Pub Date : 2010-07-01DOI: 10.11120/ELSS.2010.03010005
A. Pilkington
Abstract This paper critically examines an innovative project which focused on a key strand of many social science-based vocational programmes, that of racial equality and ethnic diversity. Using policing as a case study, the project sought to engage participants both cognitively and emotionally through the use of film and dramatic constructions. Equality and diversity is an important component in many vocational programmes because it is recognised that a professional needs to treat people equitably and respect difference. It is imperative that issues relating to equality and diversity engage students. While conventional pedagogies are effective in developing knowledge and understanding of relevant legislation, policies and procedures, they are less effective in engaging students at a level where they recognise the centrality of these issues for their professional practice. This project entailed developing a film and accompanying activities for use on police training. The film is informed by ethnodrama and entails dramatic constructions of police stories where key equality and diversity issues are brought to life and their pertinence to the police revealed. This paper explores the perceptions of those involved in the development of the film and the students who experienced it.
{"title":"How can film and drama be used on social science-based vocational programmes to engage participants?","authors":"A. Pilkington","doi":"10.11120/ELSS.2010.03010005","DOIUrl":"https://doi.org/10.11120/ELSS.2010.03010005","url":null,"abstract":"Abstract This paper critically examines an innovative project which focused on a key strand of many social science-based vocational programmes, that of racial equality and ethnic diversity. Using policing as a case study, the project sought to engage participants both cognitively and emotionally through the use of film and dramatic constructions. Equality and diversity is an important component in many vocational programmes because it is recognised that a professional needs to treat people equitably and respect difference. It is imperative that issues relating to equality and diversity engage students. While conventional pedagogies are effective in developing knowledge and understanding of relevant legislation, policies and procedures, they are less effective in engaging students at a level where they recognise the centrality of these issues for their professional practice. This project entailed developing a film and accompanying activities for use on police training. The film is informed by ethnodrama and entails dramatic constructions of police stories where key equality and diversity issues are brought to life and their pertinence to the police revealed. This paper explores the perceptions of those involved in the development of the film and the students who experienced it.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121343910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-07-01DOI: 10.11120/ELSS.2010.03010007
Helen Jones
{"title":"Why knowledge matters in the curriculum: a social realist argument","authors":"Helen Jones","doi":"10.11120/ELSS.2010.03010007","DOIUrl":"https://doi.org/10.11120/ELSS.2010.03010007","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133625056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-07-01DOI: 10.11120/elss.2010.03010003
S. Bufton, I. Woolsey
Abstract This paper presents the findings of research into student views and uses of an electronic portfolio, which was introduced on a large undergraduate social science degree programme to promote reflective learning and personal development planning. The findings indicate that, while a majority of students evaluated the e-portfolio positively, they were more equivocal about the benefits of externally imposed reflective learning activities. The authors conclude by problematising the concept of reflective learning and the use of electronic tools as substitutes for face-to-face dialogue and personal relationships with tutors.
{"title":"‘You just knew what you had to write’: reflective learning and e-portfolio in the social sciences","authors":"S. Bufton, I. Woolsey","doi":"10.11120/elss.2010.03010003","DOIUrl":"https://doi.org/10.11120/elss.2010.03010003","url":null,"abstract":"Abstract This paper presents the findings of research into student views and uses of an electronic portfolio, which was introduced on a large undergraduate social science degree programme to promote reflective learning and personal development planning. The findings indicate that, while a majority of students evaluated the e-portfolio positively, they were more equivocal about the benefits of externally imposed reflective learning activities. The authors conclude by problematising the concept of reflective learning and the use of electronic tools as substitutes for face-to-face dialogue and personal relationships with tutors.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124801466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-07-01DOI: 10.11120/elss.2010.03010002
E. Simbuerger
Abstract This paper aims to shed light on teaching as an integral part of sociological work. The aim of sociologists to contribute to critical inquiry can be traced back to Enlightenment ideas. Based on empirical findings from my doctoral research on the self-understanding of sociologists, I will argue that teaching does not receive the attention it deserves as a way of living the critical traditions within sociology. In spite of decreasing readerships for a rapidly rising number of academic publications, research is better rewarded than teaching. Notwithstanding teaching having been structurally devalued, my research suggests that teaching seems to play a far more significant role in the self-understanding of sociologists.
{"title":"Critique and sociology: towards a new understanding of teaching as an integral part of sociological work","authors":"E. Simbuerger","doi":"10.11120/elss.2010.03010002","DOIUrl":"https://doi.org/10.11120/elss.2010.03010002","url":null,"abstract":"Abstract This paper aims to shed light on teaching as an integral part of sociological work. The aim of sociologists to contribute to critical inquiry can be traced back to Enlightenment ideas. Based on empirical findings from my doctoral research on the self-understanding of sociologists, I will argue that teaching does not receive the attention it deserves as a way of living the critical traditions within sociology. In spite of decreasing readerships for a rapidly rising number of academic publications, research is better rewarded than teaching. Notwithstanding teaching having been structurally devalued, my research suggests that teaching seems to play a far more significant role in the self-understanding of sociologists.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126324970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-07-01DOI: 10.11120/elss.2010.03010006
A. Rosie
David Harvey’s work is well known to social scientists throughout the world. For economists in particular, who may feel that the teaching of neoliberal economic theory is still important, this will be a challenging read. But the book will also be a challenge for anyone in a university social science department who feels that what they do is important in its own right and the economic downturn and its effects are not directly their business. Towards the end of the book, Harvey bitingly comments:
{"title":"The Enigma of Capital by David Harvey. London: Profile Books. 2010","authors":"A. Rosie","doi":"10.11120/elss.2010.03010006","DOIUrl":"https://doi.org/10.11120/elss.2010.03010006","url":null,"abstract":"David Harvey’s work is well known to social scientists throughout the world. For economists in particular, who may feel that the teaching of neoliberal economic theory is still important, this will be a challenging read. But the book will also be a challenge for anyone in a university social science department who feels that what they do is important in its own right and the economic downturn and its effects are not directly their business. Towards the end of the book, Harvey bitingly comments:","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129556412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-05-01DOI: 10.11120/elss.2010.02030006
Rebecca Hayes-Smith, Tara N. Richards, K. Branch
Abstract Sexual assault and intimate partner violence victimisations are a major concern for the college community. College students who experience victimisation at times turn to their female professors as a listening ear. Due to conflicting role expectations, these professors may experience role strain when responding to student disclosures. This paper presents research in which professors were interviewed regarding student disclosures of sexual assault and intimate partner violence and asked about resulting strain. Findings indicate that professors are at times confused as to their exact role in assisting their students and are personally affected by the disclosures.
{"title":"‘But I’m not a counsellor’: The nature of role strain experienced by female professors when a student discloses sexual assault and intimate partner violence","authors":"Rebecca Hayes-Smith, Tara N. Richards, K. Branch","doi":"10.11120/elss.2010.02030006","DOIUrl":"https://doi.org/10.11120/elss.2010.02030006","url":null,"abstract":"Abstract Sexual assault and intimate partner violence victimisations are a major concern for the college community. College students who experience victimisation at times turn to their female professors as a listening ear. Due to conflicting role expectations, these professors may experience role strain when responding to student disclosures. This paper presents research in which professors were interviewed regarding student disclosures of sexual assault and intimate partner violence and asked about resulting strain. Findings indicate that professors are at times confused as to their exact role in assisting their students and are personally affected by the disclosures.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124256030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-05-01DOI: 10.11120/elss.2010.02030003
C. Klesse
Abstract This article deals with the difficulties of teaching critically around ‘race’/ethnicity and racism in higher education settings in the UK. The author draws on recent literature and his own teaching experience in order to address the manifold problems related to open classroom discussions about ‘race’/ethnicity and racism. Attempts to create a safe and critical learning environment based on open dialogue are fraught with difficulties, which stem from the pervasive nature of racism and its impact on many students’ and teachers’ experiences. The author suggests that an open and critical acknowledgment of students’ and teachers’ differential positionality is an important aspect of experiential and reflective learning strategies in the field. It also appears necessary to critically engage with the privileges and power dynamics around ‘whiteness’.
{"title":"Teaching on ‘race’ and ethnicity: problems and potentialities related to ‘positionality’ in reflexive and experiential approaches to teaching and learning","authors":"C. Klesse","doi":"10.11120/elss.2010.02030003","DOIUrl":"https://doi.org/10.11120/elss.2010.02030003","url":null,"abstract":"Abstract This article deals with the difficulties of teaching critically around ‘race’/ethnicity and racism in higher education settings in the UK. The author draws on recent literature and his own teaching experience in order to address the manifold problems related to open classroom discussions about ‘race’/ethnicity and racism. Attempts to create a safe and critical learning environment based on open dialogue are fraught with difficulties, which stem from the pervasive nature of racism and its impact on many students’ and teachers’ experiences. The author suggests that an open and critical acknowledgment of students’ and teachers’ differential positionality is an important aspect of experiential and reflective learning strategies in the field. It also appears necessary to critically engage with the privileges and power dynamics around ‘whiteness’.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132962738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-05-01DOI: 10.11120/ELSS.2010.02030009
G. Caswell
Abstract Researching individuals’ experiences of death and funerals is a sensitive issue, and it is also the case that teaching death studies can be sensitive. This paper draws on experience gained during teaching on a module concerned with rituals of death to explore the issue of sensitivity in the classroom. Emotional expression is not encouraged in the classroom situation; techniques are suggested to reduce the likelihood of students being emotionally overcome. Given that it is not always possible to prevent this happening, ways of handling this situation are also addressed.
{"title":"Teaching death studies: reflections from the classroom","authors":"G. Caswell","doi":"10.11120/ELSS.2010.02030009","DOIUrl":"https://doi.org/10.11120/ELSS.2010.02030009","url":null,"abstract":"Abstract Researching individuals’ experiences of death and funerals is a sensitive issue, and it is also the case that teaching death studies can be sensitive. This paper draws on experience gained during teaching on a module concerned with rituals of death to explore the issue of sensitivity in the classroom. Emotional expression is not encouraged in the classroom situation; techniques are suggested to reduce the likelihood of students being emotionally overcome. Given that it is not always possible to prevent this happening, ways of handling this situation are also addressed.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133435464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-05-01DOI: 10.11120/elss.2010.02030012
Jennifer Nixon, D. McDermott
Abstract This paper aims to consider the difficulties inherent in leading diverse groups of adults who are training as social workers to think critically about ‘race’ and ethnicity. It draws on our experience as tutors at an adult residential college with a focus on second-chance education. The students on the BA Social Work include adults from a range of ethnicities and nationalities who hold multiple identities. This paper explores how we approached teaching ‘race’ to this group, relates and reflects on the students’ individual experiences of race and ethnicity, and discusses how these were integrated into classroom teaching.
{"title":"Teaching race in social work education","authors":"Jennifer Nixon, D. McDermott","doi":"10.11120/elss.2010.02030012","DOIUrl":"https://doi.org/10.11120/elss.2010.02030012","url":null,"abstract":"Abstract This paper aims to consider the difficulties inherent in leading diverse groups of adults who are training as social workers to think critically about ‘race’ and ethnicity. It draws on our experience as tutors at an adult residential college with a focus on second-chance education. The students on the BA Social Work include adults from a range of ethnicities and nationalities who hold multiple identities. This paper explores how we approached teaching ‘race’ to this group, relates and reflects on the students’ individual experiences of race and ethnicity, and discusses how these were integrated into classroom teaching.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114736933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-05-01DOI: 10.11120/ELSS.2010.02030005
Shirin Housee
Abstract This article reflects on a seminar discussion I had with students, where the exchanges that took place highlighted the anti-Muslim racism that permeated attitudes within the class. Muslim students drew on their lived experiences as they challenged the anti-Muslim racism that emerged from the class session. The underlying aim here is to examine ways in which classroom interactions, dialogues and exchanges can inform anti-racist thinking. Anti-racist education, I argue, must seek to critique the structures, policies and curriculum that reinforce racial inequalities, but it must also make use of social experiences that can inform this critique. This article argues that, despite the difficulty in teaching sensitive issues such as anti-Muslim racism/discrimination, students’ comments can become the material for anti-racism insights. The significance of ethnicity and identity in education is crucial to this endeavour. Student voice, counter-narratives and perspectives should be encouraged in this challenge against racism. I conclude that such interjections can become the critique that corrects the often unconscious racism seen in class discussions. The discussion explores the connections between student experiences and the wider social and political issues and ideologies that create and reinforce racism.
{"title":"‘To veil or not to veil’: students speak out against Islam(ophobia) in class","authors":"Shirin Housee","doi":"10.11120/ELSS.2010.02030005","DOIUrl":"https://doi.org/10.11120/ELSS.2010.02030005","url":null,"abstract":"Abstract This article reflects on a seminar discussion I had with students, where the exchanges that took place highlighted the anti-Muslim racism that permeated attitudes within the class. Muslim students drew on their lived experiences as they challenged the anti-Muslim racism that emerged from the class session. The underlying aim here is to examine ways in which classroom interactions, dialogues and exchanges can inform anti-racist thinking. Anti-racist education, I argue, must seek to critique the structures, policies and curriculum that reinforce racial inequalities, but it must also make use of social experiences that can inform this critique. This article argues that, despite the difficulty in teaching sensitive issues such as anti-Muslim racism/discrimination, students’ comments can become the material for anti-racism insights. The significance of ethnicity and identity in education is crucial to this endeavour. Student voice, counter-narratives and perspectives should be encouraged in this challenge against racism. I conclude that such interjections can become the critique that corrects the often unconscious racism seen in class discussions. The discussion explores the connections between student experiences and the wider social and political issues and ideologies that create and reinforce racism.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127490730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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