When I have online meetings people often comment on all of the books behind me and some ask me for a list. So I’m in the process of building a list here of everything that’s on my bookshelf, as well as some I’ve read in electronic versions.

Adsit, J. (2022). Epistemic justice, mindfulness, and the environmental humanities: Reflections on teaching. Routledge.

Archer, M. (2000). Being human: The problem of agency. Cambridge University Press.

Archer, L., Hutchings, M. and Ross, A. (2003). Higher education and social class: Issues of exclusion and inclusion. London: RoutledgeFalmer.

Ashwin, P. (2020). Transforming university education: A manifesto. Bloomsbury.

Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham: Society for Research into Higher Education and Open University Press.

Barnett, R. (2007). A Will to Learn: Being a Student in an Age of Uncertainty. Maidenhead: Society for Research into Higher Education and Open University Press.

Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Buckingham: Society for Research into Higher Education and Open University Press.

Barnett, R. & Di Napoli, R. (Eds.)(2008). Changing identities in higher education: Voicing perspectives. Routledge.

Barry, A. and Born, G. (2013). Interdisciplinarity: Reconfigurations of the social and natural sciences. London: Routledge.

Bayer, E. and Byrd Finlay, J. (Eds.) (2023). Ecopedagogies: Practical approaches to experiential learning. Earthscan.

Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O-Shea, C., Ross, J., Sheail, P. and Sinclair, C. (2020). The manifesto for teaching online. Cambridge Mass: MIT Press.

Becher, T., and Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Buckingham: SRHE and Open UP.

Bezemer, J. and Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge.

Bhopal, K. (2016). The experiences of black and minority ethnic academics: A comparative study of the unequal academy. New York: Routledge.

Biesta, G. (2022). World centred education: A view for the present. Routledge.

Braidotti, R. (2013). The posthuman. Polity Press.

Brew, A. and Lucas, L. (Eds.) (2009). Academic research and researchers. Maidenhead: Open University Press.

Brink, C. (2018). The soul of a university: Why excellence is not enough. Bristol University Press.

Brookfield, S., Rudolf, J. and Tan, S. (2024). Teaching well: Understanding key dynamics of learning-centred classrooms. New York and London: Routledge.

Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. New York: Zone Books.

Butler, J. (2021). The force of non-violence. London: Verso.

Case, J. (2013). Researching student learning in higher education: A social realist approach. London: Routledge.

Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London: Sage.

Collini, S. (2017). Speaking of universities. London: Verso.

Connell, R. (2019). The good university: What universities actually do and why it’s time for radical change. Clayton, Victoria: Monash University Publishing.

Curzon, L. and Tummons, J. (2013). Teaching in further education: An outline of principles and practice. 7th Edn. London: Bloomsbury.

Denzin, N. and Lincoln, Y. (Eds) (2003). Collecting and interpreting qualitative materials. 2nd Edition. London: Sage.

Denzin, N. and Lincoln, Y. (Eds) (2003). The Landscape of qualitative research: Theories and issues. 2nd Edition. London: Sage.

Denzin, N. and Lincoln, Y. (Eds) (2003). Strategies of qualitative inquiry. 2nd Edition. London: Sage.

de Oliviera, V. (2021). Hospicing modernity: Facing humanity’s wrongs and the implications for social activism. California: North Atlantic Books.

de Oliviera Andreotti, V. (Ed.) (2024). The political economy of global citizenship education. Routledge.

Di Napoli, R., and Barnett, R. (Eds.) (2008). Changing identities in higher education: Voicing perspectives. Oxon: Routledge.

Entwistle, N. and Tomlinson, P. (Eds.) (2007). Student learning and university teaching. Monograph Series II: Psychological Aspects of Education – Current Trends. Leicester: The British Psychological Society.

Extinction Rebellion (2019). This is not a drill: An extinction rebellion handbook. Penguin Books.

Fanon, F. (2004). The wretched of the earth. New York: Grove Press.

Fenwick, T., Edwards, R., & Sawchuck, P. (2011). Emerging approaches to educational research: Tracing the sociomaterial. London: Routledge.

Figueres, C. and Rivett-Carnac, T. (2020). The future we choose: The stubborn optimists guide to the climate crisis. London: Manilla Press.

Gaard, G. and Erguner-Tekinalp, B. (2017). Contemplative practices and anti-opressive pedagogies for higher education: Bridging the disciplines. Routledge.

Gee, J. (2004). Situated language and learning : A critique of traditional schooling. Taylor & Francis Group.

Gee, J. (2020). What is a human? Language, mind and culture. PalgraveMacmillan.

Gibbs, P. and Barnett, R. (2014). Thinking about higher education. Springer.

Gregson, M., Nixon, L., Pollard, A. and Spedding, T. (Eds.) (2015). Readings for reflective teaching in further, adult and vocational education. London: Bloomsbury.

Hanstedt, P. (2018). Creating wicked students: Designing courses for a complex word. Stylus Publishing.

Haraway, D. (2003). The companion species manifesto. Chicago: Prickly Paradigm Press.

Haraway, D. (2016). Staying with the Trouble: Making Kin in the Chthulucene (Experimental Futures). Duke University Press.

Harney, S. and Moten, F. (2013). The undercommons: Fugitive planning and black study. New York: Minor Compositions.

Hartley, P., Hilsdon, J., Keenan, C., Sinfield, S. and Verity, M. (2011). Learning development in higher education. Basingstoke: Palgrave Macmillan.

Hayhoe, K. (2021). Saving us: A climate scientist’s case for hope and healing in a divided world. London: One Signal Publishers.

Hine, C. (2015). Ethnography for the internet: Embedded, embodied and everyday. London: Bloomsbury Academic.

Holburn, V. (2020). How to be an activist. London: Robinson.

Holland, D., D. Skinner, W. Lachicotte Jr., and C. Cain. 1998. Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

Holstein, J. and Gubrium, J. (1995). The active interview. Qualitative Research Methods Series 37. London: Sage.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Hoyt, G. and McGoldrick, K. (Eds.) (2012). International handbook of teaching and learning economics. Cheltenham: Edward Elgar.

Hutchings, P., Huber, M. and Ciccone, A. (2011). Scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco: Jossey-Bass.

Kaba, M. (2021). We do this till we free us: Abolitionist organising and transforming justice. Chicago: Haymarket Books.

Kara, H. (2015). Creative research methods in the social sciences: A practical guide. Bristol: Policy Press.

Karelas, A. (2020). Climate courage: How tackling climate change can build community, transform the economy, and bridge the political divide in America. Boston: Beacon Press.

Kimmerer, R. (2020). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Penguin.

Klein, N. (2015). This changes everything: Capitalism vs the climate. Penguin.

Klein, N. (2023). Doppelganger: A trip into the mirror world. Penguin.

Kreber, C. (Ed.) (2008). The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries. London: Routledge.

Kreber, C., Anderson, C., Entwistle, N. and McArthur, J. (2014). Advances and innovations in university assessment and feedback. Edinburgh: Edinburgh University Press.

Krznaric, R. (2020). The good ancestor: How to think long term in a short term world. London: Penguin.

Law, J. (2004). After method: Mess in social science research. London: Routledge.

Loads, D. (2019). Rich pickings: Creative professional development activities for university lecturers. Leiden: Brill/Sense.

Lorde, A. (1984). Sister outsider: Essays and speeches by Audre Lorde. Berkeley: Crossing Press.

Lyotard, J-F. (1984). The postmodern condition: A report on knowledge. Manchester: Manchester University Press.

Macy, J. (2021). World as lover, world as self. California: Parallax Press.

Marton, F., Hounsell, D. and Entwistle, N., (Eds.) (2005). The experience of learning: Implications for teaching and studying in higher education. 3rd (Internet) edition. Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment.

Molz, J. and Gibson, S. (2016). Mobilizing hospitality: The ethics of social relations in a mobile world. New York: Routledge.

Moon, J. (1999). Reflection in learning and professional development: Theory and practice. London: Routledge.

Moore, J. (2015). Capitalism in the web of life: Ecology and the accumulation of capital. Verso Books.

Morse, J., Stern, P., Corbin, J., Bowers, B., Charmaz, K. and Clarke, A. (2009). Developng grounded theory: The second generation. California: Left Coast Press.

Nhat Hanh, T. (1975). The miracle of mindfulness. Rider.

Nhat Hanh, T. (1991). Peace is every step: The path of mindfulness in everyday life. Rider.

Nussbaum, M. C. (1997). Cultivating humanity: A classical defense of reform in liberal
education. Cambridge, MA: Harvard University Press.

Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T. and Tacci, J. (2016). Digital ethnography: Principles and practice. London: Sage.

Puig, de la Bellacasa, M. (2017). Matters of care : Speculative ethics in more than human worlds, University of Minnesota Press.

Rawlings Smith, E. and Pike, S. (Eds.) (2024). Encountering ideas of place in education: Scholarship and practice in place-based learning. Routledge.

Riessman, C. (2008). Narrative methods for the human sciences. Sage.

Robinson, M. (2018). Climate justice: A man-made problem with a feminist solution. London: Bloomsbury.

Ross, J. (2023). Digital futures for learning: Speculative methods and pedagogies. New York: Routledge.

Ruitenberg, C. (2016). Unlocking the world: Education in an ethic of hospitality. New York: Routledge.

Saljo, R. (1982). Learning and understanding: A study of differences in constructing meaning from a text. Goteborg: Goteborg Studies in Educational Sciences.

Sandberg, M. and Tienari, J. (Eds.) (2022). Transformative action for sustainable outcomes: Responsible organising. Oxon: Routledge.

Scarry, E. (1999). On beauty and being just. Princeton: Princeton University Press.

Singh, V. (2024). Teaching climate change: Science, stories, justice. Routledge Earthscan.

Smith, J., Rattray, J.,Peseta, T. & Loads, D. (Eds.)(2016) Identity work in the contemporary university: Exploring an uneasy profession. Sense Publishers.

Solnit, R. (2016). Hope in the dark. Edinburgh: Canongate.

Solnit, R. (2017). A field guide to getting lost. Edinburgh: Canongate.

Stengers, I. and Despret, V. (2014). Women who make a fuss: The unfaithful daughters of Virginia Woolf. Minneapolis: University of Minnesota Press.

Stensaker, B., Bilbow, G., Breslow, L., der Vaart, R. (2017). Strengthening teaching and learning in research universities: Strategies and initiatives for institutional change. Basingstoke: Palgrave Macmillan.

Sterling, S. (2024). Learning and sustainability in dangerous times: The Stephen Sterling Reader. Newcastle-Upon-Tyne: Agenda Publishing.

Stonebridge, L. (2024). We are free to change the world: Hannah Arendt’s lessons in love and disobedience. Penguin Random House.

Tippett, K. (2016). Becoming wise: An inquiry into the mystery and art of living. London: Corsair.

Trowler, P. (1998). Academics responding to change: New higher education frameworks and academic cultures. Buckingham: SRHE and OUP.

Tsing, A., Bubandt, N., Gan, E. and Swanson, H. (Eds) (2017) Arts of living on a damaged planet: Ghosts and monsters of the Anthropocene. http://ebookcentral.proquest.com

Tsing, A. and Lowenhaupt, A. (2021). The mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton University Press.

Tsing, A., Deger, J., Saxena, A. and Zhou, F. (2024). Field guide to the patchy anthropocene: The new nature. Stanford University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.

Wenger-Trayner, E., Fenton-O’Creevy, M., Hutchinson, S., Kubiak, C., & Wenger-Trayner, B. (2014). Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning. Routledge.

Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.