• A Latter-Day Saint approach to addiction: Aetiology, consequences and treatment in a theological context

      Holt, James D.; University of Chester (MDPI, 2014-12-24)
      This article explores the theological underpinning of the nature, aetiology and treatment of addictions within The Church of Jesus Christ of Latter-day Saints. The first section outlines the “plan of salvation” and how this provides the theological framework for the source and solution to addictions. The final section explores addiction against this background in terms of its aetiology, types, consequences and treatment in a Latter-day Saint context. In so doing it builds on the recognition by the Church in recent years that addiction is a problem in the lives of some of its members and that treatment programs coherent with its teachings and beliefs are necessary. The article concludes by suggesting that while addiction may be more openly discussed within a Latter-day Saint context there is a need to keep this dialogue moving forward. This article does not examine Latter-day Saint teaching within the wider context of psychotherapy and other definitions of addiction; rather it explores the place of addiction as understood within the theological and ecclesiological context of Mormonism.
    • A Latter-day Saint reading of Tolkien

      Holt, James D.; University of Chester (2012-08-17)
      This paper explores the religious themes evident in some of Tolkien’s writings, most notably The Silmarillion, The Hobbit, and The Lord of the Rings. The author will utilise existing scholarship on Tolkien’s religious views and the imagery already explored in light of his Roman Catholicism. What will be distinct, however, is that the author will reflect on how they relate to, and can deepen their understanding of, Latter-day Saint beliefs. Tenuous links will not be made - the author will address issues as they seem justified. The paper will begin with an exploration of Tolkien’s motivations for writing, and also his religious beliefs. The two intertwine nicely, and provide a justification, if one is necessary, for the use of his work in a religious context. This does not suggest that The Lord of the Rings can be used devotionally, rather that it can point towards greater truth. The remainder of the paper will explore themes from Tolkien’s writings in the Latter-day Saint context explained earlier.
    • A Latter-day Saint reading of Tolkien

      Holt, James D.; University of Chester (Luna Press, 2016-06-09)
      This chapter explores the religious themes evident in some of Tolkien’s writings, most notably The Silmarillion, The Hobbit, and The Lord of the Rings. The author will utilise existing scholarship on Tolkien’s religious views and the imagery already explored in light of his Roman Catholicism. What will be distinct, however, is that the author will reflect on how they relate to, and can deepen their understanding of, Latter-day Saint beliefs. Tenuous links will not be made - the author will address issues as they seem justified. The paper will begin with an exploration of Tolkien’s motivations for writing, and also his religious beliefs. The two intertwine nicely, and provide a justification, if one is necessary, for the use of his work in a religious context. This does not suggest that The Lord of the Rings can be used devotionally, rather that it can point towards greater truth. The remainder of the paper will explore themes from Tolkien’s writings in the Latter-day Saint context explained earlier.
    • A review of: Selling Folk Music: An Illustrated History, by Ronald D. Cohen and David Bonner.

      Poole, Simon E.; University of Chester; Storyhouse (Canterbury Christ Church University, 2018-06-01)
      A review of the book, Selling Folk Music: An Illustrated History. Ronald D. Cohen and David Bonner. (Jackson: University Press of Mississippi, 2018. ISBN 978-1-62846-215-9
    • Alma and Abinadi: The Worth of Souls

      Holt, James D.; University of Chester (Greg Kofford, 2016-08-02)
      Our scripture study and reading often assume that the prophetic figures within the texts are in complete agreement with each other. Because of this we can fail to recognize that those authors and personalities frequently have different-and sometimes competing-views on some of the most important doctrines of the Gospel, including the nature of God, the roles of scripture and prophecy, and the Atonement. In this unique volume, fictionalized dialogues between the various voices of scripture illustrate how these differences and disagreements are not flaws of the texts but are rather essential features of the canon. These creative dialogues include Abraham and Job debating the utility of suffering and our submission to God, Alma and Abinidi disagreeing on the place of justice in the Atonement, and the authors Mark and Luke discussing the role of women in Jesus's ministry. It is by examining and embracing the different perspectives within the canon that readers are able to discover just how rich and invigorating the scriptures can be. The dialogues within this volume show how just as "iron sharpeneth iron," so can we sharpen our own thoughts and beliefs as we engage not just the various voices in the scriptures but also the various voices within our community (Proverbs 27:17).
    • An autoethnographic exploration of creative self-efficacy (CSE)

      Adams, Jeff; Bristow, Maxine; Smith, Helen (University of Chester, 2018-09-28)
      This autoethnographic study investigates my self-perception of my artistic abilities which I posit as my Creative Self Efficacy (CSE). This is a part-practice thesis which uses arts-based research methods to investigate shifting self-perceptions and understandings of creativity and how these may have influenced my visual arts practice. CSE can be defined as one’s view of and belief in one’s creative abilities. Many scholars have written about the power of self-efficacy to condition behavioural choices, motivations and persistence. This research provides an autoethnographic enquiry into how these self-beliefs can shape, limit or enhance the possibilities for creative practice. The primary aim is to better understand the relationship between my own CSE and the influence of these on my creative practice. Arts-based methods enabled me to explore this territory, allowing a self-awareness to be developed through responding to the self-judgements and doubts experienced during the creative process. Reflexive resonances between these experiences of self-efficacy and pedagogical implications were made and framed through the lenses of theories such as habitus and my different roles of artist, teacher and researcher. Main findings include the influences of social comparisons, parental socialisation, and approaches and attitudes to art-making to my CSE, culminating in an experimental shift in practice which embraces a process approach. These findings suggest implications for pedagogical practices and approaches to art-making which demonstrate awareness of self-evaluative judgements and embrace uncertainty, ambiguity and not knowing.
    • An exploration of the tension between tradition and innovation.

      Poole, Simon E.; University of Chester and Storyhouse (Palgrave MacMillan, 2018-08-01)
      This chapter will present an exploration of the tension between tradition and innovation. Terms and meanings will first be defined and delineated. Tradition will be delineated by way of a consideration of folk culture in extremis, and innovation by way of a personological understanding of creativity, again in extremis. The exploration will take place within a framework expounded by folklorist Bausinger in ‘Folk culture in a world of technology’ (Bausinger, 1961). By revisiting his concepts, and utilising his notions of spatial expansion, temporal expansion and social expansion as lenses, I will reconsider folk culture, and the relationships it has with multi-dimensional topological theories of creativity in a world of digital technology. Several tensions extant in the concept of culture have been posited by previous writers, such as Elliot (1948), Dundes (Dundes, 2002), and Dewey (Dewey, 1938). These tensions are often seen as dichotomies, divisions or contrasts, which are represented as being opposed or entirely different, as a binary construct. Such constructs might serve the creative practitioner better if reframed instead as spectrums of tension. These two extremes, existing in a state of equilibrium, might benefit the creative practitioner, creative act and culture and society more broadly. Exploring these tensions, will make help contribute to the themes and discourses of creativity and culture. Reconsidering each expansion will in turn present new perspectives and ways forward, through the examination of the supposed tensions, and the values and ideas that each expansion deals with. The chapter concludes with thoughts on what the ramifications of these tensions might be; and on the implications for future creative and traditional practice: I am mindful here of the purpose of Bausinger’s original concepts concerned with uncovering new folkloric perspectives and potential standpoints. The chapter therefore has three aims, first to propose an alternative way of being, and knowing the world, that suggests by connecting with, or knowing the past and our cultural traditions, practitioners, professionals or workers can engage in a more personally and socially meaningful creative practice in the digital world. A secondary aim is to reflect upon how this standpoint promotes identity formation and broader social cohesion. And, finally how it might in itself represent a folk realpolitik.
    • An exploration of ‘child voice’ and its use in care planning: an ethnographic study with a looked after child

      Bacon, Johanna (University of Chester, 2015-05)
      This thesis uses an ethnographic study to interrogate the policy discourse of capturing ‘child voice’ specifically in relation to a ‘looked after’ child. In recent years, attempts have been made to involve children who are ‘looked after’ in discussions and decisions about their care arrangements to ensure that their voice is heard. To ensure this happens, children ‘in care’ are asked about their care placement regularly as part of the care planning review process and their views are incorporated into decisions about their care plan. This study focuses on the lived experiences of a seven-year old female child, who I have referred to as ‘Keeva’, who is ‘in care’ under a Kinship Care arrangement. Over a period of a year, I was based in Keeva’s home one afternoon a week to gain insights about her lived experience as a ‘looked after’ child and how she represented herself. I also observed three care planning review meetings to see how her voice was captured by those charged with her care and how she was represented. I relate Keeva’s experience through seven narrative episodes to capture the rich complexity of the social world she inhabits. I explore aspects of her home and family, her interactions with others and her experience of exploring physical spaces both inside and outside the home. I suggest that these experiences underpin her sense of self and how she relates to others. Drawing on the ideas of Bourdieu, I suggest these experiences and her sense of place in the social order write themselves ‘onto her’ through her habitus and dispositions. Using a Foucauldian lens, I problematise the notion of voice as I contest that the child I observed engaged fully in the statutory processes that surround her. I suggest Keeva, a child who is ‘looked after’, will neither have nor feel she has the agentive properties to influence the care planning process. Instead, as her voice is irrevocably bound up in a bureaucratic process that is uncritically accepted as representative of her, she is obscured as a consequence. I also examine the multivocity in representations of Keeva highlighting the competing discourses of safeguarding, child protection and the ’rights-based’ agenda. I conclude that Keeva was not well represented in care planning reviews and had very little influence in decision-making about her care plan. Despite believing the opposite, those charged with her care failed to hear her or take note of what she said. Furthermore, there was an absence of criticality in representations of Keeva allowing Keeva to be constructed by those professionals involved with her care, in an unchallenged way. As a consequence she was silenced and less visible than the process itself.
    • An exploratory study of women’s experiences regarding the interplay between domestic violence and abuse and sports events

      Garratt, Dean; Keeling, June J.; Moran, Paul; Swallow, Jodie (University of Chester, 2017-06)
      This qualitative study aimed to examine and critically explore women’s accounts as to how their abusive partner’s interest in sport (team combat sports in particular) impacted on the domestic violence and abuse they endured. The study was underpinned by feminist standpoint epistemology and Lacanian theory. Values aligning with feminist standpoint epistemology, such as the nature and balance of power, were central to this research which had at its core the voices of marginalised women. At the stages of analysis and discussion the Lacanian model of the Real, the Symbolic and the Imaginary were used to explore the women’s accounts. This model has afforded new insights into this culturally sensitive topic by removing the focus from the women who sustained abuse to the nature of the abuse they endured. Semi-structured interviews were undertaken with nine women who were accessing women’s support services. The women spoke of the abuse they had endured during the course of a heterosexual, intimate relationship. Thematic analysis provided new perspectives regarding the interplay between sport fanaticism and domestic violence and abuse. This thesis extends existing research which has sought to interrogate the association between domestic violence and sporting events (mainly team combat sports). The significance of this study is that it confers deeper, richer understandings regarding the nature of domestic violence and abuse. It reveals how the perpetrators of abuse use violence and/or coercive and controlling behaviours around their sporting interests as a means of asserting power and subjugating their partners. The study is important in that it discloses how the perpetrators perceived some sports, especially football, as preserve which promoted male supremacy. It suggests avenues for further research and reflects upon the cultural significance of sport and team combat sport in particular. The study concludes by suggesting two key points which emerge from this study which underscore the pernicious, chronic and shifting nature of DVA and highlight the need for vigilance in responding to the cultural resources liable to be exploited by perpetrators of abuse.
    • Anatomy of a lesson ... building learning power with a focus on improving athletic performance

      Tones, Steven; Jones, Luke; University of Chester (Association for Physical Education, 2011)
      This article discusses a project between the University of Chester and one of its partnership schools, based on the belief that when like minded individuals come together they create new partnerships and energise learning.
    • Appleby and its fair: A contrasting locality pack for key stage 2

      Pickford, Barbara; Pickford, Anthony; Cheshire, Halton & Warrington Traveller Education Service ; University of Chester (Cheshire County Council, 2006)
      This pack (of booklet, photographs, and CD) gives information on the town of Appleby and its connection with gypsies and travellers.
    • Applied fantasy and wellbeing

      Wall, Tony; MacKenzie, Anna; Poole, Simon E.; University of Chester and Storyhouse (Springer, 2019)
      Applied Fantasy is a new, innovative approach to wellbeing that demonstrates the significant potential within fantasy literature and media to provide effective and sustainable coping strategies for positive mental health. Emerging at the intersection of fantasy literature and media, mental health and wellbeing, and fan studies, the benefits from Applied Fantasy are two-fold. First, the concept of an individual being part of a wider fandom is a positive step towards a) combating isolation and b) subverting the stigma surrounding mental health; and second, the contents of the fantasy works themselves provide solid examples and guidance on how to manage mental health concerns while not overtly discussing coping strategies for mental health.
    • Are current accountability frameworks appropriate for degree apprenticeships?

      Lambert, Steve; University of Chester (Emerald, 2016-11-14)
      Purpose In 2015 the Conservative-led government announced their plan to increase the number of people participating in apprenticeship to 3 million by 2020. As part of this plan there is to be an expansion of the number of degree level apprenticeships, with the government suggesting that these should be seen as a real alternative to university. Despite the government’s propaganda of an alternative to university, higher education institutions (HEI) have a pivotal role to play in both the development and delivery of degree level apprenticeships. However, the accountability for the success of degree level apprenticeships remains unclear. The purpose of this paper is, therefore, to consider whether existing outcome-based notions of accountability are appropriate, given the tri-partite relationship involved in apprenticeship delivery. Design/methodology/approach The paper provides an analysis of current notions of outcome-based accountability contextualised through the degree apprenticeship programme. Findings The paper illustrates that outcome-based accountability frameworks do little to support the delivery of degree level apprenticeships suggesting that there needs to be a shift to a holistic approach where student success forms just one element of an accountability framework. A conclusion is subsequently made that current accountability frameworks may end in an unnecessary confusion regarding the roles and responsibilities of individual contributors associated with degree apprenticeships, resulting in a missed opportunity to maximise on the value arising from the tri-partite delivery relationship. Originality/value This paper provides an original perspective involving accountability associated with degree apprenticeship programmes in the UK.
    • Art and Design as Agent for Change

      Adams, Jeff; University of Chester (Wiley, 2018-11-25)
      Editorial for a special conference issue of the journal. The iJADE conference in November 2017 took place in the National College of Art and Design (NCAD) in Dublin. The conference theme chosen was ‘Art and design as agent for change’, since social justice has become a growing focus for many educators and practitioners in the visual arts, and the idea of art and design education having agency in the process of social chance has gained traction. All of the papers in this issue are written by delegates from the conference who, by popular demand, were invited to write up their presentations for publication in the journal.
    • Art and empowerment

      Adams, Jeff; University of Chester (Wiley, 2019-02-13)
      Editorial discussing local art communities in Bethlehem and Liverpool empowering artists and students by supporting them and exhibiting their work.
    • Art practice as education research

      Adams, Jeff; University of Chester (Wiley-Blackwell, 2011-10-28)
      This book chapter explores the theoretical and practical dilemmas that postgraduate students face when carrying out research projects through their art practice within the field of education. The chapter goes on to address the application of theory to research, the relevance and effectiveness of using theory.
    • Art, music and the global dimension

      McDougall, Ian; Duffty, Sian; Diocese of Chester ; University of Chester (Trenthan Books, 2009)
      This book chapter discusses activities which introduce children to products and creative processes drawn from diverse cultures at foundation stage, key stage 1, and key stage 2.
    • Artist teachers and democratic pedagogy

      Adams, Jeff; Atherton, Frances; Hoekstra, Marike (University of Chester, 2018-09-28)
      Combining artistic practice with teaching is not unusual for teachers in the visual arts. A dual professional practice, which can be found throughout the field of art education with art teachers in all levels of education, requires a negotiation of roles and positions on a personal level and has impact on pedagogy. However, the binary opposition of artist versus teacher fails to comprise the diversity of practices where art making and teaching are combined. Not only does identification with artist or teacher vary, so does the extent to which the two disciplines are fused, to the point where it can be called a hybrid practice when the distinction between art and teaching is no longer relevant. The democratic nature of contemporary visual art making further problematises a singular model of artist teacher practice. In order to do justice to the personal strategies artist teachers employ in balancing their dual professional roles, this thesis proposes a multifaceted concept of artist teacher practice. In this thesis, the notion of hybridity and diversity in artist teacher practice and the implications for democratic models of teaching and learning is subject to both theoretical, empirical, and artistic inquiry. The employment of different lenses enables a multi-layered approach to a complex practice. By focusing on the knowledge incorporated in the practice of two Dutch artist teachers this thesis informs how artist teacher practice relates to models of democratic teaching and learning. The miniature dioramas visually explore my own perception of democratic learning spaces and add an extra auto-ethnographic layer of understanding to artist teacher pedagogy. Central in this thesis is the notion of a pedagogical thirdspace. A spatial representation of social realities helps to create a critical understanding of human life. A thirdspace is a place in the margins between reality and ideals (Soja, 1999). When binary models of understanding are exchanged for real-life knowledge of the pedagogical practice of artist teachers an ambiguous open space emerges, where there is room for experiential learning, uncertainty, risk-taking, care, equality, inclusion, tacit experience, sensitivity, play, flexibility, and conflict. The engaged pedagogy (hooks, 1994) of artist teachers emancipates learners because of the fact that the duality of the artist teacher invites learners to join in a democratic, living model of artistic practice.
    • Beyond Text: The co-creation of dramatised character and iStory

      Passila, A.; Owens, Allan; Kuusipalo-Maatta, P.; Oikarinen, T.; Benmergui, R.; University of Lapeenranta, University of Lapeenranta, University of Lapeenranta, University of Tampere (Emerald, 2017-12-04)
      In exploring the impact of reflective and work applied approaches we are curious how vivid new insights and collective ‘Eureka’ momentums occur. These momentums can be forces for work communities to gain competitive advantages. However, we know little of how learning is actively involved in the processing of creating new insights and how such a turning to learning –mode (Pässilä and Owens, 2016) can be facilitated. In the light of cultural studies and art education, we explore how the method of dramatising characters in a specific innovation culture can be facilitated. In this viewpoint we are suggesting one approach for this type of turning to learning which we call Beyond Text, outlining its theoretical underpinnings, its co-creative development & its application In this Beyond Text context we are introducing the method of dramatising characters (DC) and the method of iStory both of which are our own design based on the theory of the four existing categories of research-based theatre (RBT). The findings of this viewpoint article are that both iStory as well as DC methods are useful and practical learning facilitation processes and platforms that can be adopted for use in organizations for promoting reflexivity. Especially they can act as a bridge between various forms of knowing and consummate the other knowledge types (experiential, practical and propositional) in a way that advances practice-based innovation. The originality and value of iStory and DC is that they can be utilized as dialogical evaluation methods when traditional evaluation strategies and pre-determined indicators are unusable.
    • Beyond the Big Six

      Holt, James D.; University of Chester (Cambridge Scholars, 2010-06-01)
      An exploration of the arguments surrounding the inclusion of minority religions in the teaching of RE