This book offers critical discussion on the necessity for 'difficult conversations' to take place in education, drawing on studies from across the UK. The editors and contributors address three key questions: - How can 'difficult conversations' be theorised? - What transformations in thinking and practice can occur through 'difficult conversations'?- What value do 'difficult conversations' have in enabling peace between the diverse communities of today? The chapters cover a range of topics including supporting children with SEND, parent and carer engagement, childhood trauma, race, disability, the climate emergency and research methods. The contributors draw on the theoretical work of Linda Martin Alcoff, Maurice Blanchot, Paulo Freire, and Maureen Lipman and other contemporary theories. They argue against the prevailing deficit-based perspectives about marginalized communities and students, and invite deep thinking about the nature of oppression and the complicity of many education professionals in it. Ultimately, the book advocates for children's and student's empowerment and agency in the face of social inequalities.

Argues for children's and student's empowerment and agency in the face of social inequalities

Series Editor's Introduction1. Introduction: Why Difficult Conversations Matter - In Search for Transformation and Personal Growth, Katarzyna Fleming (Sheffield Hallam University, UK) and Fufy Demissie (Sheffield Hallam University, UK)Part I: 'Difficult Conversations' in Educational Settings2. Transforming Autistic Children and Young People's School Experiences Through Difficult Conversations Between Educators, Jo Billington (University of Reading, UK)3. Conversations Without 'Mouth Words': A Challenge or Learning for Transformative Educational Practice?, Katarzyna Fleming (Sheffield Hallam University, UK) and Julie Calveley (NAC Wellbeing, UK)4. Should I Be Having this Conversation About Death?, Tracy Edwards (University of Aberdeen, UK)5. Co-Production Between Parents and Special Educational Needs Coordinators (Sencos) - A Route to Transform Working Together, Lorna Hughes (Canterbury Christ Church University, UK)Part II: 'Difficult Conversations' in Higher Education6. Using a Community of Philosophical Inquiry Approach to Explore Race and Inequality in Higher Education Contexts, Fufy Demissie (Sheffield Hallam University, UK)7. Challenging Hierarchical Barriers through Co-Creation of Curricula in HE: Students-Lecturers Reflection on Critical Dialogue, Elizabeth Collins (Leeds Beckett University, UK) and Hannah Wilson (Leeds Beckett University, UK)8. Free Speech, Conversation, and the 'Difficulty' of Academic Freedom, Seán Henry (Edge Hill University, UK)9. Engaging Educators in Conversation on Our Climate and Ecological Emergency, Elena Lengthorn (University of Worcester, UK)Part III: 'Difficult Conversations' in the Research Context10. (Looking) Behind the Mask: How Difficult Conversations in Research Can Illuminate the Complex Inner Worlds of the Teacher, Sally Hinchliff (Sheffield Hallam University, UK)11. Enabling Difficult Conversations About Childhood Trauma with Care Experienced Children and Young People in the Home: A Conversation Between a Research and Adoptive Mother, Debbie Watson (University of Bristol, UK) and Alison Crowther (MadeToLast Resilience, UK)12. Ethical Complexities of Having Difficult Research Conversations: A Reflective Account and a Cautionary Tale on Speaking for 'Others', Antonios Ktenidis (University of Sheffield, UK)13. Fairness, Fruitfulness, Fact: An Argument for the Belonging of People with Profound Intellectual and Multiple Disabilities within Research, Joanna Grace (The Sensory Projects, UK)