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Motivating the SEL Field Forward Through Equity (Advances in Motivation and Achievement #21)
by Nicholas Yoder and Alexandra Skoog-HoffmanHow do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies. Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students. This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.
Motivating the SEL Field Forward Through Equity (Advances in Motivation and Achievement #21)
by Nicholas Yoder Alexandra Skoog-HoffmanHow do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies. Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students. This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.
Motivation and Agency
by Alfred R. MeleWhat place does motivation have in the lives of intelligent agents? Mele's answer is sensitive to the concerns of philosophers of mind and moral philosophers and informed by empirical work. He offers a distinctive, comprehensive, attractive view of human agency. This book stands boldly at the intersection of philosophy of mind, moral philosophy, and metaphysics.
Motivation and Agency
by Alfred R. MeleWhat place does motivation have in the lives of intelligent agents? Mele's answer is sensitive to the concerns of philosophers of mind and moral philosophers and informed by empirical work. He offers a distinctive, comprehensive, attractive view of human agency. This book stands boldly at the intersection of philosophy of mind, moral philosophy, and metaphysics.
Motivation and the Moral Sense in Francis Hutcheson’s Ethical Theory (International Archives of the History of Ideas Archives internationales d'histoire des idées #46)
by Henning JensenAlthough the works of Francis Hutcheson are unfamiliar to most students of philosophy, it cannot be said that he has been entirely ignored. To be sure, most of the recent writers who deal with Hutcheson's philosophy do so in the course of writing about Hutcheson's famous contemporary, David Hume. This is true, for example, of Norman Kemp Smith, whose book entitled The Philosophy of David Hume 1 includes much detailed information concerning Hume's indebtedness to Hutcheson. But others have written about Hutcheson on his own account. William R. Scott's Francis Hutcheson,2 although mainly biographical and historical, is well worth reading. In his article "Some Reflections on Moral-Sense Theories in Ethics," 3 C. D. Broad presents a sustained analysis of the sort of theory held by Hutcheson. D. Daiches Raphael's The Moral Sense 4 is competent, interesting, and especially valuable in its treatment of epistemological issues surrounding the moral sense theory. William K. Frankena's article entitled "Hutcheson's Moral Sense Theory" Ji is search ing and profound. And, most recent of all, a book by William T. Black stone has appeared entitled Francis Hutcheson and Contemporary Ethi cal Theory. 6 One of the difficulties encountered in presenting a study of Hutcheson is that all of his books are extremely rare. Fortunately, L. A. Selby-Bigge'l) 1 Nonnan Kemp Smith, The Philosophy of David Hume (London: Macmillan and Co. , Limited, 1949). Ii William Robert Scott, Francis Hutcheson (Cambridge, Eng. : Cambridge Uni venity Press, 1900).
Motivation, Engagement and Educational Performance: International Perspectives on the Contexts for Learning
by J. Elliott N. Hufton W. Willis L. IllushinKey factors that impact upon children's educational motivation and engagement are here considered from an international and comparative perspective. Based upon a major programme of research undertaken in sites in England, the USA and Russia, the authors identify interrelated elements operating at international, national and local levels. These include children's self-perceptions, goals, interests and aspirations, curriculum and pedagogy, peer and parental influences, teacher perceptions, school traditions and practices, together with the pervasive influence of broader social, cultural, historical and economic factors.
Motivation Ethics
by Mathew CoakleyThis is a book about a particular moral theory – motivation ethics – and why we should accept it. But it is also a book about moral theorizing, about how we might compare different structures of moral theory. In principle we might morally evaluate a range of objects: we might, for example, evaluate what people do – is some action right, wrong, permitted, forbidden, a duty or beyond what is required? Or we might evaluate agents: what is it to be morally heroic, or morally depraved, or highly moral? And, we could evaluate institutions: which ones are just, or morally better, or legitimate? Most theories focus on one (or two) of these and offer arguments against rivals. What this book does is to step back and ask a different question: of the theories that evaluate one object, are they compatible with an acceptable account of the evaluation of the other objects? So, for instance, if a moral theory tells us which actions are right and wrong, well can it then be compatible with a theory of what it is to be a morally good or bad or heroic or depraved agent (or deny the need for this)? It seems that this would be an easy task, but the book sets out how this is very difficult for some of our most prominent theories, why this is so, and why a theory based on motivations might be the right answer.
Motivation Ethics
by Mathew CoakleyThis is a book about a particular moral theory – motivation ethics – and why we should accept it. But it is also a book about moral theorizing, about how we might compare different structures of moral theory. In principle we might morally evaluate a range of objects: we might, for example, evaluate what people do – is some action right, wrong, permitted, forbidden, a duty or beyond what is required? Or we might evaluate agents: what is it to be morally heroic, or morally depraved, or highly moral? And, we could evaluate institutions: which ones are just, or morally better, or legitimate? Most theories focus on one (or two) of these and offer arguments against rivals. What this book does is to step back and ask a different question: of the theories that evaluate one object, are they compatible with an acceptable account of the evaluation of the other objects? So, for instance, if a moral theory tells us which actions are right and wrong, well can it then be compatible with a theory of what it is to be a morally good or bad or heroic or depraved agent (or deny the need for this)? It seems that this would be an easy task, but the book sets out how this is very difficult for some of our most prominent theories, why this is so, and why a theory based on motivations might be the right answer.
Motivational Internalism (Oxford Moral Theory)
by Gunnar BjÖrnsson, Caj Strandberg, Ragnar FrancÉn Olinder, John Eriksson And Fredrik BjÖlrklundMotivational internalism-the idea that there is an intrinsic or necessary connection between moral judgment and moral motivation-is a central thesis in a number of metaethical debates. In conjunction with a Humean picture of motivation, it provides a challenge for cognitivist theories that take moral judgments to concern objective aspects of reality. Versions of internalism have potential implications for moral absolutism, realism, non-naturalism, and rationalism. Being a constraint on more detailed conceptions of moral motivation and moral judgment, it is also directly relevant to wider issues in moral psychology. But internalism is a controversial thesis, and the apparent possibility of amoralists and the rejection of strong forms of internalism have also been seen as problems for non-cognitivists. This volume's thirteen new essays and introduction are meant to help readers appreciate state-of-the-art of research on internalism, to identify connections between various aspects of the debate, and to deepen discussion of a number of central aspects of metaethics. The introductory chapter provides a structured overview of the debate with a focus on the last two decades, while the book's three main sections focus on what evidence there is for or against various versions of internalism, the relevance of versions of internalism for wider metaethical issues, and different ways of accommodating both internalist and externalist aspects of moral practice, respectively.
Motivational Internalism (Oxford Moral Theory)
by Ragnar Francén Olinder Gunnar Björnsson Fredrik Björklund Caj Strandberg John ErikssonMotivational internalism-the idea that there is an intrinsic or necessary connection between moral judgment and moral motivation-is a central thesis in a number of metaethical debates. In conjunction with a Humean picture of motivation, it provides a challenge for cognitivist theories that take moral judgments to concern objective aspects of reality. Versions of internalism have potential implications for moral absolutism, realism, non-naturalism, and rationalism. Being a constraint on more detailed conceptions of moral motivation and moral judgment, it is also directly relevant to wider issues in moral psychology. But internalism is a controversial thesis, and the apparent possibility of amoralists and the rejection of strong forms of internalism have also been seen as problems for non-cognitivists. This volume's thirteen new essays and introduction are meant to help readers appreciate state-of-the-art of research on internalism, to identify connections between various aspects of the debate, and to deepen discussion of a number of central aspects of metaethics. The introductory chapter provides a structured overview of the debate with a focus on the last two decades, while the book's three main sections focus on what evidence there is for or against various versions of internalism, the relevance of versions of internalism for wider metaethical issues, and different ways of accommodating both internalist and externalist aspects of moral practice, respectively.
Motivations for Humanitarian intervention: Theoretical and Empirical Considerations (SpringerBriefs in Ethics)
by Andreas KriegThis Brief sheds light on the motivation of humanitarian intervention from a theoretical and empirical point of view. An in-depth analysis of the theoretical arguments surrounding the issue of a legitimate motivation for humanitarian intervention demonstrate to what extent either altruism or national/self-interests are considered a righteous stimulus. The question about what constitutes a just intervention has been at the core of debates in Just War Theory for centuries. In particular in regards to humanitarian intervention it is oftentimes difficult to define the criteria for a righteous intervention. More than in conventional military interventions, the motivation and intention behind humanitarian intervention is a crucial factor. Whether the humanitarian intervention cases of the post-Cold War era were driven by altruistic or by self-interested considerations is a question is covered within and enables a comprehensive and holistic evaluation of the question of what motivates Western democracies to intervene or to abstain from intervention in humanitarian crises.
The Mountain Path: A climber's journey through life and death
by Paul Pritchard‘All I wanted to do was go to sleep. And I was certain that if I did drift off, it would be for the last time.’In 1998, Paul Pritchard was struck on the head by a falling rock as he climbed a sea stack in Tasmania called the Totem Pole. Close to death, waiting for hours for rescue, Pritchard kept himself going with a promise that given the chance, he would ‘at least attempt to live’.Left hemiplegic by his injury, Pritchard has spent the last two decades attempting to live, taking on adventures that seemed impossible for someone so badly injured while plumbing the depths of a mind almost snuffed out by his passion for climbing.Not content to simply survive, Pritchard finds ways to return to his old life, cycling across Tibet and expanding his mind on gruelling meditation courses, revisiting the past and understanding his compulsion for risk. Finally, he returns to climb the Totem Pole, the place where his life was almost extinguished.The Mountain Path is an adventure book like no other, an exploration of a healing brain, a journey into philosophy and psychology, a test of will and a triumph of hope.
Mountains, Mobilities and Movement
by Christos Kakalis Emily GoetschThis book explores the moving qualities of mountains by utilising theories, ideas and processes which contribute to a larger understanding of these geological forms. In highlighting the fluid attributes of mountains the authors offer an alternative to the traditional approach of the sciences and the humanities, which address mountains as static geological or geographical features. The essays in this collection posit that movement impacts the relationship between society and mountains – travelling landscape objects, constructing design and artistic translations, climbing and experiencing changing atmospheres and the different ways of seeing from mountain peaks – and that physical, intellectual and spiritual motion is integral to their understanding. This innovative collection will be of great interest to scholars of geography, art, architecture, history, theology and philosophy.
Mourning, Modernism, Postmodernism
by T. ClewellMourning, Modernism, Postmodernism traces the emergence of a fundamentally new way of writing about individual and collective mourning, demonstrating how a refusal of consolation and closure succeeds in promoting a progressive cultural politics crucial for reimaging gender, racial, and sexual subjects.
Mourning Sickness: Hegel and the French Revolution (Cultural Memory in the Present #440)
by Rebecca ComayThis book explores Hegel's response to the French Revolutionary Terror and its impact on Germany. Like many of his contemporaries, Hegel was struck by the seeming parallel between the political upheaval in France and the upheaval in German philosophy inaugurated by the Protestant Reformation and brought to a climax by German Idealism. Many thinkers reasoned that a political revolution would be unnecessary in Germany, because this intellectual "revolution" had preempted it. Having already been through its own cataclysm, Germany would be able to extract the energy of the Revolution and channel its radicalism into thought. Hegel comes close to making such an argument too. But he also offers a powerful analysis of how this kind of secondhand history gets generated in the first place, and shows what is stake. This is what makes him uniquely interesting among his contemporaries: he demonstrates how a fantasy can be simultaneously deconstructed and enjoyed. Mourning Sickness provides a new reading of Hegel in the light of contemporary theories of historical trauma. It explores the ways in which major historical events are experienced vicariously, and the fantasies we use to make sense of them. Comay brings Hegel into relation with the most burning contemporary discussions around catastrophe, witness, memory, and the role of culture in shaping political experience.
The Move Beyond Form: Creative Undoing in Literature and the Arts since 1960
by M. HughesFictional narratives of the late twentieth century often cross boundaries. This study argues that the undoing of structure in postmodern art form demands a different way of thinking and represents a commentary on the material and social conditions of the late twentieth century and beyond.
Moveable Designs, Liminal Aesthetics, and Cultural Production in America since 1772 (Renewing the American Narrative)
by Stefan L. BrandtThe book explores the liminal aesthetics of U.S. cultural and literary practice. Interrogating the notion of a presumptive unity of the American experience, Moveable Designs argues that inner conflict, divisiveness, and contradiction are integral to the nation’s cultural designs, themes, and motifs. The study suggests that U.S. literary and cultural practice is permeated by ‘moveable designs’—flexible, yet constant features of hegemonial practice that constitute an integral element of American national self-fashioning. The naturally pervasive liminality of U.S. cultural production is the key to understanding the resilience of American culture. Moveable Designs looks at artistic expressions across various media types (literature, paintings, film, television), seeking to illuminate critical phases of U.S. American literature and culture—from the revolutionary years to the movements of romanticism, realism, and modernism, up to the postmodern era. It combines a wide array of approaches, from cultural history and social anthropology to phenomenology. Connecting an analysis of literary and cultural texts with approaches from design theory, the book proposes a new way of understanding American culture as design. It is one of the unique characteristics of American culture that it creates—or, rather, designs—potency out of its inner conflicts and apparent disunities. That which we describe as an identifiable ‘American identity’ is actually the product of highly vulnerable, alternating processes of dissolution and self-affirmation.
Moved by Machines: Performance Metaphors and Philosophy of Technology (Routledge Studies in Contemporary Philosophy)
by Mark CoeckelberghGiven the rapid development of new technologies such as smart devices, robots, and artificial intelligence and their impact on the lives of people and on society, it is important and urgent to construct conceptual frameworks that help us to understand and evaluate them. Benefiting from tendencies towards a performative turn in the humanities and social sciences, drawing on thinking about the performing arts, and responding to gaps in contemporary artefact-oriented philosophy of technology, this book moves thinking about technology forward by using performance as a metaphor to understand and evaluate what we do with technology and what technology does with us. Focusing on the themes of knowledge/experience, agency, and power, and discussing some pertinent ethical issues such as deception, the narrative of the book moves through a number of performance practices: dance, theatre, music, stage magic, and (perhaps surprisingly) philosophy. These are used as sources for metaphors to think about technology—in particular contemporary devices and machines—and as interfaces to bring in various theories that are not usually employed in philosophy of technology. The result is a sequence of gestures and movements towards a performance-oriented conceptual framework for a thinking about technology which, liberated from the static, vision-centred, and dualistic metaphors offered by traditional philosophy, can do more justice to the phenomenology of our daily embodied, social, kinetic, temporal, and narrative performances with technology, our technoperformances. This book will appeal to scholars of philosophy of technology and performance studies who are interested in reconceptualizing the roles and impact of modern technology.
Moved by Machines: Performance Metaphors and Philosophy of Technology (Routledge Studies in Contemporary Philosophy)
by Mark CoeckelberghGiven the rapid development of new technologies such as smart devices, robots, and artificial intelligence and their impact on the lives of people and on society, it is important and urgent to construct conceptual frameworks that help us to understand and evaluate them. Benefiting from tendencies towards a performative turn in the humanities and social sciences, drawing on thinking about the performing arts, and responding to gaps in contemporary artefact-oriented philosophy of technology, this book moves thinking about technology forward by using performance as a metaphor to understand and evaluate what we do with technology and what technology does with us. Focusing on the themes of knowledge/experience, agency, and power, and discussing some pertinent ethical issues such as deception, the narrative of the book moves through a number of performance practices: dance, theatre, music, stage magic, and (perhaps surprisingly) philosophy. These are used as sources for metaphors to think about technology—in particular contemporary devices and machines—and as interfaces to bring in various theories that are not usually employed in philosophy of technology. The result is a sequence of gestures and movements towards a performance-oriented conceptual framework for a thinking about technology which, liberated from the static, vision-centred, and dualistic metaphors offered by traditional philosophy, can do more justice to the phenomenology of our daily embodied, social, kinetic, temporal, and narrative performances with technology, our technoperformances. This book will appeal to scholars of philosophy of technology and performance studies who are interested in reconceptualizing the roles and impact of modern technology.
Movement And Experimentation In Young Children's Learning: Deleuze And Guattari In Early Childhood Education
by Liselotte Borgnon Liselott Mariett OlssonIn contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools – involving children, teachers, teacher students and educators and researchers - are woven together with the theories of French philosophers Gilles Deleuze and Félix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: the need to focus on ‘process’ rather than ‘position’, as positioning of any kind, such as learning goals or developmental stages, hampers movement. working with methods that recognise science’s inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. Re-considering the dichotomy between the individual and society as a ‘cause and effect’ relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system’s current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies.
Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education (Contesting Early Childhood)
by Liselott Mariett OlssonIn contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools – involving children, teachers, teacher students and educators and researchers - are woven together with the theories of French philosophers Gilles Deleuze and Félix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: the need to focus on ‘process’ rather than ‘position’, as positioning of any kind, such as learning goals or developmental stages, hampers movement. working with methods that recognise science’s inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. Re-considering the dichotomy between the individual and society as a ‘cause and effect’ relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system’s current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies.
Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education (Contesting Early Childhood)
by Liselott Mariett OlssonIn contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools – involving children, teachers, teacher students and educators and researchers - are woven together with the theories of French philosophers Gilles Deleuze and Félix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: the need to focus on ‘process’ rather than ‘position’, as positioning of any kind, such as learning goals or developmental stages, hampers movement. working with methods that recognise science’s inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. Re-considering the dichotomy between the individual and society as a ‘cause and effect’ relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system’s current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies.
Movement And Experimentation In Young Children's Learning (PDF): Deleuze And Guattari In Early Childhood Education
by Liselotte Borgnon Liselott Mariett OlssonIn contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools – involving children, teachers, teacher students and educators and researchers - are woven together with the theories of French philosophers Gilles Deleuze and Félix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: 1. The need to focus on ‘process’ rather than ‘position’, as positioning of any kind, such as learning goals or developmental stages, hampers movement. 2. Working with methods that recognise science’s inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. 3. Re-considering the dichotomy between the individual and society as a ‘cause and effect’ relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system’s current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies.
Movement and Mimesis: The Idea of Dance in the Sanskritic Tradition (Studies of Classical India #12)
by Mandakranta BoseThe most comprehensive view of the evolution of dancing in India is one that is derived from Sanskrit textual sources. These texts are the basic material that students of the dance in India must examine in order to uncover its past. Since the rebirth of informed interest in dancing in early twentieth century, its antiquity has been acknowledged but precisely what the art was in antiquity remains unclear. Discovering the oldest forms of dancing in India requires, as do other historical quests, a reconstruction of the past and, again as in other historical investigations, the primary sources of knowledge are records from the past. In this case the records are treatises and manuals in Sanskrit that discuss and describe dancing. These are the sources that the present work sets out to mine. These texts taken collectively are more than records of a particular state of the art. They testify to the growth of the theory and practice of the art and thus establish it as an evolving rather than a fixed art form that changed as much in response to its own expanding aesthetic boundaries as to parallel or complementary forms of dance, drama and music that impinged upon it as India's social and political situation changed. When we place the Sanskrit treatises in chronological sequence it becomes clear that the understanding of the art has changed through time, in its infancy as well as in maturer periods.
Movement as Conflict Transformation: Rescripting Mostar, Bosnia-Herzegovina (Rethinking Peace and Conflict Studies)
by Susan FordeThis book presents narratives of the social use of space in the divided city of Mostar, Bosnia-Herzegovina. Through the narratives of movement in the city, the work demonstrates how residents engage informally with conflict transformation through new movement and use of spaces. This book will appeal across the social sciences, and in particular to students, academics, and researchers in the fields of peace and conflict studies, political sociology, and human geography.