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Effective Teaching in a Humanities and Languages Foundation Year: Lessons Learned from Teaching During a Pandemic.
Full text linkThis paper will explore key research around Foundation year entry at a large Northwest university in England, UK and explore what makes effective provision. It will share lessons learned during Covid-19 from student feedback from a Humanities, and Languages foundation year. There is some research around what makes for a successful foundation year. This has not had the attention it deserves, and there are still only a few papers based in the UK context. The paper explores and discusses key aspects that make a foundation entry programme successful. Furthermore, the paper explores the experiences of students from non-traditional backgrounds, (or with non-standard qualifications), and how they can underperform in comparison to students with more traditional academic backgrounds, i.e., those that have successfully passed standard Advanced Levels. In relation to non-traditional students, a good Foundation Year can help improve the outcomes for these students, and offer them opportunities to be as successful – or indeed more successful – than traditional entry students
Confusion and Consequences: The power of \u27We\u27
Full text linkBusiness education is still driven by individualistic cultures (the ‘I’), which provides the sociocultural container for what education is and can be. Paradoxically, the pandemic’s drive towards online collaborative working is a stark reminder of alternatives (the ‘we’). This thought piece calls for a deeper re-examination and emphasis on the ‘we’ as a basis for educational development
Exploring the impact of Visual Impairment Awareness Training: Phenomenographic Research with PGCE Secondary Art & Design Trainees
Full text linkPost Graduate Certificate of Education (PGCE) secondary art and design trainees participated in visual impairment awareness training (VIAT), prior to facilitating an art education project for visually impaired (VI) pupils. This was designed to better prepare them for working with a range of learners. A phenomenographic methodology and research approach was adopted – to capture key data relevant to learning, gaining knowledge and understanding in education settings. This contributed to knowledge in the field, highlighting the shift in trainees perspectives towards working with VI pupils, as a consequence of participation in VIAT. Existing literature recognises that VIAT provides an understanding of VI but cannot replicate everyday experiences. The findings as part of this study indicate that initially an empathy response was evoked, as trainees were apprehensive about working with VI pupils. Following VIAT, trainees gained a superficial overview of VI. Having gained experience, an advocacy response was evoked as trainees felt more comfortable asking pupils how their needs could be met
Catch it, drop it, leave it there: Writing for Wellbeing as a tool for compassionate practice in Higher Education
Full text linkThis is the story of a series of writing workshops with four undergraduate final year students, in a non-formal, non-graded, non-curriculum space. Students were introduced to ‘writing for wellbeing’ (WfW), using expressive writing strategies adapted from poetry/bibliotherapy practice. Initially intended as a research method for their dissertation projects, the writing workshops evolved into a significant creative space for the students’ own personal development. Shared reflections about our experience of writing together sheds light on the broader potential of WfW as a participatory research method, and as a compassionate approach for writing the self in higher education
Hard Graft: Collaborative exploration of working class stories in shaping female educator identities
Full text linkThis empirical qualitative study investigates the ways in which working-class roots have shaped educator values and identity. Using collaborative autoethnography, we share an honest insight into the stories of seven female educators drawn together from a variety of health and social care disciplines. The five themes emerging from this research: Connection through differences and commonalities; graft; inner tensions; authenticity ‘I am who I am’ and the bigger picture are tightly interconnected, generating a complex and rich picture of contemporary female educator identity. This supportive and collaborative approach has been transformational in the realisation we are not alone, and it has provided a space to celebrate our ‘otherness’. As a result, we have embraced our collective responsibility to challenge inequalities and foster a more open, accessible and authentic HE future for all
The strands of the Forest School implementation challenges: A literature review
Full text linkThe literature proposes that Forest School, which is a form of outdoor and environmental education, can improve the children’s overall wellbeing. Yet, the implementation of this promising and distinctive educational concept can be hindered by several barriers. In this paper, I draw on relevant resources to introduce the main obstacles to the implementation of Forest School and the factors that could mitigate them. Four criteria guided the selection of the resources: a) the source, type, and content of the paper, (b) the subject matter, (c) the publication date, and (d) the publication language. The present review of literature yielded five main Forest School implementation challenges encompassing the (1) adults’ risk perceptions and attitudes associated with Forest School outdoor activities; (2) meeting curriculum and stakeholders’ expectations; (3) cost and logistical difficulties; (4) finding an appropriate site and using the facilities, and (5) the administrative work. I then juxtapose these challenges with relevant literature, present various mitigating factors, and introduce some implications of this work for research and practice.  
Children’s Rights and Child Labour
Full text linkAn examination into the origins of rights’ discourse and contemporary debates around child labour in developing countries, illustrates some of the problems with the discursive uses that children’s rights is put to, and its weakness as a means of addressing issues of social justice. Addressing the discourse around child labour, and how this is related to wider conceptions of the individual in post-European Enlightenment thought, enables some enquiry into the nature of these problems. Arce (2015) reveals the scale of child labour as a social issue, and that it occurs predominantly in developing countries, with almost a fifth of the global total of child labourers residing in Africa. Whilst it has a global impact that transcends national borders, the framing of the discourse around it occurs within parameters set by European actors. In this paper we argue that, if children’s rights campaigns wish to do more than reinforce existing global systems of domination and subordination, there needs to be a focus on children’s place in a nexus of social relations that themselves need radical rethinking. Such a project, we argue, could more usefully provide a starting place for conceptions of social justice that pay adequate attention to the needs of childhood
A Tale of Two Objectives: The challenge of meeting diverse targets in UK Business Schools
Full text linkBusiness Schools in Great Britain are currently facing a number of major challenge due to the conflicting objectives that need to be met. The movement towards a metric-driven, performative approach that has occurred in the last decade has meant that the need to meet set measures that focus on the outcomes of students’ study have become imperative. However, focusing solely on these outcomes neglects a second set of objectives that relate to the journey students take during their studies. The need to ensure that both the process and the outcome of students’ studies are stressed is particularly challenging in British Business Schools which are often characterised by a large and diverse student and staff population. This think piece posits that by using a loose/tight cultural approach alongside a Schrödinger\u27s leadership style, leaders can mitigate some of the challenges that are currently faced in the sector.
Researching in prison education-spaces: Thinking-with Posthuman, Post Qualitative, Feminist Materialism ‘beings’ to disentangle methodology.
No full textIn this process-article, I have considered what complexities might affect research of prison education when using Posthuman, Post Qualitative, Feminist (New) Materialism thinking. Through an imagined conversation with these 3 concepts as abstract ‘beings’, I have answered provocative questions about my research methods, apparatus, and ethics. Working at the intersections of abstractness (imagined conversations) and materialisms (creative, stitched outcomes and physical prison spaces), we think and feel-through the use of walking interviews, a visual matrix, and diffractive analysis to research the experiences of teachers working in prisons. Research of prison education is messy, and in embracing the discomfort, this process-article will enable others to traverse the knots using creative, affective approaches to research in prisons. In being-with these concepts, I trace the influences of philosophers and theorists in these practices, including the work of Deleuze & Guattari, Braidotti, Barad, Haraway, Manning, St. Pierre, Springgay, Truman, and others. The outcomes are unknown except for the benefit of opening new ways of thinking and feeling with inquiry and the writing of that process
Editorial: General Issue - 2023
Full text linkThis is the editorial article for the PRISM General Issue: Volume 5, Issue 1 (2023
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