153 research outputs found
The good, the bad and the ugly: lessons from participatory research with ‘gangsters’, ‘drop outs’ and ‘youth in care’
No full textThe Summer School will close with a keynote from Kaz Stuart (University of Cumbria, UK) on problematising simplistic notions of research, participation and quality
Letter from Kaz Oka, President, Japanese American Citizens League Monterey Peninsula Chapter to Mrs. E. Hill, U.S. Employment Department, February 26, 1942
No full textLetter from Kaz Oka, President of the Japanese American Citizens League (JACL) Monterey Peninsula Chapter to Mrs. E. Hill at the United States Employment Department thanking her for her assistance with "the Japanese aliens in the recent evacuation." The letter also thanks Mrs. Hill for assistance with the "special problems" of Mrs. Hasegawa and Mr. Tani.The Monterey Peninsula Japanese American Citizens League Collection features the records of the Monterey Peninsula chapter of the Japanese American Citizens League, including correspondence, meeting minutes, scrapbooks, and event planning materials. It also includes materials documenting the history of Japanese Americans in Monterey and WWII incarceration camps
A critical approach to wellbeing
No full textKaz Stuart and Lucy Maynard present their new book on a critical pedagogical approach to social justice and wellbeing ('Promoting young people's wellbeing through empowerment and agency: a critical framework for practice', 2018, Routledge). Their presentation is one of The University of Cumbria & Brathay Trust's joint free monthly seminars, offering critical perspectives and dialogue on aspects of theory or practice related to children, young people, families and communities
Alice through the looking glass: an autoethnographic account of women’s leadership in outdoor education in the UK
No full textThe metaphor of Alice going through the looking-glass in Lewis Carroll’s classic tale is used in this chapter to free us from conventional logic and rationality. Through this metaphor, the chapter contrasts the expectations of female leaders on the conventional side of the looking-glass with that on other side—the outside. This space is characterized by its potential freedom from discourse and hegemony, allowing space for people to empower themselves. This autoethnographic account describes that process of empowerment for the author as a female leader and the way in which she attempts to create experiences that may facilitate empowerment for others in spaces free from intersubjective oppressions
Designing and delivering socially just and authentic research projects
No full textPractitioners’ whose work is driven by emancipatory and socially-just notions often wish to transfer these aims to their research (Fraser, 2009; Lyons and Bike, 2013). However, researchers in the UK can find themselves diverted from these values by neoliberal demands for quantitative impact measurement and ‘cause and effect’ models in qualitative research (Davies, Nutley and Smith, 2000; Rigney, 2001; H.M. Treasury, 2010; Nesta, 2014). Whilst these methods are valuable in certain settings, they are not congruent with a critical-ethical methodology (Stuart and Shay, 2018). Conducting research that is authentic to practice values may be counter hegemonic to the current culture of measurement, demanding that researchers stand firm in their beliefs and enter the wilds (Brown, 2017). Charting a clear path, from design to delivery, which maintains the socially-just aims that drove the desire to do research in the first place, is a vital task for both established and early career researchers. To do so the researcher engages in a reflexive process to disentangle the enmeshed values, beliefs and practices that shape research. This endeavor will lead to what some call an inequalities imagining (Hart, Hall, Henwood, 2003), cultural sensitivity (Tuhiwai Smith, 2012), a criticalethical approach (Stuart and Shay, 2018), or socially just research (Fine, 2017). The resulting epistemology, ontology and methodology are critically conscious of knowledge democracy, seeking to reveal knowledge that enhances social justice and wellbeing (Maynard and Stuart, 2018). This talk will support you to identify what you value most about your practice and to use this knowledge to create a checklist that mirrors these values throughout your research. This will be a useful tool for developing congruence between theory and practice, supporting radical or unorthodox methods and reducing ethical barriers by setting out a transparent, authentic and explanatory protocol for your socially-just research project. The tensions that may arise in this process provide reflexive insights of key areas for critically conscious practice
Democratic Methodologies:Disrupting Research
No full textDr Charlotte Haines Lyon, lecturer at York St John University talks to Dr Debbie Ralls of University of Manchester and Professor Kaz Stuart of University of Cumbria. Their conversation explores how democratic methodologies contribute to social justice and the variety of conundrums they pose. They discuss how democratic methodologies can disrupt power, research and also the academ
Equalities Literacy Framework
No full textThe Marginalisation and Co-created Education project has established and utilises a conceptual framework called ‘Equalities Literacy’ (Stuart et al., 2020) that evolved from the first yearlong action research cycle of the project. The framework was initially informed by the practice experience and theoretical knowledge of the international and interdisciplinary team and later substantiated and adapted in the light of the 100 international youth narratives collected in the second yearlong action research cycle. In this chapter we propose the Equality Literacy Framework is a potent tool for direct work with young people and adults, as an indirect tool to understand young people and adults, as a practice framework and as a research framework
Effect of Ramping-Up Rate on Film Thickness for Spin-On Processing
No full textSpin-on processing is used in many industries to deposit very thin coatings on flat substrates, including silicon wafers, flat-panel displays, and precision optical components. A liquid precursor solution is first dispensed onto the surface of the substrate; this fluid then spreads out very evenly over the surface due to large rotational forces caused by spinning of the substrate. When looking for an optimum coating procedure process engineers can adjust many variables including the peak spin speed, the ramping rate to reach that speed, the spinning time, as well as allowing for dynamic solution dispense before ramping up, though most protocols focus on the peak spin speed as the primary controlling variable. Engineers often construct spin-speed versus thickness correlations that enable predictable adjustment of spin-speed to achieve a desired thickness. Yet, rather little attention has been paid to the importance of the acceleration rate used to reach the desired peak speed. We show here that ramping rate is also important in helping establish the final coating thickness. We present a numerical model of the fluid flow on a spinning wafer when the spin-speed is ramping linearly up to a desired peak speed and then held constant. It is shown that the coating may “set” into its final thickness before the spin-speed reaches its peak value. In these cases then the peak spin-speed parameter is no longer the primary variable that defines the final coating thickness. This also impacts the interpretation of critical exponents found when fitting spin-speed vs. thickness data. We perform parallel experimental measurements for different ramping-up times and confirm the results from the numerical model. Both experimental and theoretical results support use of the simplified model put forth by Meyerhofer over 25 years ago (J. Appl. Phys. 49 (1978) 3993-3997).This is the Author's accepted manuscript of an article published in Journal of Materials Science: Materials in Electronics. The final publication is available at Springer via http://dx.doi.org/10.1007/s10854-005-4973-6Peer reviewe
Walking the talk: authentic teaching for social and emotional aspects of learning (SEAL)
No full textThis paper presents the findings of an action research project that enabled teachers to teach social and emotional learning authentically and to develop their own curricula rather than relying on provided resources. The process that this paper identifies is an authentic, modelled, experiential approach to teacher education that can be applied to teaching and learning in all schools, subjects and countries although the context described here is UK schools
Learning to support national online youth led research
No full textThis project was intended to a) support a group of young people from across the UK to complete their own youth-led research and b) pilot and co-design a suite of resources to enable any practitioner and any young person to complete youth-led research or YPAR with minimal expense and inconvenience. Phase one was recruitment. Debbie Terras and Lydia Allen reached out through the National Youth Agency contacts in Regional Youth Work Units to invite young people to apply. Anyone aged 16-24 who was able to access the online sessions and materials was accepted onto the programme. Eleven young people applied, ten were accepted, and eight attended the sessions. Phase two of the project was the pilot research. The delivery team (Kaz, Debbie and Lydia) designed nine online sessions for the young people. These had to deliver some research training, support the young people’s decision making and progress through the research process, and accredit their work. The outcomes of this were two youth-authored reports, one on young people’s use of green space and the other on young people’s experience of learning in lockdown. Phase three of the project involved the young people in reviewing and re-designing the session plans and resources to better support all young people in the light of their experiences. Phase four was to develop a co-designed Young Researcher’s network resource and to make available, the materials, training and accreditation through the National Youth Agency, to practitioners and young people. We concluded that young people are able to not only conduct research, but also to design research training resources. We believe that youth-led research and design will enable more young people to become research active, contributing to a more socially just world for all
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