Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being.

Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population. It also explores the personal and political costs of transgression and outlines ways in which transitions can be transformative.

The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.

"This outstanding collection brings together the voices of a diverse group of scholars deeply committed to working together across the politics of difference to address ongoing social and ontological injustices. Drawing on critical pedagogies, it creates dialogic spaces of and for transgression and transformation. This book provides a timely and significant set of reflections for our struggles towards social justice, reminding us of the generative power of collective commitment to change across and through difference."

Professor Penny Jane Burke is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia.

Sue Jackson is Professor Emerita of Lifelong Learning and Gender at Birkbeck University of London, where she was Pro-Vice-Master Learning & Teaching and Director of the Centre for Transformative Practice in Learning and Teaching until she retired in September 2016.