Springer Reconsidering Resilience in Education: An Exploration using the Dynamic Interactive Model of Resilience

This book explores the concept of resilience and its significance in responding to a rapid and ever-changing globalised world whilst 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.   From the Back Cover This book explores the concept of resilience and its significance in responding to a rapid and ever-changing globalised world whilst 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.   About the Author Adeela ahmed Shafi, MBE, is an associate Professor in Education with a background in psychology and education and has been teaching in higher education for over 17 years. Her research draws on psychological theories to explore how to re-engage young offenders with formal education and learning in a secure custodial setting.  Adeela's other research includes how to develop academic resilience and buoyancy in higher education students.  She has also worked on international projects in Rwanda and Pakistan as well as an EU project on emotional education.  Adeela has recently won two EU bids of 3 years duration, each running parallel.  The first is on re-engaging young offenders with education and learning with three European partners.  The second is a project designed to develop social and emotional competencies through active games in young people in conflict with the law.  This is with ten partner across seven European partners.  Adeela has an established publishing profile and leads the REF (Research Excellence Framework) submission for Education at the University of Gloucestershire.  Adeela is an active community worker and also stood for MP in 2010. Tristan is Senior Lecturer in Education and Joint Course Leader for the MA Education suite at the University of Gloucestershire. Tristan is an experienced primary school class teacher, Senior Leader, Special Educational Needs Coordinator and Designated teacher for both Safeguarding and Looked-After Children. He also ran a Nurture Group for seven years. Tristan is Chair of Directors of Leading Learning for SEND CiC which oversees the work of the National SENCO Award Provider Partnership and Associate Editor of the International Journal of Nurture in Education. He is