10137 research outputs found
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Practising What You Teach: Inclusive Approaches to Equality Diversity and Inclusion with Primary School Student Teachers
Full text linkSian Jones - ORCID: 0000-0002-2399-1017
https://orcid.org/0000-0002-2399-1017Louise McGlynn - ORCID: 0009-0002-4631-2483
https://orcid.org/0009-0002-4631-2483Kieran Taylor - ORCID: 0009-0005-2392-1747
https://orcid.org/0009-0005-2392-1747Clare Uytman - ORCID: 0000-0001-6425-7268
https://orcid.org/0000-0001-6425-7268Equality, diversity and inclusion are values deeply embedded in teacher education in Scotland. For this reason, courses in teacher education provide an opportunity for students, and indeed their educators, to critically reflect upon the ways in which Education (re)produces and may break down social inequalities. Students at one Scottish university following a course to become primary school teachers engage with a module called 'Inclusive Practice: Difference and Diversity'. The module uses inclusive pedagogies to model and to explore equality, diversity and inclusion in the primary classroom, using the National Framework for Inclusion. Feedback from students indicates that they leave the module with the confidence to take helpful action regarding the inequalities and injustices they may see later in their career. This paper is intended to provide a reflection on this teacher education module with a view to encouraging readers to consider the importance and value of embedded inclusive practice within initial teacher education.inpressinpres
Space for Imagination? Exploring the Challenges of Implementing Art‐Based, Metacognitive Approaches for Supporting Imagination as a Route to Agency
Full text linkFrom Wiley via Jisc Publications RouterHistory: epub 2025-03-26Article version: VoRPublication status: PublishedFunder: Royal Society of Arts Catalyst AwardThis paper explores the implementation and evaluation of Imagination Agents, a mixed‐methods case study, with young people aged 12–13, funded by a Royal Society of Arts Catalyst Award. The project was grounded in a flexible theory that imagination enables the necessary originality for creativity, enabling learners to construct personal understandings of their own learning which equate to metacognition, with this enabling the self‐awareness and confidence for personal and, in turn, social/democratic agency. Life in a posthuman world necessitates the creation of new understandings, which can be produced through the application of imagination and agency, towards the conceptualisation and facilitation of positive change. Supporting learners to develop imagination and understand it metacognitively could result in personal agency which better equips them as participants within and activators of healthy environments. Based on Burns' (2024) models of cognitive/metacognitive imagination, we tried to support imagination and agency through a focus on the local environment. Implementation of the pedagogy and evaluation was very challenging in the school context. There was little space for imagination and agency. In conclusion, we consider how we might create such a space.44pubpub
Diaspora as partners: strengthening resilience of health systems and communities amidst aid volatility [Commentary]
Full text linkSophie Witter - ORCID: 0000-0002-7656-6188
https://orcid.org/0000-0002-7656-6188The global aid landscape is experiencing unprecedented volatility. Aid has been cut, abruptly, with devastating consequences for health systems and communities across low- and middle-income countries (LMICs), particularly aid-dependent fragile settings. The US government’s January 2025 stop work order froze $40 billion in foreign assistance, disrupting 1400+ programmes across 133 countries.1 Recently, the UK government announced reducing aid budgets from 0.5% to 0.33% of gross national income (GNI), effectively halving their overseas development assistance (ODA) commitments.2 The Netherlands and Sweden had previously announced significant aid cuts, and it is likely that more countries will follow suit.
These disruptions have spurred critical conversations on domestic resource mobilisation and sustainable financing for essential health services and health systems in LMICs.3 We bring to this conversation an urgent consideration: the critical, overlooked and underutilised value of diaspora and their contributions for health systems in LMICs and fragile and shock-prone settings. We discuss modalities through which diaspora contributes to the resilience of health systems and communities in these contexts, concluding with recommendations to strengthen the role of diaspora in this space.https://doi.org/10.1136/bmjgh-2025-01962210pubpub
Tacit Knowledge and a Mysterious Code: Articulating Academic Writing Expectations in Disciplinary Grading Criteria
Full text linkHelen Donaghue - ORCID: 0000-0003-3918-5252
https://orcid.org/0000-0003-3918-5252Academic writing is integral to student achievement in higher education. Despite a move towards enhanced transparency in assessment, little is known about how writing is represented in the grading criteria of the various university disciplines. This qualitative study analyses criteria to uncover how writing expectations are presented within them. First, we reveal what facets of writing are included in the criteria. Second, we identify three issues: a mismatch between the level of challenge and the grade awarded; inconsistencies within criteria in terms of what is being graded; and ambiguities in terms of the language used. We interpret these findings through the conceptual lenses of non-formal learning and tacit knowledge and argue that professional development activities for lecturers need to be designed to render tacit knowledge of academic writing explicit. Our paper is a catalyst for university departmental discussion as to what constitutes quality writing for a specific assignment, and how those expectations might be better conveyed through rubrics.https://doi.org/10.53761/xyk14503aheadofprintaheadofprin
Costs and cost-effectiveness of integrated horizontal community health worker programmes in low- and middle-income countries (2015–2024): a scoping literature review
Full text linkSophie Witter - ORCID: 0000-0002-7656-6188
https://orcid.org/0000-0002-7656-6188Background Community health workers (CHWs) play a vital role in delivering primary health care in low- and middle-income countries (LMICs), addressing multiple diseases through horizontal programmes. Despite their effectiveness, there is a US265 (range US148 (Ethiopia)–346 (US549)). The most commonly reported cost metric was the annual cost per capita, with a median of 0.29–$67.95). Sensitivity analyses were conducted in 29% of the scenarios, with six scenarios concluding CHW programmes were cost-effective. However, most did not conclude on cost-effectiveness or affordability, highlighting gaps in the evidence base. Service provision was the most frequently reported outcome, while cost per outcome and affordability were under-reported.
Conclusions This review highlights gaps in the economic evaluation of horizontal CHW programmes, particularly in cost-effectiveness and affordability. More large-scale evaluations are needed to inform national health policies and support sustained investment in CHW programmes to strengthen health systems and address workforce shortages.https://doi.org/10.1136/bmjgh-2024-01785210pubpub
Stretching the Archives: Towards a Global Feminist Film Heritage
No full textStefanie Van de Peer - ORCID: 0000-0003-3152-2912
https://orcid.org/0000-0003-3152-2912Item is not available in this repository.This publication was supported by a RSE Saltire Facilitation Network Grant.pubpu
Stages of Grief
No full textItem is not available in this repository.Erna Haraldsdottir - ORCID: 0000-0003-4891-0743
https://orcid.org/0000-0003-4891-0743https://doi.org/10.4324/9781003532088inpressinpres
Prologue: Typology of Participatory Practices
No full textAnthony Schrag - ORCID: 0000-0001-8660-7572 https://orcid.org/0000-0001-8660-7572Item is restricted in this repository.This prologue presents the key concepts of ‘ethics’ namely that – as a ‘moral science’ – it can be considered less a study of ‘goodness’ or ‘right actions,’ but rather the criteria by which ‘goodness’ or ‘right action’ can be judged. In this regard, there are multiple frameworks for ethics, and this short text presents just some of these. It also briefly considers the domain of ‘art’ as one that is continually pushing social or conceptual boundaries, and in this regard, it complicates these ethical frameworks. The bulk of the text presents a typology of socially engaged art which proposes that different elements of this practice may be concerned with different types of frameworks, and therefore as a ‘genre’ it cannot be considered homogenous. This opening text, therefore, underpins the diversity of contexts, cases and voices that appear within this anthology.pubpu
STRATEGIES TO SUPPORT COMMUNITY HEALTH WORKERS IN THE FRAGILE AND CONFLICT-AFFECTED BUEA HEALTH DISTRICT, CAMEROON
Full text linkCommunity Health Workers (CHWs) have been acknowledged as critical in providing essential health services, especially within under-resourced health systems and fragile contexts. There has been renewed interest in CHWs in recent years in relation to achieving universal health coverage due to their unique position in the community and their ability to link communities and the health system. However, the best way to optimise CHW programmes and support CHWs is debatable. The optimisation of CHW programmes is particularly relevant in urban, fragile and conflict-affected settings (FCAS), such as Buea Health District in western Cameroon, where challenges CHWs face are exacerbated by the unstable context and their needs are dire. At the same time, there is a dearth of evidence and research to guide policies and practices.
This study seeks to explore strategies to support CHWs in the Buea Health District by understanding the current functioning and challenges of CHW programmes, how individual CHWs and their managers cope with and respond to shocks and uncertainty, and their views on the preferred support. Employing a mixed-methods approach, this study integrates key informant interviews (16) with CHW programme managers, supervisors, and community representatives alongside four focus group discussions with CHWs in the Buea Health District. In addition, participatory ranking exercises facilitated quantitative data collection, highlighting preferred support strategies from the CHWs’ perspective. Finally, the work-life histories (5) of selected CHWs were documented to capture their experiences before and during the armed conflict in the Anglophone Regions of Cameroon.
The findings of this research highlight the lived experiences and challenges that CHWs encountered, including insecurity, which sometimes posed a risk to life, mistrust from the community, especially during the COVID-19 pandemic and population displacement. Some of these challenges, such as population displacement, eventually led to expanding roles for CHWs and a shortage of CHWs. Some of the coping mechanisms employed by CHW programme managers involved community engagement with local leaders, recruitment of temporary CHWs and remote supervision of CHWs. Overall, the analysis points to CHW's support strategies, such as compensation and benefits, operational support and work environment, and recognition and status for the CHWs, which are preferred strategies to support CHWs in the Buea Health District.
These findings have significant implications when designing and implementing CHWs programmes and support packages for CHWs. Stressing the relevance of context-specificity in approaches to CHW programming, the study proposes and applies a framework to support CHWs in FCAS, which intersects the CHW programme features, the local context, and the individual characteristics of the CHWs. Considering the intersection of these three variables would inform effective CHW programme designs and support packages that are sensitive and tailored to the unique characteristics of CHWs and their programmes in different settings. It also has implications for the design of agile CHW programmes that are responsive to the rapidly changing nature of fragile and conflict-affected settings and that cater to the well-being of CHWs in such settings to ensure improved CHW motivation, performance, and retention, as well as improved community health outcomes
The Theatre Scene VII
No full textFrom Crossref book chapters via Jisc Publications RouterHistory: epub 2025-03-20, issued 2025-03-20Publication status: PublishedItem is not available in this repository.This chapter builds on the research by Ian Brown, Bill Findlay, David Hutchison, and Donald Smith in looking at Scottish companies establishing identities and building audiences in the period between 1950 and 2000. It looks at the establishment of the Edinburgh International Festival and Fringe and their influence since 1947–8; the development of professional theatre companies in Glasgow, Dundee, St Andrews, and Edinburgh; and the role of the Committee for the Encouragement of Music and Arts (CEMA), the Scottish Arts Council (SAC), and local authorities in shaping modern repertoire. The chapter touches upon the contemporary history of Scotland’s touring circuit and the role of the Theatre in Education (TiE) companies, and it discusses the lasting influence of companies such as Edinburgh’s Gateway Theatre, the Traverse Theatre, and the Glasgow Citizens Theatre in placing works of Scottish playwrights at the centre of contemporary theatre production.pubpu
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