Marie Daley

Book three in the Adventures of Ryes and Garth! Following the saga started in Tayna’s Dawn and continued in Winterhaven, our adventurers are learning what it takes to build their civilization anew. Ryes and Ardis, with the support of their friends, are running Winterhaven and finding they have their hands full with so many new things to learn in this facility, but they are planning on a grand future. Ryes discovers and calls down the remains of a starship with real humans in suspension aboard. She and Maren revive them. Can they learn how to live together peacefully? Garth and Sabin are away to settle a peace treaty, with harrowing separate adventures of their own to face. Will they ever find their way home, again? And the women of Winterhaven show they can handle any situation on their own - mostly.

Winds of Change

Striding Forth, book four of The Adventures of Ryes and Garth, follows the story begun in Tayna’s Dawn, Winterhaven and Winds of Change. Striding Forth finds the starmen and humans of Winterhaven further uniting as a mysterious message out of the past reveals their shared destiny. But a message from Earth shows them the direction they need to focus on first. They set out to save Tayna and Earth with every resource they can find; starting with furthering their influence across Tayna, herself. But few people on Tayna welcome them with open arms, with the laws they want enforced. Can they get them to see a better, possible future?

Striding Forth

Kevin Orr

Joel Petrie

‘Cinderella’ is the dominant metaphor used to describe further education, but this book challenges the deficit metaphor and replaces it with another of the Brothers Grimm’s tales, the ‘Twelve Dancing Princesses’. The twelve princesses escape from the room they are locked in to dance all through each night. As a metaphor for teaching in FE, this tale suggests the possibility of subversion, of autonomy in teaching and learning, and a collective rather than individualist notion of professionalism, even within repressive contexts.Twelve chapters from twelve experienced practitioners suggest professional development that will culminate in a collective, celebratory alternative. They explore the professional aspirations and commitment to social justice of prospective teacher education students in spite of the current ideological context of FE. They argue for inspiration from critical pedagogy so FE can maintain transformative professional space. They explore the impact of technology on learning, and the physical spaces in which teaching and learning are situated. They challenge the prevailing managerialist use of lesson observation and the resistance and collusion of FE managers. And they propose a notion of professionalism that focuses on educational values rather than market forces. This engaging, accessible and thought-provoking book is essential reading for teacher training courses, postgraduate students, sector researchers, and members of professional bodies and trade unions. If the sector is to be Grimm, asserts this inspirational collection, it should be so on our own terms: powerful, democratic and professional.

Marie Daley

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