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My revolution is working out
No full textWatch or move with three ‘performers’ – appearing as artists, students, activists – in a twenty-three minute event showing everyone how to demonstrate together. Following a projected slideshow of drawn-scores, and using fitness meter watches, the performers ‘trace’ their steps with coal while showing actions. Do it together: revolve, SHOUT – RESIST! – mark steps, trace time, erase, appear, disappear, revolve again
Sustainable and responsible design education: tensions in transitions
Get PDFSustainable and Responsible Design (SRD) harnesses design’s potential to address eco-social problems and in doing so challenge the status quo of design education by reframing the social and ecological consequences, boundaries and agencies of design. This critical and transdisciplinary approach frays the edges of traditional design disciplines with embedded and reflexive modes of learning. We describe characteristics of SRD education and present theories of learning to empower students in this complex terrain. The learning associated with SRD education is ecologically engaged, participative, critical, expansive and designerly. We recount case studies of our own experiences advancing sustainable and responsible undergraduate design education in the UK. We identify path constraints such as disciplinary fragility, appropriation, and power dynamics in the design school. The push for a revision of priorities generates tensions where there is often greenwashing rhetoric of sustainability and inclusivity. We describe strategies and tactics to address these tensions. We highlight the agency we have as educators and designers and argue that design education can only meaningfully participate in response to the challenges presented by climate change, other types of ecocide, and social problems when educators make substantive commitments to supporting sustainability literacies and design approaches that serve the interests of diverse stakeholders
Resistor (2001)
No full textThe firing procedure is always uncertain. The alchemic changes of state happen out of sight; locked in the intense heat of a kiln or buried under red hot embers. For Keith Harrison this unpredictable and perilous process is a vital component of his performance works using clay. He has made a video of a ceramic firing taking place in the living room of his grandmother’s house. Egyptian clay wrapped around the elements of a small, electric bar heater, spits, glows and crackles while his grandmother is heard in the background, asking him if he would like a cup of tea and something to eat. She seems unconcerned of any threat to her safety or to her furnishings. The tense undercurrent that runs through the normality of this domestic scene receives an additional charge when being watched in such close proximity to Vesuvius
Developing expertise for teaching in higher education: practical ideas for professional learning & development
No full textThis book provides a contemporary view of the characteristics of expertise for teaching in higher education, based on the strong foundation of research into expertise, and empirical and practical knowledge of the development of teaching in higher education.
Taking key themes related to the characteristics of expertise, this edited collection delivers practical ideas for supporting and enabling professional learning and development in higher education as well as theoretical constructs for the basis of personal reflection on practice. Providing an accessible, evidence-informed theoretical framework designed to support individuals wishing to improve their teaching, Developing Expertise for Teaching in Higher Education considers teaching excellence from an expertise perspective and discusses how it might be supported and available to all. It invites a call to action to all policymakers and strategic leaders who make a claim for teaching excellence to consider how professional learning and the development of expertise can be embedded in the culture, environment and ways of working in higher education institutions
Word of mouth: the ways we talk about mental health
No full textNathan Filer talks with Michael Rosen about words we use when talking about mental health
Portrait of Amazon boxes as a wrecked nest; Doctor Vertu diagnoses Attention Deficit Disorder
No full textSuper Duper St. Anne's F.C.
No full textArtist Jonathan Kelham playfully tackled the burning question of why the parish of St Anne’s in Bristol, has no football team.
Welcome to the rise of the fictional football team Super Duper St Anne’s F.C. The work is a culmination of a year’s research into amateur league football and its culture, all overseen by Kelham as player-manager-grounds person-physio.
Through the language of fan-centred, DIY aesthetics, humour and playfulness, the project ran an open dialogue with residents about their wants and needs for a team and whether this could be a reality in the future.
Throughout his time in the project space, the artist hosted wooden-rattle making workshops, foosball tournaments, talks, and even a local footy game for visitors to get involved in.
Turning St Anne’s House into the home of football, the project space was used as the headquarters, and included merchandise, research based artwork, and flags to mark the space
Review of Thomas Dekker, John Ford, and William Rowley’s The Witch of Edmonton (adapted and directed by Laura Jay Wright for Creation Theatre) online, 9 March 2022 [performance review]
No full textThe experience of SENCOs in England during the COVID-19 pandemic: the amplification and exposure of pre-existing strengths and challenges and the prioritisation of mental health and wellbeing in schools
Get PDFA national survey of Special Educational Needs Coordinators (SENCOs) in England was conducted during the summer of 2020 in the midst of the global COVID-19 pandemic. The annually conducted survey typically collates demographic data about the SENCO workforce, but given the wider context, this particular survey also included nine questions about SENCOs' experiences during the pandemic. More than 1000 SENCOs participated in the survey and the findings demonstrate the critical contribution of SENCOs in supporting pupils with SEND and maintaining effective communication with their families during the pandemic. The study provides evidence of an amplification effect in relation to the strengths and challenges that SENCOs had been experiencing prior to the pandemic. The study also demonstrates the importance of prioritising mental health and wellbeing in schools for both pupils and staff in the wake of the pandemic, with this being the key priority identified by SENCOs across all types of setting and all phases of education
Does high level of financial literacy improve financial well-being of young adults in Bristol and Istanbul?
Get PDFA high level of financial well-being is dependent on an individual's level of financial literacy, as it increases the chance of making sound financial decisions. In this context, the aim of this research is to raise financial literacy among young adults in order to prevent them from making poor financial decisions. The financial literacy level of young individuals in Bristol, UK, and Istanbul, Turkey is measured using the characteristics of financial
knowledge, financial behaviour, financial attitude, and culture. This study focuses on people in their late teens or
early twenties to thirties — young adults – because they comprise the majority of the population in these two
different regions. As a result, the economies of Bristol and Istanbul are heavily influenced by the financial
decisions of young individuals, as are existing financial goods and services such as pensions, investments, savings,
loans, mortgages, and insurance. The study's findings show that financial knowledge is the most significant factor
in raising young adults' financial literacy levels, yet financial well-being may not improve unless financial
knowledge is put into practice