Intro
Acknowledgements
Contents
About the Authors
Pre-Beyond: Notes on the Pedagogical Space That is the Book Before Inhabiting It-Orientations
Welcome
How did the Book Come About and What is it Aiming to do?
What does the Book Focus On?
Chapter 1: Begin
Chapter 2: What is a School?
Chapter 3: Thinking About Learning-Before, During and After Teaching and Learning Events
Chapter 4: What do Learners do-Where, When and/or How does Learning Play Out? Some Ideas
Chapter 5: Designing for Learning Across Shorter Time Frames

Chapter 6: Designing for Learning across Longer Time Frames
Chapter 7: Learner Multiplicities and Learning Spaces and Events-Assessing a Dance
Chapter 8: Learning Expansivities-Linearities and Multiplicities
Chapter 9: Theory Towards Expansion-Dialogue Emergence Combinations
Chapter 10: A Conclusion: On Complex Spaces, Learning Events, Dis/Equilibrium and Learners
Post-Return-Notes on the Pedagogical Space That Is the Book After Inhabiting it-Dis/orientations
The Methodological Approach Taken in Each of the Chapters
What does This Book Add to the Field?

Who Is the Book Intended For?
References
1 Begin
1.1 Introduction
1.2 Teaching and Writing and Reading and Teaching and ...
1.3 On Writing-The Practicalities of Setting Out
1.4 Use of Images
1.5 Capturing Something of the Ordinary Work That Teachers Do
1.6 What Are the Outcomes?
1.7 Symbolic Intersections
References
Dialogue with Self
2 What Is a School?
2.1 Introduction
2.2 Educative Systems-Layers and Standardisation
2.3 Educative Systems-Classrooms
2.4 How Are 'Whole' School Assemblages Constructed?-A Note on Process

2.5 Complex Elements Generate Complex Wholes
2.6 Conclusion
2.7 Symbolic Intersections
References
Dialogue with Self
3 Thinking About Learning: Before, During and After Teaching and Learning Events
3.1 Introduction
3.2 Thinking About Events that Are yet to Happen
3.3 Some Approaches to Thinking About Teaching and Learning Events
3.4 Getting Down to Thinking Work
3.5 Double Thematic Analysis
3.6 Discourse Analysis
3.7 Aesthetic Analysis
3.8 Performativity as Analysis
3.9 Assemblage as Analysis (Because Spaces Are Complex-Performativities Are Too)

3.10 Knowing Frames as Analysis
3.11 Affective Methods (Sitting in and Stalling-Noticing Now)
3.12 Arts-Based Methods Towards Venturing
3.13 Collective Thinking Dimensions
3.14 A Note on Ethics, Thinking and Decision Making
3.15 Conclusion
3.16 Symbolic Intersections
3.17 Invitation to Dialogue
References
Dialogue with Self
4 What Do Learners Do: Where, When and/or How Does Learning Play Out? Some Ideas
4.1 Introduction
4.2 The Learner in the Literature-Themes and Discourses
4.3 The Learner as Challenged and the Learner as Affirmed
4.4 What is a Learner?