1,562 research outputs found
Practices of Freedom:Seeking the social justice aims of peer mentoring within a professional development context for Teaching Assistants
Full text linkThe social and economic opportunities offered by education and the role that mentoring can play in this have been documented for a range of professions, including teaching (Furrer, Skinner, & Pitzer, 2014; Gardiner, 2011; Kaunisto, Estola, & Leiman, 2013). Much of the work around the role of peer mentoring within education has centred on how it supports teachers’ professional development (Buzbee Little, 2005; Cordingley, 2005; Furrer et al., 2014; Gardiner, 2011; Rhodes & Beneicke, 2002). What has been less well documented is the extent to which peer mentoring within higher education programmes of study can be utilized for other professionals working within schools (Nicholson, Rodriguez-Cuadrado, & Woolhouse, 2019). Often those overlooked within the research in this field are those who would potentially benefit the most, and this would seem particularly applicable to school teaching assistants, who may belong to a different economic group, have less formal education, and be lower paid than the teachers they work alongside (Chambers, 2015; Dunne, Goddard, & Woolhouse, 2008b; Kerry, 2005; Mansaray, 2006; Sorsby, 2004). To expand understanding in this area, in this chapter we study the reported experiences of over 300 teaching assistants who were studying at a university in North West England, training to use a mathematics intervention that they would deliver to underachieving primary aged pupils within mainstream schools. We construct a dialogue using the work of Lave and Wenger (1991) and Freire’s philosophy to explore peer mentoring as a “practice of freedom” (2000, p. 41). We study the experiences of the teaching assistants to consider the benefits and challenges of peer mentoring within a higher education context when utilized in their professional development. We locate a political approach to education within three key themes: shaping experiences, safe spaces for developing pedagogy, and increasing confidence. Thus, we reflect upon the social justice aims of developing a supportive community of practice for a group of educational professionals who are often undervalued and overlooked (Blatchford, Russell, Bassett, Brown, & Martin, 2007; Chambers, 2015; Dunne et al., 2008b)
Children's Rights Network - Hauntology
No full textA feminist collective biography of ghostly matters in an inequitable world with presentations by Dr Clare Woolhouse, Dr Christine Lewis and Dr Jo Albin-Clark. This event was a re-launch of the Children’s Rights and Wellbeing Research Network led by Dr Clare Woolhouse and Dr Jo Albin-Clark. </p
Reimagining the role of children and young people's voices within the design of inclusive education
No full textThis chapter details an ongoing project that has been designed to involve children and young people in creating visual and tactile materials for a school resource toolkit which can be utilised to express how they feel about key issues within their education. The aim of developing the toolkit is so teachers and other education professionals can elicit and respond appropriately to the views and experiences of the children and young people they work with and support.This chapter provides a case study describing the work of the ‘Visualising Opportunities: Inclusion for Children, Education, and Society’ (@VOICES_Ed) project. In this project, children and young people created ‘artified’, annotated photographs, scenarios, and other materials to facilitate the sharing of their views and experiences regarding inclusion and/or marginalisation. These materials have now been used as prompts for discussing issues relating to inclusive education with other children and young people, and with teachers, teaching assistants, and other professionals working with them.In this chapter, we describe the range of multisensory strategies which have been developed and used and provide examples of the materials created by children and young people. We discuss what we have learnt from the project and offer suggestions on revisiting how children and young people can be central to developing more inclusive approaches, policies, and environments. In doing so, we offer alternative ways to facilitate listening to children and young people’s voices to enhance reflections on inclusion and marginalisation within education and society
Conclusion
No full textThe examples and case studies shared within the chapters of this book offer suggestions for how innovative research and practice can be conducted with children and the communities they are in. What emerged are three key themes that appear to effectively alter the potential for developing learning opportunities that are experienced as inclusive, which we briefly revisit in what follows
Introduction
No full textFor several decades, inclusion has been a priority for many professionals working with children and young people, but this is usually written about from a leadership or policy standpoint and, almost always, from the perspective of adults – school leaders, teachers, and academics. This book seeks to address two gaps: that which exists between adult-centric views of inclusion and those of learners and young people, and the contrast between the academic notions of inclusion and what this means in practice for children’s real-life learning experiences (Allan, 2022). Both these identified gaps will be explored in different ways across the chapters of this book, with a focus on how children and young people’s voices can be more effectively championed in practice. At this point, it is important to note that as a starting point for this book, inclusion is interpreted as widely as possible to cover a range of experiences and situations beyond special educational needs (SEN), whereas in the past it had been a narrower definition
Poster introducing the VOICES project
No full textAim:The VOICES project involves developing visual and creative pedagogies, such as photo elicitation, with children and young people to explore their lived experiences of education designed to be inclusive. Version 4 of the poster includes a short (4 minutes) audio recording from Prof Clare Woolhouse outlining key features of the VOICES project. Click on the image of Clare to access the recording.</p
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A study of John Clare in his historical and political context
No full textAs the title indicates, the basis of the thesis is to set John Clare’s life and work within the context of the social and political history of his time. It is a study that is long overdue. The manner in which topical and political matters were mediated to him and were reflected in his work are analysed. His introduction to the literary and social worlds of Stamford and London is evaluated, and the advantages and disadvantages of patronage assessed. The active and complex political culture of Stamford has been taken into account as this may have affected his later political statements and a growing awareness of his audience. His antagonism to enclosure and the social changes that it engendered are considered. Three major questions that arise from this are addressed. The two local newspapers that Clare is known to have read are used throughout. His correspondence with friends, colleagues and casual correspondents has provided valuable insights as have his poetry and prose writings. Research in the Northamptonshire Record Office has revealed important new information in the form of one book of Enclosure Commissioners’ Minutes dated 1809-14, the first five years of the enclosure of Helpstone, Clare’s native village
Progress and Distress on the Stratford Estate in Clare during the Eighteen Forties
Full text linkIn the late 1980s and early 1990s, the author acquired about 30,000 letters written mainly in the 1840s. These pertained to estates throughout Ireland managed by James Robert Stewart and Joseph Kincaid, hereafter denoted SK. Until the letters - called the SK correspondence in what follows - became the author’s property, they had not seen light of day since the 1840s. Addressed mainly to the SK office in Dublin, they were written mainly by landlords, tenants, the partners in SK, local agents, etc. After about 200 years in operation as a land agency, the firm in which members of the Stewart family were the principal partners - Messrs J. R. Stewart & Son(s) from the mid-1880s onwards -- ceased business in the mid-1980s. Since 1994 the author has been researching the SK correspondence of the 1840s. It gives many new insights into economic and social conditions in Ireland during the decade of the great famine, and into the operation of Ireland’s most important land agency during those years. It is intended ultimately to publish details on several of the estates managed by SK in book form. The proposed title is Landlords, Tenants, Famine: Business of an Irish Land Agency in the 1840s, a draft of which has now been completed. A majority of the letters in the larger study from which the present article is drawn are on themes some of which one might expect - rents, distraint (seizure of assets in lieu of rent) ; ‘voluntary’ surrender of land in return for ‘compensation’ upon peacefully quitting; formal ejectment (a matter of last resort on estates managed by SK); landlord-assisted emigration (on a scale much more extensive than most historians of Ireland in the 1840s appear to believe); petitions from tenants; complaints by tenants, both about other tenants and local agents; major works of improvement (on almost all of the estates managed by SK); applications by SK, on behalf of proprietors, for government loans to finance improvements; recommendations of agricultural advisers hired by SK, ete. Thus, most of the SK correspondence is about aspects of estate management. It seems, in the 1840s, that the only estate in Clare managed by SK was that of the elderly Col. Stratford. Although the files on the relatively small Stratford estate are much less extensive than those on some of the estates investigated in detail in the draft of Landlords, Tenants, Famine, they do refer to most of the core aspects of estate management mentioned above. But in the case of the Clare estate, the material on some of those themes is extremely thin.
Author interview: considering Emma Goldman with Professor Clare Hemmings
Full text linkWe speak to Professor Clare Hemmings about her new book, Considering Emma Goldman: Feminist Political Ambivalence and the Imaginative Archive (Duke UP, 2018), which examines Goldman’s significance as an anarchist activist and thinker to the past and present of feminist theories and activism. Hemmings shows that the contradictions and tensions within Goldman’s approach to race, gender and sexuality speak to unresolved questions that continue to shape feminist practices and politics today
Introduction
No full textThe introduction starts by defining key terms and explaining the need for a book that addresses mentoring specifically within higher education. The introduction then positions the text within the cross-disciplinary field of mentoring, highlighting key links and themes across the chapters, particularly in terms of mentoring pedagogy within various higher education environments and the aspiration for social justice aims. In selecting the chapters for the book, the editors have drawn together chapters that frame issues around mentoring in higher education primarily within various settings that include the UK, Europe, South East Asia and America. Links are also made to the global context in terms of academic literature, philosophy of education and empirical settings, which will be carried through the various chapters. The introduction concludes with a brief outline of the various sections and chapters to guide readers.</p
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