The book examines the power of young people-s social relationships in schools to transform, or more often, to continue, differences that pervade societies: mind-body-emotional diff erences or Special Educational Needs and Disability, gender, poverty, race/ethnicity, sexuality and their intersections. The book details extensive qualitative research with young people, foregrounding their accounts.
In challenging educators and others to engage with young people-s own agencies and to make space for their socialities, the concepts of embodied social and emotional capital and young people as contextual bodies/subjectivities/agencies are developed, emphasising both young people-s agencies and how these are socio-spatially situated, constrained and enabled. The book is most concerned with how and when young people challenge and change enduring differences. The concept of -immersive geographies- outlines the potential of change inherent in the repeated coming together of the same peopl
