• Olympic dreams and social realities: A Foucauldian analysis of legacy and mass participation

      Piper, Heather; Garratt, Dean; Manchester Metropolitian University ; University of Chester (Sociological Research Online, 2013-05-31)
      This articles discusses the London 2012 legacy claim relating to increased activity levels and sports participation. A range of factors which appear to militate against its achievement are discussed. Drawing on data from a recent ESRC-funded research project, the authors demonstrate how this has resulted in a culture of fear and corrosive mistrust, which can only reduce grassroots willingness to take up sports, and the effectiveness and commitment of the coaches required to support it.
    • On the margins: the last place to rebel? Understanding young people’s resistance to social conformity

      Atherton, Frances; McKay, Jane; University of Chester (The Polity Press and the Univeristy of Bristol, 2017-06-28)
      Young people have for decades been the subject of repeated ‘moral panics’ (Cohen, 2002) in western society. From the troubles of the ‘teenager’ in the early post-war period; the mods and rockers of the sixties; the anarchic punk sub-culture of the seventies through to the most recent manifestation of moral panic – the NEET (not in employment, education or training), there is an apparent tension in the simultaneous empowerment and subjugation of young people that manifests through discourses of children’s rights, voice and participation, alongside competing discourses of failure, risk and problematisation. The media portrayal that fuels the moral panic of unruly and out-of-control young people presents an idea that these young people are both frightening to ordinary members of society, and each other (The Independent, 2009), and has extended to the “disruptive use of public space” by young people (Robinson, 2009, p510). In a society framed by risk and austerity-driven reduced life chances for many, anti-social behaviour and disengaged, marginalised youth is fast becoming the norm. In contrast, recent policy trajectories have foregrounded the rights of young people in all areas of policy (McKay, 2014), promoting a more hopeful view of young people as active citizens, participating in civil society, their rights supported through Article 12 of the UN Charter for the Rights of the Child [UNCRC] (UNESCO 1989). Each of these viewpoints has its own literature, its own discourse. Each considers the lives of young people as largely homogenous; seen through whatever policy lens is selected for any given social crisis. By contrast, this chapter considers the way that young people themselves understand and view their position in relation to their social environment, and offers an illustration of the complex and often unintended ways that young people are marginalised in everyday life. Marginalisation is therefore considered, not as an end-product of social dysfunction, rather it emerges as a process by which the young people themselves may negotiate their position in different social situations in order to effect autonomy and self-determination, even within the smallest and most mundane activities. Drawing on the psychological theory of Erikson (1972), we consider what Erikson refers to as the “leeway of mastery in a set of developments or circumstances” which suggested “free movement within prescribed limits” (p.691). A literal translation being space of, or space for, play; what the rules of the game allow. The concept of social play is an important feature of Erikson’s work and relates to the fifth stage of psycho-social development; adolescence. The importance of play in the early years is a well-rehearsed discussion; however, the concept of play in the transition stage from childhood to adulthood, adolescence, provokes a re-consideration of the ways that young people explore and learn about themselves and their world. We consider freedom and autonomy for the young person to follow their own particular motivations, yet within ‘prescribed limits’. The chapter explores how space is negotiated and at particular points of intersection, potential conflict is tempered to maintain the freedom which boundary spaces may offer. It considers the important role of resistance at places of intersection, where the desire to define a new liberty, a free space (Robinson, 2010) is bargained, for as she suggests, “leisure practices can…. Involve opposition, resistance and transgression” (p.508), and these are the key emerging elements of the young people’s social play that we examine.
    • The Out-of-School Creative Practice of an Art Teacher

      Bamber, Sally; Adams, Jeff; Lloyd-Johnson, Jude (University of Chester, 2018-12)
      This research aims to give a greater understanding of the impact my teaching role has on my creative practice as a self-portrait photographer. This aim has been researched and explored using self-portrait photography and personal experiences in and outside of the classroom. Using the street photographer Vivian Maier as inspiration, I have reflected on how using the techniques of another practitioner could influence my practice and teaching. Pursuant to this, I have produced a portfolio of Street and Home Life selfportraits. With the application of auto-ethnographic research methods and a/r/tography approaches, I explored the tensions and parallels within my creative practice and my role as a researcher and teacher. As a photographer, researcher and teacher, I have found that each of these roles and identities are intertwined and interlinked such that it is impossible to separate them. I found that my creativity does not generally follow a journey from initial starting point to final piece and taking photographs in the style of another photographer limited the generation of my own ideas. Therefore, as a result of my research, I propose that there are two types of art, school art and creative practitioner art. The former follows a set of rules and criteria and is primarily assessed on the merit of the pupil’s skill level by the schools’ examination board. The latter can be organic and sometimes stilted in its creation, but judged by either art critics or purchasers of the art practice.
    • Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state

      McKay, Jane; Garratt, Dean; University of Chester (Taylor & Francis, 2013-01-10)
      This article examines the concept of participation in relation to a range of recently imposed social and education policies. The authors discuss how disciplinary technologies, including government policy, operate at the interface of service users and providers, and examine the interactional aspects of participation where the shift from abstract to applied policy creates tensions between notions of parental responsibility and empowerment, participation and ‘positive welfare’. Three important issues/questions are raised: whether existing mechanisms for engagement between service users and service providers enable any meaningful participation and partnership in decision-making; whether multi-agency service provision is successfully incorporated within a participatory framework that allows service users to engage across and within services; and whether on the basis of our findings, there is requirement to remodel mechanisms for participation to enable user-experiences the opportunity to shape the way that services engage with families.
    • Partnerships in a global dimensions specialism on a BEd primary programme

      Pickford, Anthony; University of Chester (London South Bank University, 2011)
      This book chapter discusses the 'Global Dimensions' specialism, which is key component of the four-year primary undergraduate initial teacher training programme at the University of Chester.
    • Philosophy, qualitative methodology and sports coaching research: An unlikely trinity?

      Garratt, Dean; University of Chester (Taylor & Francis, 2013-09-02)
      This article presents a critical account of the relation and unlikely trinity of philosophy, qualitative methodology and sports coaching research, in order to challenge assumptions about the nature of qualitative data analysis. A more radical departure and critique from a philosophical-hermeneutic perspective is encouraged. The key argument presented is that qualitative data analysis should have less to do with ‘method’ and more with philosophy, where ‘practical reasoning’ forges a dialectical relation between the intellectual and practical in the analytical process. This argument is illustrated with reference to published empirical work in the field of sports coaching research.
    • Physical education and the global dimension

      Jones, Luke; Tones, Steven; University of Chester (Trenthan Books, 2008-09-01)
      This book chapter discusses PE activities in primary school.
    • Playing with Ekphrasis

      Poole, Simon E.; University of Chester (2017-05-30)
      Inspired by Walter Benjamins response to a painting by Klee, 'Playing with Ekphrasis' is an anthology that deals with the tensions between community and identity. Using photographs of nature I've taken throughout my life, each exhibited photograph has an accompanying QR code so the viewer can also hear the poem. There is also a publication that embodies all of this process.
    • Post-conflict identity crisis in Nepal: Implications for educational reforms

      Pherali, Tejendra; Garratt, Dean; Liverpool John Moores University ; University of Chester (Elsevier, 2014-01)
      This article discusses tensions of national identity, as played out in the evolving context of post-accord transitional politics in Nepal. The rise of ethnic politics following the peace agreement in 2006 has ruptured the notion of unified national identity. Educational reconstruction must deal with the notion of identity as part of a measured process to correct the legacy of ethnic, linguistic and caste-based marginalisation in Nepal.
    • Premature labour? A reflexive appraisal of one young teacher’s journey into first time motherhood and her return to teaching.

      Adams, Jeff; Devarakonda, Chandrika; McCarthy, Elaine P. (University of Chester, 2016-02-28)
      This Ethnographic/Autoethnographic study reflects in rich detail a young teacher’s life as she navigates the changing landscape of her first pregnancy, the birth of her child and her subsequent return to work as a full-time teacher. Using data which has been collected from a personal journal which she kept throughout the eighteen month period of the study, it examines the practical and emotional challenges which she faced, and the commitment, self-sacrifice and dedication required of her for the continuation and advancement of her career. By combining her data with observed field notes, semi-constructed interviews and reflexive narrative, I have been able to offer a holistic and balanced account of her experience and expose the complexities of motherhood today and the impact they have on a woman’s life choices and professional decision making. My study revealed how this new mother faced a myriad of decisions and dilemmas, decisions, which ultimately impacted on her emotional well-being, and her power and identity as a woman, a wife, a daughter and a professional teacher. Its findings suggest that notwithstanding the historical political and legislative policies which have been implemented, in reality, little has changed since my own experience of being a working mother some thirty years ago. It recommends that if the increase in working mothers is to continue to rise, more must be done, both culturally and institutionally to alleviate the physical and emotional pressures which currently only serve to exacerbate the guilt and stress which appear to be an innate characteristic of the maternal condition. It concludes by recommending that working mothers need to harness “their strengths, their ability to learn, their confidence and joy in their work –[because this is] all part of being a woman now, [it is] part of [their] female identity” (Friedan, 1963, p.331), and rather than accepting motherhood as being a moderating factor, they should allow it to become an influence for further personal and professional growth and liberation, so that they can reassert their power and fight back to assume their equal place in society (Kristeva, 2015).
    • Primary ICT

      Duffty, John; University of Chester (Learning Matters, 2006-08-12)
      This book aims to help teachers to develop their knowledge of the ICT curriculum and to translate their subject knowledge into effective teaching.
    • Process Drama as a tool for teaching modern languages:supporting the development of creativity and innovation in early professional practice

      Hulse, Bethan; Owens, Allan; University of Chester (Taylor and Francis, 2017-02-10)
      This paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages (MLs) to experiment with the use of unscripted ‘process drama’ in their classroom practice. The idea that process drama could become part of the language teacher’s repertoire has been in circulation for some time (Kao and O’Neill, 1998; Bräuer, 2002; Fleming, 2006; Stinson and Freebody, 2006; Giebert, 2014) yet there is little evidence to suggest that its use has become widespread in schools in England. The aim of the project was to enable student teachers to acquire drama teaching techniques which they could incorporate into their own practice in order to enrich the learning experiences their students through creative and imaginative use of the foreign language in the classroom. The research was undertaken over a period of three years by two teacher educators on a secondary initial teacher education programme in a university in England. The paper concludes that it is both possible and desirable for student teachers to encounter alternative approaches which challenge the norm and that with support they may develop innovative practices which can survive the ‘the ‘crucible of classroom experience’ (Stronach et al. 2002, p.124).
    • Provision for students with learning difficulties in general colleges of further education - have we been going round in circles?

      Wright, Anne-Marie (Blackwell, 2006-02-26)
      This article discusses the current situation for students with severe learning difficulties in general colleges of further education. Findings are presented from a critical review of the literature and a small-scale preliminary investigation which set out to explore the idea that, despite radical changes to the special school sector and to the structure and organisation of further education, provision in colleges of further education for these students is poorly focused. Students with severe learning difficulties experience provision that is, at best, circuitous and repetitive and that, at worst, leads individuals back into dependence, unemployment and social segregation. Using the outcomes of interviews and the scrutiny of inspection reports, a searching critique of current practice and an interesting set of recommendations for ways in which the situation could be radically reviewed and improved is provided.
    • Provoking the Field: International Perspectives on Visual Arts PhDs in Education

      Sinner, Anita; Irwin, Rita; Adams, Jeff; Concordia University; University of British Columbia; University of Chester (Intellect, 2019-05-13)
      Provoking the Field invites debate on, and provides an essential resource for, transnational arts-based scholars engaged in critical analyses of international visual arts education and its enquiry in doctoral research. Divided into three parts – doctoral processes, doctoral practices and doctoral programmes – the volume interrogates education in both formal and informal learning environments, ranging from schools to post- secondary institutions to community and adult education. The book brings together a global range of authors to examine visual arts PhDs using diverse theoretical perspectives; innovative arts and hybrid methodologies; institutional relationships and scholarly practices; A compendium of leading voices in arts education, Provoking the Field provides a diverse range of perspectives on arts enquiry, and a comprehensive study of the state of visual arts PhDs in education.
    • Psychoanalytic-autoethnography: troubling natural bodybuilding

      Garratt, Dean; University of Chester (SAGE, 2014-08-20)
      This paper presents a psychoanalytic-autoethnography of embodied masculinity. It examines the sport of competitive natural bodybuilding as a means to pursue relevant ontological questions as part of a wider philosophical project. The embodied narrative addresses three overlapping themes: an examination of the discourses defining a crisis of masculinity relating to an evolving body project; an analysis of the subject’s ambivalence towards the spoken ideal of ‘physical culture’ while imagining other forms of desire and risk taking practices; an analytic autoethnographic account of a competitive body experiencing temporal feelings of ‘loss’, reflecting on fragmentary experiences connected to socially conditioned roles. Enframed by psychoanalytic theory, the analysis draws inspiration from the work of Lacan and supporting cast of Butler, Kristeva and Agamben.
    • Psychogeography and Well-Being

      Scott, Clare; Marichalar-Freixa, Eva; Poole, Simon E.; University of Chester and Storyhouse (Springer, 2019)
      A psychogeographical understanding offers a contemporary view that can be concerned with finding personal connections with place; an expression of political dissent; an expression of spirituality; or a documentation and consideration of a journey. It could also be an amalgamation of any of these to greater or lesser degrees. This understanding considers the historical significance of the flâneur, the dérive, psychogeography, from the urban to the rural, and how it has and will have, significant impact on self-efficacy, self-esteem, community, identity, landscape, and above all sustainability today and tomorrow.
    • Queer and Uncanny: An Ethnographic Critique of Female Natural Bodybuilding

      Garratt, Dean; University of Chester (SAGE, 2015-03-26)
      This article presents an ethnographic critique of the corporeal experiences of women as self-proclaimed natural bodybuilders. Drawing on detailed ethnographic work and interviews with 10 female naturals, a bricolage of multiply gendered identities and affiliations is produced. The analysis questions how in working to a “natural ethic,” while desiring a “deviant aesthetic,” the female bodybuilder is paradoxically repressed by a “natural gendered order.” The narrative draws reflexively on psychoanalytic theory and transgendered perspectives, to examine the cultural concept: natural as a “queer” and “uncanny” paradox in which gender and identity are made and simultaneously dislocated.
    • Raising of the participation age in the UK: The dichotomy between full participation and institutional accountability.

      Lambert, Steve; Maylor, Uvanney; Coughlin, Annika; University of Chester ; University of Bedfordshire ; University College London (Inderscience, 2015-06-17)
      At a time of mass youth unemployment in the UK, the introduction of the Raising of the Participation Age (RPA) policy advocates the benefits of a prolonged period of education for all young people. As part of the policy, accountability was placed on schools for its implementation, with government imposed destination measures being used as an indicator of the policy's success. This paper argues that RPA will have little impact on young people who are Not in Education, Employment and/or Training (NEET) and that the accountability for the policy's implementation is at best problematic and at worse fundamentally flawed.
    • Rancière and the demise of the book

      Poole, Simon E.; University of Chester; Storyhouse Chester (NAACE: The Education Technology Association, 2018-02-02)
      This paper is concerned with the future of the physical book, and everything we know and perhaps hold dear about it as an object. As something treasured, stored, loved and remembered. It draws as inspiration and data upon a question posed by Preston (2014): ‘Is the demise of the book imminent?’, and the debate held by members of Mirandanet over a couple of days in response to the question. It is a paper that deals with the books hypothetically anachronistic existence within the digital world of technology. Through the identification and exploration of the benefits and drawbacks of Rancière’s theoretical approaches, their relevance to social issues will be highlighted through a folkloristic perspective. Given this relevance, Rancière’s ideas are applied to the field of educational theory and practice, and an interpretation of ‘the demise of the book’ is offered.
    • Re/searching for ‘Impact’

      Poole, Simon E.; University of Chester; Storyhouse, Chester. (Emerald Publishing, 2017-12-04)
      As an exploration of how ‘impact’ might be reconsidered, it is suggested that current contemporary understandings of 'impact' fail practice and research by obscuring the space for reflexive criticality that is crucial for an individual or organisation to flourish. That it thus leads to an already predefined enculturated understanding of ‘impact’. Offering some interrogation and folkloristic analogy of the meaning of ‘impact’, three brief expositions of differing arts-based práxes concerned mainly with reflection and connection, are then discussed through the lens of Ricœur’s (Ricœur, Reagan, & Stewart, 1978) conflation of the hermeneutical process with phenomenology. It is suggested that the implications of restoring, refreshing, or representing ‘impact’ give license to a personal/professional revitalisation, and that reformulating an understanding of ‘impact’ through re/search might offer a potential pedagogic tool, and alternative organising feature. Through the introduction of inter-disciplinary thinking and práxes, the article offers novel autoethnographic arts-based methods for personal, professional and organisational development and growth.