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Afterword: turning and twisting histories of women's education: reading reflexively and diffractively
Get PDFThe Afterword discusses continuities and differences in how researchers are positioned in feminist themes and emerging feminist perspectives as they play out in debates around researcher reflexivity and around diffraction as methodological strategies. The first section of the Afterword highlights the ongoing commitment to reflexivity when reading sources and generating knowledge in women’s and gender history. The second part focuses on the challenge to reflexivity posed by diffractive methodologies that argue that knowledge is created from being entangled in the world, rather than reflecting on or during the production of historical work. This section discusses two examples of diffractive practice in archival research taken from the special issue. The third section outlines diffractive reading in more detail and provides two examples of diffractive reading of texts. Finally, the Afterword invites readers to undertake a diffractive reading of the articles in the special issue and provides some questions about diffraction for consideration
Exploring Alice: the theological, socio-historical, and anatomical context of the de la Pole cadaver sculpture
No full textConception to Two:Development, Policy and Practice
No full textRecognising the importance of ‘the first one thousand days’, from the beginning of a woman’s pregnancy until her child’s second birthday, this comprehensive guide takes a fresh look at the role of the practitioner in supporting the family, mother and child from conception through to early infancy.A period of dramatic physical, social and emotional change for both the parent and child, an infant’s experiences during his or her first two years of life have a significant impact on later development. From Conception to Two Years brings together key research, theory and experiences from practice to further practitioners’ knowledge and understanding of this critical period, and it informs professional approaches to providing care. Offering an explanation of key issues affecting the care of very young children, chapters feature reflective questions and promote discussion and further thinking on topics including:understanding and supporting parents and families during the transition to parenthoodbuilding a positive practitioner–parent relationshipdevelopment, growth and care during the prenatal periodapproaches to care in the perinatal periodattachment and the development of emotional connectionsethical issues surrounding the care of infantscreating playful care opportunities with infants and their families.Giving Early Years practitioners and students the knowledge, skills and confidence they need to effectively support and care for children and their families from the very start, From Conception to Two Years is an essential guide for the provision of high quality infant care
Recognising faces but not traits: Accurate personality judgment from faces is unrelated to superior face memory
Get PDFIt is suggested that accurate personality judgments of faces are driven by a morphological ‘kernel of truth’ from face shape. We hypothesised that this relationship could lead to those with better face identification ability being better at personality judgments. We investigated the relationship between face memory, face matching, Big Five personality traits, and accuracy in recognising Big Five personality traits from 50 photographs of unknown faces. In our sample (n = 792) there was overall good (but varying) face memory and personality judgment accuracy. However, there was convincing evidence that these two skills do not correlate (all r < 0.06). We also replicate the known relationship between extraversion and face memory ability in the largest sample to date
Positive Ignorance:Unknowing as a tool for education and educational research
Get PDFPositive ignorance is the putting in to question of, and sometimes moving on from, the knowledge we think we have, and asking where it might be just or helpful to do so. Drawing primarily on the work of Barbara Johnson, this article shows how the notion of positive ignorance might be offered as a tool in the context of education and educational research. Partly a critical development of Richard Smith's argument in ‘The Virtues of Unknowing’, I attempt to understand ‘unknowing’ as an active rather than passive form of ‘not knowing’, in a manner that challenges some aspects of ‘the virtues of unknowing’ and its concomitant epistemological and ethical positions, not least those tied to Smith's advocacy for what he calls the ‘well-stocked mind’. Unknowing, in my reading, is not a dispositional acceptance of the desirability of nonknowledge, instead, unknowing is a means of epistemological resistance, especially against that which, often with very real social and political consequences, is presented as self-evident.</p
Becoming a Primary Physical Educator
Get PDFPrevious studies have reported that generalist primary teachers lack the confidence and competence to teach Physical Education (PE). In response, schools have outsourced PE to external providers. This paper examines data from an online survey of 175 pre-service teachers (PSTs) in England and their perceived confidence to teach primary PE. Findings showed PSTs had high levels of confidence across a breadth of knowledge areas, specifically in areas relating to lesson planning, health and fitness and the subject’s aims. Conversely, knowledge confidence was lowest in swimming, assessment and working with external providers. This paper argues that to address teacher confidence in PE, teachers must be positioned back as the main curriculum deliverers. An outcome of this research has been the development of a professional knowledge model for primary PE which recognises a breadth of professional knowledge needed to become a primary physical educator
Turns and twists in Histories of women's education
Get PDFSue Anderson-Faithful is a member of the Centre for History of Women's Education at the University of Winchester. A Senior Lecturer in the Institute of Education, Faculty of Education, Heath and Social Care she teaches history and the pedagogy of history. Her research interests are in the history of women's education, women's activism realised through networks, organisations and philanthropy notably the Mothers' Union and Girls' Friendly Society, in the nineteenth and early twentieth century. She is a joint editor of the History of Education Researcher and author of Mary Sumner, Mission, Education and Motherhood: Thinking a Life with Bourdieu. Joyce Goodman is Professor of History of Education at The University of Winchester UK and a member of the Centre for the History of Women's Education. Her current research explores how women's work in and for education during the interwar period intersected with internationalism and empire, particularly through entanglements of women's international and regional organisations, schooling and higher education. She is currently writing a book provisional entitled Women Comparative Educators and Social Change, 1834–1960. Her previous books include Girls' Secondary Education in the Western World (Palgrave, 2014 pbk), edited with James Albisetti and Rebecca Rogers; Women and Education: Major Themes in Education (Routledge, 2011, 4 volumes), edited with Jane Martin; and Social Change in the History of Education: The British Experience in International Context (Routledge, 2008), edited with Gary McCulloch and William Richardson. Joyce is an honorary member of the International Standing Conference for the History of Education (ISCHE) and an honorary member of Network 17 of the European Educational Research Association (EERA). For her publications see www.joycegoodman.org.u
Hannah Arendt and ‘Holocaust education’: rethinking the political educationally
No full textSituating her argument in the context of ‘Holocaust education’ Marie Morgan seeks an understanding of Arendt’s political theory that is fundamentally educational. Morgan explores the vulnerability of the human condition in relation to the threat of totalitarianism to argue that the educational essence of Arendt’s political thought is rooted in her desire to move against totality and its consequences wherever and whenever its threat arises. Through a consideration of the curriculum focused understandings of ‘Holocaust education’ that have recently developed in the UK, Morgan encompasses themes such as natality, responsibility, authority and renewal to retrieve an understanding of ‘Holocaust education’ in Arendt. Morgan’s aim is to demonstrate the educational import of Arendt’s political thought for teachers and intending teachers who, according to Arendt, must assume responsibility for representing the inherited world, ruptured and characterised by the travesties of totalitarian regimes, accurately, meaningfully and educationally to those in their charge
Developing LGBT+ Inclusive Supporter Groups in the Big Bash Cricket League
Get PDFSport is an integral part of both Australian culture and identity. However, the lesbian, gay, bisexual and transgender communities (LGBT+) face extra barriers and challenges to engagement and participation in sport. This study, formed through a partnership between Western Sydney University and Cricket Victoria, aimed to better understand how LGBT+ supporter/ coterie groups could be initiated and supported in the Big Bash League. Twenty-Four key stakeholders and informants drawn from Australian Football League (AFL) LGBT+ supporter groups, AFL administrators, cricket administrators, and LGBT+ cricket fans were interviewed to collect comprehensive data on the requirements for successful LGBT+ supporter group formation in cricket and the Big Bash League. Our results reveal a strong desire to include more LGBT+ communities in cricket, with the Big Bash League identified as an ideal opportunity due to its family-oriented nature. However, it was felt by participants that there was a lack of understanding and education of LGBT+-related issues within the cricket community. The experiences of those involved in AFL support groups have been overwhelmingly positive and provide a compelling case for the introduction of LGBT+ supporter groups in cricket, from both a social inclusion and financial management perspective. We conclude that the introduction of LGBT+ supporter groups in cricket has the potential to impact positively the lives of LGBT+ communities, providing a platform for them to engage with sport in a meaningful and positive way
