Pub Date : 2011-07-01DOI: 10.11120/ELSS.2011.03030011
J. Barnard
Abstract The Dearing report (NCIHE, 1997) recommended personal development planning (PDP) to encourage students to reflect on their learning and plan their futures in a structured manner. The concept of ‘reflection’ is much used by education scholars and considered sociologically to be a feature of ‘the production of self’ in contemporary society. This paper describes how a conceptual framework of models of reflection was used to analyse the journal entries of first-year students of education. The analysis reveals that there are specific pedagogic difficulties in using reflection to enhance learning. Modifications have resulted in students being more inclined to draw on theory and to be critical.
Dearing报告(NCIHE, 1997)推荐个人发展规划(personal development planning, PDP)，鼓励学生以结构化的方式反思自己的学习和规划自己的未来。“反思”的概念被教育学者广泛使用，在社会学上被认为是当代社会“自我生产”的一个特征。本文描述了如何使用反思模型的概念框架来分析教育一年级学生的日志条目。分析表明，利用反思来促进学习存在特定的教学困难。修改导致学生更倾向于借鉴理论和具有批判性。
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Pub Date : 2011-07-01DOI: 10.11120/elss.2011.03030012
M. Papadopoulou
Abstract Drawing on Polanyi’s theory, this paper proposes a pedagogical approach that engages university students in three hierarchical levels of reflection in order that they develop ‘criticality’. The approach is demonstrated in the context of an undergraduate module on ‘Childhood’ in which students: first reflect on their personal theories and the ways these inform their perceptions and interpretations of the world; second are introduced to public theories and encouraged to examine their evidence base and applicability; and third, they are scaffolded in contrasting personal and public constructs and in dealing with dissonance.
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Pub Date : 2011-07-01DOI: 10.11120/elss.2011.03030010
H. Wright, P. Ashwin
Abstract This paper is structured around a dialogue between Hazel Wright, who is an experienced user and advocate of biographical teaching methods, and Paul Ashwin, who has some doubts about their benefits. A statement from Wright about the potential of biographical teaching methods is countered by Ashwin, who poses three challenges related to biographical teaching methods: the forms of biography that are legitimate; students’ relations to theory; and the impact of power relations. Wright responds to these by drawing on specific teaching—learning moments and the paper closes with an invitation to the reader to decide their position on the potential benefits and limitations of biographical teaching.
{"title":"Questioning the relations between biography, theory and power in biographical teaching methods: a dialogue","authors":"H. Wright, P. Ashwin","doi":"10.11120/elss.2011.03030010","DOIUrl":"https://doi.org/10.11120/elss.2011.03030010","url":null,"abstract":"Abstract This paper is structured around a dialogue between Hazel Wright, who is an experienced user and advocate of biographical teaching methods, and Paul Ashwin, who has some doubts about their benefits. A statement from Wright about the potential of biographical teaching methods is countered by Ashwin, who poses three challenges related to biographical teaching methods: the forms of biography that are legitimate; students’ relations to theory; and the impact of power relations. Wright responds to these by drawing on specific teaching—learning moments and the paper closes with an invitation to the reader to decide their position on the potential benefits and limitations of biographical teaching.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128403047","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 : 2011-07-01DOI: 10.11120/ELSS.2011.03030006
Shirin Housee, Evonne Richards
Abstract This paper draws on the lived experiences of the authors, two black women who currently teach at a higher education institution. Personal experiences of racism in education are explored through autobiographical and biographical reflective narrative. Drawing from real-life experience of schooling and university, the authors explore shared experiences of college and university life. Critical race theory and critical race feminism offer lenses which demonstrate how affinity based on race, gender and class can be empowering and lead to support networks in the Academy.
{"title":"And still we rise: stories of resilience and transgression","authors":"Shirin Housee, Evonne Richards","doi":"10.11120/ELSS.2011.03030006","DOIUrl":"https://doi.org/10.11120/ELSS.2011.03030006","url":null,"abstract":"Abstract This paper draws on the lived experiences of the authors, two black women who currently teach at a higher education institution. Personal experiences of racism in education are explored through autobiographical and biographical reflective narrative. Drawing from real-life experience of schooling and university, the authors explore shared experiences of college and university life. Critical race theory and critical race feminism offer lenses which demonstrate how affinity based on race, gender and class can be empowering and lead to support networks in the Academy.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"15 14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124248940","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 : 2011-07-01DOI: 10.11120/elss.2011.03030008
P. Ainley
Abstract An analysis of university students’ autobiographical accounts of their education, published in 2007, reveals the enduring salience of social class as a sociologically explanatory concept. Simultaneously, using the case of the November 2010 student protests against the proposed HE cuts and the fee hike, attention is drawn to how the distribution of educational (dis)advantage can be used and change shape in specific politico-historical circumstances
{"title":"Twenty years of schooling: revisited","authors":"P. Ainley","doi":"10.11120/elss.2011.03030008","DOIUrl":"https://doi.org/10.11120/elss.2011.03030008","url":null,"abstract":"Abstract An analysis of university students’ autobiographical accounts of their education, published in 2007, reveals the enduring salience of social class as a sociologically explanatory concept. Simultaneously, using the case of the November 2010 student protests against the proposed HE cuts and the fee hike, attention is drawn to how the distribution of educational (dis)advantage can be used and change shape in specific politico-historical circumstances","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116661056","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 : 2011-07-01DOI: 10.11120/elss.2011.03030002
Margaret White, Joshua Scales, Kiran Jayaprakash
Abstract Over the past year, a student-led project at the University of Dundee Medical School has been developing a website to allow the creation and sharing of learning resources among students. This paper describes the project and the lessons learned from it that may be applied to similar initiatives.
{"title":"What can a student-led e-learning site add to medical students’ education and professional development?","authors":"Margaret White, Joshua Scales, Kiran Jayaprakash","doi":"10.11120/elss.2011.03030002","DOIUrl":"https://doi.org/10.11120/elss.2011.03030002","url":null,"abstract":"Abstract Over the past year, a student-led project at the University of Dundee Medical School has been developing a website to allow the creation and sharing of learning resources among students. This paper describes the project and the lessons learned from it that may be applied to similar initiatives.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129708674","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 : 2011-07-01DOI: 10.11120/elss.2011.03030003
Aileen McGuigan, C. Normand
Abstract This study investigates the efficacy of a new blog tool in promoting learning and enabling social interaction and collaboration among participants on an innovative online professional teaching qualification programme for college lecturers. Participants were surveyed and some were interviewed to elicit the perceived influencers on participants’ blog activity and, specifically, the impact of learner characteristics and self-regulated learning skills on participation. The findings highlight the complexity of factors that impact on learner participation on the blog, including learner characteristics, self-efficacy, ICT skills and motives. This has led to a redesign of blog structures to facilitate greater interactivity through collective efficacy.
{"title":"Interactivity or inactivity: a study of blogging in a professional teaching qualification programme for college lecturers","authors":"Aileen McGuigan, C. Normand","doi":"10.11120/elss.2011.03030003","DOIUrl":"https://doi.org/10.11120/elss.2011.03030003","url":null,"abstract":"Abstract This study investigates the efficacy of a new blog tool in promoting learning and enabling social interaction and collaboration among participants on an innovative online professional teaching qualification programme for college lecturers. Participants were surveyed and some were interviewed to elicit the perceived influencers on participants’ blog activity and, specifically, the impact of learner characteristics and self-regulated learning skills on participation. The findings highlight the complexity of factors that impact on learner participation on the blog, including learner characteristics, self-efficacy, ICT skills and motives. This has led to a redesign of blog structures to facilitate greater interactivity through collective efficacy.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130262211","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 : 2011-07-01DOI: 10.11120/elss.2011.03030009
Craig Ancrum
Abstract This paper argues that the most effective learning of criminological knowledge is through honest and subjective engagements with the discipline. The author explores the dilemmas he has faced as a lecturer when drawing on his own criminal autobiography. His familiarity with criminal culture, combined with an understanding of research ethics, has guided his practice and brings a unique insight to ethnographic criminological research. Perspectives provided by his past are invaluable in engaging students in criminological knowledge and in encouraging them to reveal their own experiences of crime. This practice is risky, however: institutional resistance may be encountered and personal costs can be high.
{"title":"‘Knowing the dance’: the advantages and downfalls of a ‘criminal biography’ in teaching criminology in higher education","authors":"Craig Ancrum","doi":"10.11120/elss.2011.03030009","DOIUrl":"https://doi.org/10.11120/elss.2011.03030009","url":null,"abstract":"Abstract This paper argues that the most effective learning of criminological knowledge is through honest and subjective engagements with the discipline. The author explores the dilemmas he has faced as a lecturer when drawing on his own criminal autobiography. His familiarity with criminal culture, combined with an understanding of research ethics, has guided his practice and brings a unique insight to ethnographic criminological research. Perspectives provided by his past are invaluable in engaging students in criminological knowledge and in encouraging them to reveal their own experiences of crime. This practice is risky, however: institutional resistance may be encountered and personal costs can be high.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124508723","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 : 2010-11-01DOI: 10.11120/ELSS.2010.03020002
A. Rosie
In January 2010 C-SAP sent out details of a two day creative writing workshop for social science students. This workshop was held in Sheffield in March 2010 and was repeated in July due to popular demand. Few of the students had any previous experience of creative writing. The guidance given was that of the ‘sociological imagination’ which underpins all social science disciplines. The list of student contributors shows which disciplines are represented. The workshop was intensive but was not directed to achieving outstanding poems. The two workshops gave students an opportunity to think abut how a sociological imagination might illuminate a topic or question they were interested in. Much of this is personal and the stimuli used included scents as well as ideas. The workshop moved away from ‘telling’ and ‘generalising’ to try and capture particulrities and specific experiences. Of course many experiences raise questions, emotion and require answers. Several poems here are set in terms of questions. The writers experiment with different approaches including the ballad form, the argument. The emphais on capturing the particularity of experience gives us one prose piece which shows how reflection leads in to observation. The workshop made a considerable impression on participants. It is a pleasure to thank Dr Elizabeth Barrett, Principal Lecturer in Education at Sheffield Hallam University for leading the workshops. Elizabeth is an established poet who is able to encourage and support novice writers experimenting with the unfamiliar and to respond to their enthusiasm. The poems have been organised under notion of ourselves and other selves, whether seen or reflected upon Most lent themselves to each category used here. I hope the reader will enjoy reorganising the poems and reflecting on them.
{"title":"Making the Everyday","authors":"A. Rosie","doi":"10.11120/ELSS.2010.03020002","DOIUrl":"https://doi.org/10.11120/ELSS.2010.03020002","url":null,"abstract":"In January 2010 C-SAP sent out details of a two day creative writing workshop for social science students. This workshop was held in Sheffield in March 2010 and was repeated in July due to popular demand. Few of the students had any previous experience of creative writing. The guidance given was that of the ‘sociological imagination’ which underpins all social science disciplines. The list of student contributors shows which disciplines are represented. The workshop was intensive but was not directed to achieving outstanding poems. The two workshops gave students an opportunity to think abut how a sociological imagination might illuminate a topic or question they were interested in. Much of this is personal and the stimuli used included scents as well as ideas. The workshop moved away from ‘telling’ and ‘generalising’ to try and capture particulrities and specific experiences. Of course many experiences raise questions, emotion and require answers. Several poems here are set in terms of questions. The writers experiment with different approaches including the ballad form, the argument. The emphais on capturing the particularity of experience gives us one prose piece which shows how reflection leads in to observation. The workshop made a considerable impression on participants. It is a pleasure to thank Dr Elizabeth Barrett, Principal Lecturer in Education at Sheffield Hallam University for leading the workshops. Elizabeth is an established poet who is able to encourage and support novice writers experimenting with the unfamiliar and to respond to their enthusiasm. The poems have been organised under notion of ourselves and other selves, whether seen or reflected upon Most lent themselves to each category used here. I hope the reader will enjoy reorganising the poems and reflecting on them.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131897505","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.2010.03010004
Ross McGarry, M. Keating
Abstract This article examines an example of how academic research may inform how we teach. In this case study, we look at the use of auto/biography as a method in the sociological study of crime. Goodey’s (2000) use of a “biographical continuum? to identify “epiphanal moments? in the life course was adopted by one of the authors of this paper for his PhD research on the experiences of war veterans. This was later adapted for use with first-year criminology students as part of their preparation for an essay assignment on identity formation which required them to utilise their own auto/biographical accounts. Despite the well-documented tension between research and teaching in universities, it is argued that our teaching can be enhanced by the appropriate use of research methods and findings.
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