1,721,125 research outputs found
Introduction:Education, Work and Social Change in Britain’s Former Coalfield Communities
No full textThe introduction locates the origins of the book in the editors’ personal histories, growing up in former coalfield communities, the social and cultural changes they have witnessed, and some of the conundrums now facing such locales—especially in relation to education and work. It provides an intellectual framework for the text; it discusses the perspectives which underpin the book and the interdisciplinary approach employed. This provides a range of insights and understandings, particularly in terms of the relationship between the current ‘condition’ of the former coalfields and their industrial past—which continues to be ‘haunted’ by a social, political and cultural matrix which has always been both enabling and constraining for those living and working in former coalfield communities. It positions the book in the literature—both in terms of coalmining communities and on the relationship between education and social class. The chapter finishes with an overview of the contents of the book. It highlights the arguments made, particularly in relation to the nature and purpose of education in the former coalfields, especially in relation to social class but also in terms of gender and other forms of ‘difference’
Conclusion:The Ghost of Coal
No full textThis chapter highlights some of the key lessons to be learned from the book. It focuses not only on the conceptual and theoretical contribution made by each chapter but raises questions about how the legacy of coal is played out in the classroom, and at the institutional and systemic level. We draw on the notion of social haunting raised in the book’s introduction and developed in Kat Simpson’s chapter. Social haunting offers a powerful lens through which to understand the particular nature of Britain’s coalfield communities, not only in terms of reckoning with the pain and suffering which remains to haunt such locales, but also by recognising the solidarity, camaraderie, and the industrial humour and culture of the past that continues to be ghosted into the present. The chapter finishes by reimagining the nature of education and work in Britain’s former coalfields. It sets out a number of ideas and strategies which may begin to develop an agenda to (re)engage young people with learning across a range of settings. Such an agenda would, however, need to be part of a broader programme of social and economic reform going beyond previous attempts to ‘regenerate’ the former coalfields
Introduction: Teacher Training, (and Teacher Trainers), in the Learning and Skills Sector
No full textAiming Higher: how will universities respond to changes in initial teacher training for post-compulsory sector in England?
No full textEducation and social class : How did we get to this and what needs to change?
No full textThis chapter locates the classed nature of education within a critical socio-historical framework, and considers how questions of social class are played out not only in the classroom but also at the institutional and the systemic level. Historical and contemporary debates about the nature and purpose of education are used to challenge the status quo, and present an agenda for change. The chapter argues that re-engaging with social class as a key organising concept is necessary in order to understand the nature of contemporary schooling in western neoliberal societies such as the UK, and to re-imagine young people’s relationship with education. This, it is argued, is necessary to re-engage working-class youth in ways that are not only meaningful but also socially and economically just
Where is class in the analysis of working-class education?
No full textThis chapter provides the backdrop and sets the tone for the book. It begins by scoping out some of the challenges and injustices facing working-class youth, and by highlighting some of the mismatches between the structures and processes of education and the lives of many working-class young people. It then goes on to develop an alternative agenda which, it is argued, is necessary to engage working-class youth in relevant and meaningful ways, and to challenge the dominant structures of schooling and education which systematically disadvantage so many young people. The chapter finishes by proving a brief overview of the chapters which follow, and by highlighting some of the key themes explored in the rest of the book.
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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