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Although we live in an era of multiple identities and belongings, origins still seem to matter. For most people origins are obvious and transparent. We all come from somewhere. Yet talking about one's origins can be highly sensitive and problematic depending on our roles, emotions, interlocutors and contexts. This volume problematizes the relativity, instability and politics of the concept in the field of education. The authors examine how origins are played upon in many and varied educational contexts and proposealternative ways of dealing with – see reinventing – origins.

This volume is original in several senses. It is one of the first books to deal directly and honestly with the thorny concept of origins in education. Balancing arguments for and against the advantages and drawbacks of origins, the volume will appeal to confirmed and novice researchers, practitioners and decision-makers who struggle with these elements. The volume is not a "recipe book" to be followed as such. It offers fresh and sincere perspectives to current discussions on multiculturalism, intersectionality and social justice in education around the world by tackling a somewhat taboo subject.

Full citation:

Strategies in "cross-cultural" dealings

Lauritsen Kirsten

3-17

(De)constructing origin in a stratified classroom/society

Markovich Dalya Yafa

19-33

Discursive disruptions in the little boxes of academic work

Harreveld R. E.; Richardson Kristy

35-49

Indigenous and non-indigenous medical students' perspectives on willingness to serve in underserviced communities

Craven Rhonda G.; Seeshing Yeung Alexander; Li Bingyi; Wilson Ian

51-69

Students with special needs

Allen Knight Bruce

73-86

The recognition of students' origin in liquid times

Ola Engen Thor

87-100

Being George

Berman Robert; Makarova Elena

101-117