There is a long history of interest in strangers and strangeness in the West. Literature lends itself particularly well to an exploration of the strange in its richly varied forms, having often contained portraits of outsiders. These portraits depict people who are strange in their unusual appearance or demeanour, their out-of-the-ordinary actions or attitudes, their defiance of convention, their marginalisation from society, or their resistance to dominant structures and practices, as well as those who come from strange worlds.

Each contribution in this collection focuses on a novel,...

Best known today for his novels, plays and short stories, but also an accomplished essayist, editor and journalist, Albert Camus was one of the most influential literary figures of the 20th century. He has gained widespread recognition for works such as "The Stranger," "Caligula," "The Plague "and "Exile and the Kingdom." In 1957 Camus was awarded the Nobel Prize for Literature. In 1960 he was killed in a car accident, aged just 46. Since Camus untimely death, his work has been engaged by scholars in literature, politics, philosophy and many other fields.

This volume is one of the first...

Expertise, Pedagogy and Practice takes as its focus recent work on situated and embodied cognition, the concepts of expertise, skill and practice, and contemporary pedagogical theory. This work has made important steps towards overcoming traditional intellectualist and individualist models of cognition, group interaction and learning, but has in turn generated a number of important questions about the shape of a model that emphasizes learning and interaction as situated and embodied.

Bringing together philosophers, cognitive scientists and education theorists, the collection asks and...

Educational leadership has a rich history of epistemological debate. From the Theory Movement " "of the 1950-1960s, through to Greenfield s critique of logical empiricism in the 1970s, the emergence of Bates and Foster s Critical Theory of educational administration in the 1980s, and Evers and Lakomski s naturalistic coherentism from1990 to the present time, debates about ways of knowing, doing, and being in the social world have been central to advancing scholarship. However, since the publication of Evers and Lakomski s work, questions of the epistemological preliminaries of research...

In recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy.

The contributors to "Philosophy and Pedagogy of Early Childhood" explore pedagogy through a philosophical lens, and discuss themes including intersubjectivity, alterity, ethics, and creative experience. Although these themes are...