School Uniforms: New Materialist Perspectives
暫譯: 校服：新唯物主義視角

這本編輯的著作採用了一種新的物質主義方法，來理解透過校服所施加的各種遺產和控制。透過檢視校服政策，編輯和作者們突顯了那些有助於社會物質主義理解民主和社會正義的具體選擇。校服政策在設定義務教育文化中扮演著獨特的角色，因此它構成了一組未被充分理論化的學校實踐。這項工作因此匯集了教育學、社會學、文化研究和後殖民研究的批判性視角，並在一個總體分析中探討校服如何強加表現，對年輕人的身份和經濟地位產生形成性的影響。

Rachel Shanks is Senior Lecturer in the School of Education at the University of Aberdeen, UK. She has been researching school uniform since 2019 and is particularly interested in how it can be made affordable, comfortable, rights-respecting and sustainable. This research includes school clothing grant in Scotland and school uniform banks. She leads interdisciplinary courses on sustainability and teaches research methods, in particular qualitative data analysis using software.

Julie Ovington is a Lecturer and Programme Leader at the University of the West of Scotland in the School of Education and Social Sciences. This work follows on from a career in family support within communities and in Nursery and Infant schools. Julie completed her doctorate at Northumbria University in 2019. Her thesis explored the affect of school readiness in the classroom based on the lived experiences of two-year-old children. The study drew on a range of theories and philosophies including materialism and posthumanism. She continues to research in early education and what it means to be an academic in creative ways.

Beth Cross is a Lecturer in the School of Education and Social Sciences at the University of the West of Scotland, UK. She researches the interface between formal and informal learning contexts and is particularly interested in dialogic methods of exploring learner identities, strategies and trajectories. She has taught in the areas of community education, social policy and children's services in England and Scotland and worked with a number of creative interdisciplinary projects that involve visual and dramatic arts in order to expand the modalities for deliberation and participation.

Ainsley Carnarvon is a Researcher and Digital Education Strategic Programme Manager at the HMFC Innovation Centre in Edinburgh, Scotland. His work involves creating digital education opportunities for the youth of Edinburgh, with particular focus on BAME, neurodivergent, and other underrepresented groups in STEM. His research focus is in Curriculum and Pedagogy with special interest in Diversity and Inclusion and Post colonial education in the Caribbean.

瑞秋·香克斯是英國阿伯丁大學教育學院的高級講師。自2019年以來，她一直在研究校服，特別關注如何使其變得可負擔、舒適、尊重權利和可持續。這項研究包括蘇格蘭的校服補助和校服銀行。她主導跨學科的可持續性課程，並教授研究方法，特別是使用軟體進行的質性數據分析。

朱莉·奧文頓是西蘇格蘭大學教育與社會科學學院的講師和課程負責人。這項工作源於她在社區內的家庭支持職業以及在幼兒園和小學的經歷。朱莉於2019年在諾森比亞大學完成了她的博士學位。她的論文探討了基於兩歲兒童生活經驗的學校準備對課堂的影響。該研究借鑒了包括唯物主義和後人文主義在內的多種理論和哲學。她繼續在早期教育領域進行研究，並探索作為學者的創新意義。

貝絲·克羅斯是英國西蘇格蘭大學教育與社會科學學院的講師。她研究正式與非正式學習環境之間的界面，特別關注探索學習者身份、策略和發展路徑的對話方法。她曾在英格蘭和蘇格蘭教授社區教育、社會政策和兒童服務等領域，並參與多個創意跨學科項目，這些項目涉及視覺和戲劇藝術，以擴展討論和參與的方式。

安斯利·卡納文是蘇格蘭愛丁堡HMFC創新中心的研究員和數位教育戰略項目經理。他的工作涉及為愛丁堡的年輕人創造數位教育機會，特別關注BAME（黑人、亞洲及少數族裔）、神經多樣性及其他在STEM領域中代表性不足的群體。他的研究重點是課程與教學法，特別關注多樣性與包容性以及加勒比地區的後殖民教育。