democratic, learning-centered, transactional, charismatic, transformative, transformational, Stieglerian nootechnologies, agency theory, and network leadership. Countries covered include Australia, Brazil, Canada, Cyprus, India, Italy, Portugal, South Africa, and the UK. The book forms part of the The Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

The Bloomsbury Handbook of Diversity, Crises and Transformative Leadership in Higher Education explores the intersections of contemporary understandings and practices of leadership within higher education around diversity, inclusion and indigeneity. With contributions from four continents, the handbook brings together diverse perspectives to explore a range of topics including access, equity, cultural competence, decolonisation, student activism and indigenous insights. Countries covered include Australia, Canada, Czech Republic, India, New Zealand, Pakistan, South Africa, and the USA. The book forms part of the Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

The Bloomsbury Handbook of Ethics of Care in Transformative Leadership in Higher Education explores how the use of different ethic of care lenses can be used to nurture and sustain relationships within, between and beyond humans as part of the role and responsibilities of HEIs in addressing local and global crises and change. With contributions from four continents, the handbook brings together multi-contextual perspectives to explore ethics of care in the development of the field. Topics explored include leadership praxis, pedagogy, well-being; cultivating and sustaining relationships within and between institutions; post-human relationships and responsibilities. Countries covered include Australia, Canada, Guyana, South Africa, the UK and the USA. The book forms part of the Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.