Explores the scope for discomforting pedagogies within education contexts, including how identity, power and privilege operate in pedagogical encounters and practice, and the associated ethical challenges.

Fiona Cullen is a Senior Lecturer in Education Studies at St Mary's University Twickenham, UK.
Mike Seal is the National Officer of the Professional Association of Lecturers in Youth and Community Work and Director of the Centre for Research into the Education of Marginalised Children and Young Adults at St Mary's University Twickenham, UK.
Michael Whelan is a Senior Lecturer in Education and Early Childhood at the University of the West of England, UK.

Introduction: Critical Pedagogies of Discomfort in Practice and Professional Education, Michael Whelan (University of West of England, UK), Fin Cullen (University of St Marys, Twickenham, UK) and Mike Seal (University of St Marys, Twickenham, UK)
Part I: Working With Discomfort in Higher Education
1. Space For Hope: Three Lecturers' Critical Responses To 'Pedagogies of Discomfort' in Childhood and Youth and Education, Rebecca Westrup (University of East Anglia, UK), Helen Mccartney and Kath Hennell (Liverpool Hope University, UK)
2. Hosting 'Tricky' Conversations Between Teachers and Students about the Impact of Teaching and Learning Experiences on Their Respective Well-Being, Natalie Rothwell-Warn (The University of The West of England, UK)
3. A Beginner's Guide to Polaris: Navigating Moments of Discomfort in Academia, Beth Charley and Julie Beadle-Brown
4. Pulling this Trigger: Negotiating the Use of Content Warnings in the Professional Education Curriculum, Fin Cullen (St Mary's University Twickenham UK) and Michael Whelan (University of West of England, UK)
5. Embracing Discomfort in Technology-Rich Higher Education Settings: Comparative Perspectives from Australia and England, Vicente Chua Reyes, Jr. (University of Nottingham, UK) and Katherine Mclay (The University of Queensland, Australia)
Part II: Working With Discomfort in Practice Settings
6. A Pedagogy of Discomfort: Redressing Social-Political Framings in Alternative Provision, Jodie Pennacchia, Andrew Malcolm and Craig Johnston
7. Taking Flight through Transformative Pedagogy: Developing Equitable and Productive Dialogues Through School Based OAA and Dance, Saul Keyworth and Danny Golding (University of Bedfordshire, UK)
8. Utilising Discomfort to Better Support Gypsy, Romany and Traveller (GRT) Children and Young People's Education, Sally Carr MBE and Ali Hanbury (Youth Work Practitioners)
9. Walk The Walk: What 'Gives Life' to Critical Pedagogy?, Paula Mcelearney (University of The West of England, UK)
10. Life, Death and Discomfort: Female Practitioners' Strategies for Navigating the Topic of Abortion Within in the Secondary Religious Education, Abigail Maguire (Moorlands College, UK)
Part III: Discomfort as a Pedagogy for Exploring Social Justice Issues
11. Confessions in a Lecture Theatre: Preparing Future Teachers to Meaningfully Engage with Social Justice Issues in the Classroom, Ben Johnson (Newman University, UK)
12. Student Teachers Longing for and Producing of Pedagogies of Discomfort in Teacher Education, Emilia Åkesson (Linköping University, Sweden)
13. Creating Spaces for Discomfort: Navigating Challenging Conversations of Race inequality, using Lived Experience and Allyship in Higher Education, Yasmin Washbrook (Wrexham Glyndwr University, UK)
14. Climate Change and Eco-Anxiety: How Can We Learn When the World is on Fire? Sarah Whitehouse and Verity Jones (University of West of England, UK)
Conclusion: Where Now?, Michael Whelan (University of West of England, UK), Fin Cullen (University of St Mary, Twickenham, UK) and Mike Seal (University of St Marys, Twickenham, UK)