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This second edition has been comprehensively updated and expanded, from 39 to 49 chapters. The Handbook spans the entire research process, from data collection to analysis and interpretation.

The notion of "progress" is arguably the defining idea of modernity: a civilisational imagery of a boundless, linear, and upwards trajectory towards a future that, guided by reason and technology, will be "better" than the present. It was this notion that placed techno-science at the heart of modern political culture, it was in its name that modernity ploughed the Earth, and it was the uneven geography of "progress" that imagined European imperialism as a civilising mission inflicted upon "backward" others for their own sake. In the wake its devastating social, political and ecological histories, this bold and innovative collection argues that the imperative of progress is now one we cannot live with but do not know how to live without. What might it take to learn to think and live after progress? Thinking of progress not as one modern value among others but as the very mode of evaluation from which modern values are derived, this book delivers a range of essays and experiments in the radical revaluation of our values. By exploring the complex connections between progress and knowledge, ecology, politics, science, culture, and justice, this original book offers critical and speculative perspectives on the making of social life after progress.

This text offers students rich local cultural examples of Early Childhood Education from around the world. Informed by first-hand research and practice, the book provides authentic snapshots of ECE from countries, including Afghanistan, Australia, Ghana, Nigeria, Brazil, Eswatini, Mongolia, Nepal, Sami children of Finland, and Syrian refugee children, enabling readers to better understand the wider determinants influencing the multiplicity and diversity of children's daily experiences. With expert contributors drawn from across the world, this book is essential reading for those interested in global perspectives on early childhood.Dr Naomi McLeod is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University.Dr Emem E.Okon develops professional development programmes for educational practitioners in Nigeria. Diane Garrison is an anti-racist, educator, leader and community mentor. Dr Diane Boyd is a Senior Lecturer in Early Childhood Education at Liverpool John Moores University.Dr Angela Daly is a Reader in Education and Global Learning at Liverpool John Moores University.

A Little Guide for Teachers: Engaging Parents and Carers with Schools builds on author experience, and findings from the spotlight thrown on home-school relationships during Covid-19, to provide teachers with effective strategies to enhance these relationships and instill confidence in teachers working with parents and carers.

This Handbook offers students, researchers and policy-makers a multidisciplinary overview of contemporary scholarship relating to the intersection of the digital economy and the media, cultural, and creative industries.

An up-to-date and internationally focused textbook that looks at the tourism industry in the twenty-first century. Essential reading for students of Tourism.