Education in developments: volume 3

imagines it would, or even at all. That said, if transformation and change is the pedagogical aim, risk-taking is necessary. The highlight of the second part then is the personal accounts of each author who bravely share their own institutional and personal contexts and the kinds of ethical dilemmas that arose from them such as, but not limited to, risky disclosures, risk of failure, risk of not knowing and so on. As Norbert Koppensteiner puts it, ‘vulnerability then means opening up to the hurt’ (105) and the lesson here is that all POV practitioners, especially those who are already in vulnerable and (in)visible positions in their institutions, must take care to learn how to safely navigate and protect themselves from this sobering possibility. The third and last part of the book continues seamlessly to a closely related conversation on where and with whom vulnerability can or should be practiced. Here, the accounts of the authors present a variety of contexts where vulnerability can have a place, such as schools, museums and even prisons. What is interesting here is that the authors draw attention to the inherent power dynamics in the physical spaces people occupy and the sometimes-necessary boundaries practitioners must impose for both themselves and their students to ensure everyone’s safety and well-being. Yet again, the highlight in this part of the book are the personal accounts of the authors and the stories of how they managed to establish trust, engage in genuine dialogue and collaboratively share knowledge production through personal vulnerability with a variety of people in a variety of ‘places’. Overall, the book is arguably useful not only to peace educators and educators generally speaking but all people whose job is to engage with other people. From accounts of successes, failures and the grey areas in-between, the reader could potentially pick any one chapter alone, read it and still come out the better. However, as McKenna and Brantmeier remind us in their introduction ‘there is strength in a collective struggle’ (9) and the book is really best read whole for its full tapestry of experience depicted.