Publications
This themed selection of recent abstracts is provided to indicate the kind of work currently going on in CLIS. All the articles listed are in peer reviewed scholarly journals. Most CLIS members also publish shorter articles in professional journals. Wherever possible, direct links to the journal or article are provided. These should allow those with subscriptions to download the article direct. Those without subscriptions are normally able to purchase the article online via the journal’s home page or, of course, refer to a library copy of the journal.
Full publications lists by author should be available on the University’s main web pages.
Learner Identities: Boys, Singing and Dance
Ashley, M (forthcoming) Time to Confront Willis’s Lads with a Ballet Class? A case study of educational orthodoxy and white working class boys, British Journal of Sociology of Education, in press.
Abstract
This is a retrospective study tracing the longer term effects on identity and aspiration of white working class boys from an area of high social deprivation. The boys were members of an acclaimed boys’ dance company and have been retrospectively interviewed as young men in their 20s. Documentary and film material dating from the time they were fourteen year olds and the film Billy Elliot were used in the interviews. A media discourse driven by a view of boys “in crisis” that is blind to social class and the difficulties faced by some girls was uncovered. This is found to pervade the entire Billy Elliot discourse which focused on the sensation of a boy performing ballet rather than the class background and historical context of the miners’ dispute. The paper questions the discourse of laddishness and the social identity that is attached to the term “lad”.
Ashley, M. (2008) Slappers who gouge your eyes: vocal performance as exemplification of disturbing inertia in gender equality, Gender and Education, 20 (5) 1 - 16
Abstract
This article is based upon an AHRC funded full-time study of masculinity and singing. Empirical work was conducted with boy performers and “peer audiences” for those performers in schools. The article focuses on girls’ attitudes to boy singers and reveals a significant difference between primary and secondary schooling.
In primary schools, girls are the more responsible for discouraging boys but in secondary schools the male peer group becomes more critical whilst girls increasingly perceive boy singers as “cute”. It is possible to construct a strong case for single sex groupings but the empirical work suggests this may turn out to be misguided. The article concludes that there is an urgent need for girls and boys to learn mutual respect in the context of the music class. The evidence suggests that teachers require a significantly enhanced level of gender related subject knowledge, gender awareness and interpersonal skill. View article >>>
Ashley, M. (2008) Boyhood Melancholia and the Vocal Projection of Masculinity, THYMOS Journal of Boyhood Studies 2 (1) 26 – 45
Abstract
This article explores the existential status of ten to fourteen year old boys through a full time, research council funded study of young masculinity and voice. Drawing on the ideas of writers who have suggested this period can be a melancholic one, the article interprets qualitative data derived from boy singers and "peer audience" groups in schools. It is found that the voice does contribute to existential difficulties for boys concerned as much about being "not child" as "not girl" but unable to attain adult masculinity. The period is one of great cultural difficulty for young males and many avoid the issues. Yet the boys who enjoyed using their voices were the less prone to melancholia. View article >>>
Teacher Identities an Art Education and Virtual Learning Environments Adams, J. (2007) Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum, International Journal of Art and Design Education, 26 (3), 264 -273
This article is an investigation of art and design graduates' identities as they embark upon their training as teachers. The expressive, 'confessional' nature of forum posts from their Virtual Learning Environment are analysed in relation to the students' identity transformation into teachers. This transition is profound in the case of artist teachers, for whom the contrast between their practice as a critical artist and that of a regulated professional can be severe.
The usage of these socially-oriented virtual forums, and the students' identity transition is analysed in terms of identity theorists such as Butler, hooks and Wenger. There are problems of expression that are brought about by the juxtaposition of visually and spatially adept artist-learners constrained within a largely textual environment, yet this impediment appears to be ameliorated by their social-expressive exploitation of the forums. View article>>>
Citizenship and International Education
Foster, R. and Kovalcikova, I. (2007). Children at risk: A cross cultural comparison of the education of asylum seeker children in Slovakia and the UK. In: Children Identity and Citizenship in Visegrad context. Presov: pp198 - 214
Abstract
The paper explored the approach to the education of asylum seekers in an established member of the European Union, the U.K., and a new member, Slovakia. The investigation looked first at policy frameworks in the two countries, for example, official government documents and guidance issued at national and local level.
The second section took case study examples from the two contexts and explored the issues and challenges of educating asylum seeker children via the perspectives and experiences of the children themselves, their parents and teachers. Although there were cross-cultural differences, many broad issues at policy level were strikingly similar, for example, the challenge of making appropriate provision for asylum seekers against a background of hostility from disadvantaged members of the indigenous population. Where asylum seeker pupils felt included in their school, many enjoyed school and made good progress.
For many teachers, working with asylum seeker pupils was a new challenge which most had met positively. Where schools' existing pupils were involved in helping and supporting asylum seeker pupils in lessons and around school, this experience and the insights gained from the contact with different cultures had provided valuable learning in the skills and understanding of what it is to be a responsible citizen.
Teaching and Learning in Higher Education
Rogers, G (2004) History, Learning Technology and Student Achievement: making the difference? Active Learning in Higher Education, 5 (3), 232 - 247
Abstract
The use of Web-based resources in higher education has been expanding at an exponential rate over recent years. It is having a significant impact on every discipline not least in terms of enriching the store of accessible learning materials. Moreover, advocates of virtual learning environments have made strong claims that educational technology can enhance the quality of students’ critical thinking.
This article examines these claims within the context of a WebCT-based project and the subject of history. It interrogates a body of evidence that suggests technology can induce improvement to the quality of learning and cognitive achievement. But it also underlines the centrality of assessment practice and students’ perceptions of learning goals in shaping the impact of ‘online’ approaches on student attainment. To that extent, this study holds wider implications. View article >>>
Special Education
Hallett, F., Hallett, G. & Mcateer M (2007) Every Voice Matters: evaluating residential provision at a special school, British Journal of Special Education 34 (4) 219-225
Abstract
This article, written by Fiona Hallett, pathway leader for the inclusion and special educational needs masters programmes at Edge Hill University, Graham Hallett, senior lecturer for special educational needs and inclusion at the University of Cumbria, and Mary McAteer, programme leader for an M level professional development programme at Edge Hill University, presents the findings of an evaluative report on the review of residential provision at an identified community special school. Within this review, a consultation was undertaken with parents and pupils to assist in shaping policy and practice, and the main focus of this study is to evaluate the effectiveness of that process. By using an evaluative case study approach, it was hoped to document the chronological narrative of the consultation process and offer recommendations as to the effectiveness of participation in this instance. The authors conclude that the qualitative features seen by pupils and parents as having the greatest value suggest a need for high quality, accessible social care, rather than for curricular led, educational residential provision.
Fiona Hallett, Graham Hallett and Mary McAteer's critique of the consultation process raises issues relating to the complexities of eliciting a valid pupil perspective. In addition, the authors express concerns about the general conduct of the review regarding bias, validity and the absence of staff voice. View article >>>
Teachers and Teaching Assistants, Foundation Degrees
Dunne, L., Goddard, G. & Woolhouse, C. Mapping the changes: a critical exploration into the career trajectories of teaching assistants who undertake a foundation degree Journal of Vocational Education and Training 60 (1), 49–59
Abstract
This article explores the changing career trajectories of teaching assistants who graduated from a university in the northwest of England with a Foundation degree in Supporting Teaching and Learning. It begins with a consideration of the changing policy context in England in relation to the role of support staff in schools.
This context informed the development of three key research questions that are addressed in this article: What are the perceived benefits of Foundation degree study in the present policy climate? In what ways does engagement with a lifelong learning course impact upon professional and personal lives? Does doing a lifelong learning course like a Foundation degree encourage further study?
The article then presents the research methodology employed to address these questions. A research survey was conducted with teaching assistants who had gained a Foundation degree, using a questionnaire that provided both quantitative and in-depth qualitative data. Research findings suggest that graduates have varying perceptions about the benefits of the Foundation degree and the effect it has had on their careers.
Findings also suggest that age and school sector are significant factors in determining promotion prospects. The researchers conclude that despite considerable advancements for some teaching assistants, there is a degree of disillusionment regarding professional status and career progression. Nevertheless, there are perceived personal benefits to gaining a Foundation degree, such as increased self-confidence, awareness of one’s own learning potential and a positive impact upon professional ‘performance’ in the classroom.
