• 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)
      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)
      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)
      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, 2006-03)
      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)
      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.
    • Reaching from Behind: Sillamae

      Owens, Allan; University of Chester, Cumbria Local Education Authority (ETV National Estonian Television, 2014-11-18)
      ETV (Estonian Television National Channel) Interviewer and Arts Commentator Andrus Vaariku asks ‘Can Theatre Change the World?’ An Estonian National TV documentary focusing on three artists in three contexts: Contemporary Performance Practitioner Ene-Liis Semper, Applied Drama Practitioners Allan Owens & Katrin Nielsen ‘Hidden town: Silamae and Hendrik Toompere illusioonl Ugala Theatre Director UGALA.
    • Reading to create: Literature in the primary school

      Pearson, Henry; Chester College of Higher Education (Chester College of Higher Education, 1985)
      This pamphlet discusses the quality of books available for reading in the primary school and how the best use can be made of them.
    • Referral to Occupational Health: A Foucauldian discourse analysis of statutory documents and student nurses’ perceptions

      Massey, Alan (University of Chester, 2015-11)
      This study was carried out using a Foucauldian discourse analysis and involved the examination of three statutory reports into the provision of occupational health in the workplace. The reports analysed were the Report of the Select Committee on the Bill for the Regulation of Factories (1832); the Safety and Health at Work Report (1972); and Working for a Healthier Tomorrow (2008). Additionally, analysis was carried out on oral events with nursing students, which sought to understand their perceptions of referral to occupational health. The objective of this study is to explore how referral is constructed through discourse, categorising how this practice is constrained or liberated by specific discourses and how nursing students are positioned by these discourses. My study highlights both structural and subjective barriers to the use of occupational health. At the structural level, it is observed that referral to occupational health commenced as a form of governmentality, introducing dividing practices which subjected the workforce to forms of classification and surveillance. For those classified as healthy a culture developed within workplaces in which health behaviours needed to comply with the standards set down by occupational health and by the risk management approach. Risk management processes and stigmatisation are used to ensure compliance with the state’s wishes for a healthy and productive workforce. This trend is seen across the reports analysed, and is increased within the Black Report to the surveillance of health both in and out of the workplace for those of a working age. Subjectively, occupational health was identified as a disciplining and subjugating structure by the nursing students. The students evidenced notions of Cartesian duality in their discussions of the outcomes of referral, as they readily accepted surveillance of the body whilst seeking to avoid surveillance of their mental health capabilities. Through observation of architectural signs and organisational images of discourse, students categorised occupational health as an instrument of the higher education institute and not as a form of holistic health support. The research highlights how occupational health acts as a barrier to the students’ fulfilling their societal roles as good students and good nurses. The research also highlights a desire on the part of the student nurses to utilise occupational health within a public health framework which addresses their health in a preventative rather than punitive manner.