12244 research outputs found
Sort by
Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience
No full textThe Curriculum for Wales became statutory for Welsh schools in September 2022. This study aimed to gather insight from Welsh teachers embedding the New Curriculum for Wales within their context, with a specific focus on the implementation of the Health and Wellbeing (HWB) Area of Learning and Experience (AoLE).
Participants included fifteen teachers (secondary n=8, primary n=7), currently teaching in Wales, who had been involved in the curriculum design of the HWB AoLE within their context. This research utilised a novel research design combining both research insight and professional learning within an innovative workshop design. A qualitative case study approach was used with multiple data entry points (work booklet, audio recordings, workshop tasks, online evaluation form) during a one-day workshop event. The case study was underpinned by a modified appreciative inquiry approach. The data was analysed using inductive thematic analysis.
This study was successful in gathering insight from Welsh teachers. Reflecting upon the implementation of the new Curriculum for Wales has useful implications for other countries worldwide that are considering curriculum reform. This research recommends that the implementation of pedagogical and curricular change be taken as seriously as the new curriculum content itself
Memento-mori in painting: an image of multiplicities. A practice-led project expanding the notion of memento-mori in painting. Investigated via a stuttering-thinking and a visual-stuttering developed out of a critical and clinical stutter
Full text linkThrough an active engagement with works by the French classicist painter Nicolas
Poussin and making use of photographs recording domestic interiors belonging the
recently deceased, this practice-led project explores painting’s relationship with
Memento-Mori (meaning: Remember you Have to Die) via a theoretical and practical
stuttering mode of painting.
Informed by the act of making paintings and using an exhibition of paintings as a
structure to map its questions, insights and theories, the project’s aim is to expand the
notion of Memento-Mori in painting beyond being represented by objects signifying a
sequential concept of time. The project moves the notion towards being alternatively
represented as an image of temporally-indeterminate multiplicities, indicative of the
temporal indetermination of a life-span.
Out of this expansion, the transformation of a critical stutter – via tacit knowledge of a
clinical stutter – into a painterly mode of stuttering-thinking and visual-stuttering is
developed to form a crucial element lying at the heart of the project.
Under the precepts of this stuttering-thinking and visual-stuttering, the painted grid is
used as a device to counterintuitively connect and disrupt, reflective of a non-sequential concept of time. This use of the grid pivots on the fluid relationship within a
painting between Gilles Deleuze and Felix Guattari’s concepts of ‘smooth’ and
‘striated’ space, and Alois Riegl’s concepts of the ‘haptic’ and the ‘optic’.
The project proposes that Memento-Mori as a notion in painting could be thought of
as a creational research tool to drive a painting practice, and that tacit knowledge
(and, even, learned knowledge) of a clinical-stutter can form an integral and beneficial
part of a painting practice
Critical puppetry and the boundaries of the human in Edwin Salas’ '7 Deadly Sins in the Border'
No full textAs both surrogate bodies and bodies themselves, puppets trouble the boundaries and borders of the human. This chapter will analyse Edwin Salas’s use of puppetry and material performance in 7 Deadly Sins in the Border (2018) to explore the racialised dehumanisation of migrants and the rhetorical and physical violence which are employed to police and maintain geopolitical borders. Analysing Salas’s use of conventionally figurative puppetry alongside his use of items of food as performing objects, I suggest the material vulnerability of the latter provides unique opportunities to contest liberal humanist constructions of the human. Throughout, I assert the value of critical puppetry as a theoretical framework, arguing that puppetry, a process by which objects are humanised, can provide unique insights into racialisation, a process by which humans are objectified
Multigrade teaching and learning: developing theoretical frameworks through mapping conceptual territories with an inclusive education lens
Full text linkThis paper offers an engagement, through an inclusive education lens, with the theoretical frameworks and concepts used in multigrade teaching and learning. With the aim of developing and extending thinking about pedagogies in diverse education settings, it employs a scoping literature review to identify and examine the various conceptual frameworks which underpin thinking about and practice within multigrade classrooms. It is argued that close study of the knowledges used by teachers in multigrade classrooms, which are implicitly diverse education spaces, offers a useful way with which to consider pedagogies in all diverse education settings. Study of multigrade classrooms also offers space to develop understanding of the tensions for inclusive education generated through ‘mainstream’ organisation of schooling as single age classes. Emerging in the body of literature resulting from the scoping study are five ‘knowledge territories’ which appear to be contributing to the work of educators in multigrade settings: Child centred approaches, constructivist thinking; inclusion; cooperative and collective education; Education for All. Through the process of working together with the five strands, looking at where they overlap and interact, we suggest that it is possible to assemble a ‘core pedagogik’ for multigrade classrooms. The article concludes with arguments for the potential of and capacity for multigrade settings to be productive spaces for development of pedagogical practices and theoretical understandings of all diverse classrooms
something happens then something else happens then all sorts of other things happen
Full text linksomething happens then something else happens then all sorts of other things happen (2025) is a modular composition which uses a series of states that present a wide range of different types of activity. The players cue states at will, responding to the new prompts as quickly as possible. Occasionally more than one state may be active, requiring players to decide how best to proceed when there is too much to do. The piece explores how we make decisions in groups, especially in work-focused situations where task overload and impossible time constraints force us to develop strategies to cope. The title comes from a line in Diane Settterfield’s novel 'Once upon a river' (2018)
A tactful prompt: the time is right for 'Critical Behavioral Studies'
Full text linkFeelings have long run high between many autistic advocates and behavior analysts. The former often experience and perceive ABA as harmful and traumatic in its methods, and prejudicial and stigmatizing in its objectives, with some of the latter retorting that criticisms reflect misunderstandings of the science rather than areas of true concern. The result? A deep and contentious conceptual divide, leaving little room for dialogue or progress. Recent months, though, have seen a tentative shift. Alongside recognition that behavioral interventions are so deeply entrenched that they are here to stay, some critical autism scholars are gingerly initiating public conversations with behavioral practitioners in a spirit of taking a pragmatic approach to meaningful reform. Further, a new generation of behavior analysts—including some autistic practitioners—is emerging, recognizing problems in their field, and considering how to address them. Interest in such developments is spreading and signals an opportunity for behavior analysts to follow other academic and advocate communities that recognize the importance of interdisciplinarity and critical self-reflection to evolve as a field. We—an interdisciplinary team of critical autism, neurodiversity, and behavior analysis scholars—feel that formalizing a broad field for scholars and practitioners sharing these ambitions holds potential. This field—let’s call it Critical Behavioral Studies —would favor profound social, cultural, and historical understanding, a commitment to extend the scope of training to better contextualize practice in relation to the group served, and the self-examination that would bring meaningful change to the field
The good guest: reconceptualising creative writing with women in prison as an alternative way of knowing through relational ethics as epistemic justice
Full text linkPrison research is a fraught endeavour. More so when this research involves the use of “oft-maligned” creative research methods such as women’s prison writing viewed as knowledge situated in lived experience. Stories reflect the prevalent hegemonic patterns found in cultural, economic and political contexts in any given society. They compete for acceptance and dominance. In this paper, I critically reflect on prison research, and the dual challenge presented to engage with the traditions that have shaped the persistence of cultural sanctioning of certain forms of knowledge over others. This challenge pivots on critical engagement with creative and academic writing, whilst at the same time having to write within the system that is part of the tradition. It necessitates wider engagement with the ethicality of prison research, moving beyond external procedural ethical validation to consider the researcher’s ethical standpoint in working towards relational ethics and epistemic justice for women’s prison writing as alternative ways of knowing
What happens when you give an entrepreneur a camera? Illuminating spatial, embodied and affective aspects of entrepreneurship
Full text linkThe use of video to unlock the minutiae of everyday entrepreneurship is growing in response to calls for more creative research methods in studying entrepreneurship. In this paper, we explore the value and relevance of participant-generated video diaries to the field. Drawing on data from a year-long empirical research project that used participant-generated video diaries, we evaluate the contribution of this method by contrasting it with adjacent and related video methods used by entrepreneurship scholars to-date. We find that it is the seemingly mundane and ordinary, the unromantic and commonplace, but powerfully intimate and otherwise invisible aspects of everyday entrepreneurial life that we get to see, efficiently and effectively, when we give an entrepreneur a camera. This, in turn, significantly enhances our understanding of the spatial, embodied and feeling-based experiences of entrepreneurs. Building on our experience, we provide suggestions for the design and execution of participant-generated video diaries in entrepreneurship research. We contribute to the field by guiding scholars to capitalize on the unique affordances of this method to broaden the methodological base of entrepreneurship research and to elicit new data about the minutiae of complex entrepreneurial experiences and practices
Making connections using a palimpsest approach to learning
No full textThis lecture explores how learners at all phases of education can become 'geographical detectives' by using a palimpsest approach to investigate and understand more about the world, helping young people develop a deeper understanding of natural and human landscapes. We'll outline how the concept of palimpsest can be used in the classroom, out in the field and to make connections through GIS. The lecture will also discuss how connections can be made between schools and universities to help support this way of learning