Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206712
Jonathan Tummons
ABSTRACT Drawing on interim findings from an ethnography of a cycle mechanics’ workshop, this article demonstrates how the work of the mechanics rests on not only specific and contextualised craft expertise but also on distributed networks of both people and things, within which highly specialist instances of expertise or competence manifest alongside more generic, even mundane, instances of subjectivised, experiential knowledge or habit. Through an analysis of ethnographic data using a composite theoretical framework, designed as a mosaic consisting of three different but equal components, the article provides descriptions and theorisations of everyday work that reconcile contextualised situated accounts of craft expertise with the wider sociotechnological and cultural networks within which such contextualised spaces are located.
{"title":"Theorising the everyday work of cycle mechanics","authors":"Jonathan Tummons","doi":"10.1080/13596748.2023.2206712","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206712","url":null,"abstract":"ABSTRACT Drawing on interim findings from an ethnography of a cycle mechanics’ workshop, this article demonstrates how the work of the mechanics rests on not only specific and contextualised craft expertise but also on distributed networks of both people and things, within which highly specialist instances of expertise or competence manifest alongside more generic, even mundane, instances of subjectivised, experiential knowledge or habit. Through an analysis of ethnographic data using a composite theoretical framework, designed as a mosaic consisting of three different but equal components, the article provides descriptions and theorisations of everyday work that reconcile contextualised situated accounts of craft expertise with the wider sociotechnological and cultural networks within which such contextualised spaces are located.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"313 - 329"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45588125","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206708
Leonardo Morantes-Africano
ABSTRACT This paper engages Bourdieu’s theories of social and cultural reproduction, namely that of habitus, symbolic power, and symbolic violence, with the work of queer theorists, to interrogate the theory and practice of heteronormativity. The paper centrally argues that issues of inequalities experienced by sexual minorities are rooted on a received discourse that is normative in nature, and that, if unexamined, will continue to reproduce them. It also argues that negative dispositions towards sexual difference are not innate to human nature but ‘learned’ via early socialisation. Thus, to advance social justice, disrupting heteronormativity is the right thing to do, and initial teacher education is in a privileged position to help teachers and students with processes of learning and unlearning, necessary for a critical interrogation of received gender/sexuality norms. The first section contextualises habitus against critical interpretations of gender and sexuality. The second section deals with the power of discourse and the symbolic violence exercised by it. The third section explores the role of teacher education to disrupt heteronormativity. The conclusion brings together key conceptualisations to argue that tackling issues of inequality and injustice towards sexual minorities requires a queering of habitus, an acceptance of sexual diversity as natural rather than deviant.
{"title":"Queering habitus: interrogating heteronormative dispositions that reproduce inequalities towards sexual minorities","authors":"Leonardo Morantes-Africano","doi":"10.1080/13596748.2023.2206708","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206708","url":null,"abstract":"ABSTRACT This paper engages Bourdieu’s theories of social and cultural reproduction, namely that of habitus, symbolic power, and symbolic violence, with the work of queer theorists, to interrogate the theory and practice of heteronormativity. The paper centrally argues that issues of inequalities experienced by sexual minorities are rooted on a received discourse that is normative in nature, and that, if unexamined, will continue to reproduce them. It also argues that negative dispositions towards sexual difference are not innate to human nature but ‘learned’ via early socialisation. Thus, to advance social justice, disrupting heteronormativity is the right thing to do, and initial teacher education is in a privileged position to help teachers and students with processes of learning and unlearning, necessary for a critical interrogation of received gender/sexuality norms. The first section contextualises habitus against critical interpretations of gender and sexuality. The second section deals with the power of discourse and the symbolic violence exercised by it. The third section explores the role of teacher education to disrupt heteronormativity. The conclusion brings together key conceptualisations to argue that tackling issues of inequality and injustice towards sexual minorities requires a queering of habitus, an acceptance of sexual diversity as natural rather than deviant.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"241 - 259"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42861857","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206704
Masha Apostolidu, S. Johnston-Wilder
ABSTRACT Approximately one in three people worldwide suffers from mathematics anxiety, with scholarly literature demonstrating that it has significant consequences for both individuals and wider society. While underlying related concepts, such as self-efficacy and emotional regulation, have been studied, there has been less research into accessible, practical approaches that teachers, support staff, carers and learners can use to overcome emotional barriers to learning mathematics. However, one exception is the Mathematical Resilience Toolkit by Johnston-Wilder et al. This paper reviews the research underpinning the Mathematical Resilience Toolkit, introduces the concept of psychological safety, and presents and evaluates the results of a small-scale study. The Toolkit was used with eight mature GCSE mathematics learners in a further education college. In this exploratory study, data were collected from interviews and analysed using thematic analysis. The key themes that emerged highlight the importance of addressing emotional aspects of learning mathematics in the classroom for those returning to mathematics from adverse prior experiences. All participants rated the Mathematical Resilience Toolkit as ‘extremely useful’ and would advise using it as a practical strategy for any adult with anxiety in mathematics learning. This approach warrants further research to establish its efficacy in different contexts.
{"title":"Breaking through the fear: exploring the mathematical resilience toolkit with anxious FE students","authors":"Masha Apostolidu, S. Johnston-Wilder","doi":"10.1080/13596748.2023.2206704","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206704","url":null,"abstract":"ABSTRACT Approximately one in three people worldwide suffers from mathematics anxiety, with scholarly literature demonstrating that it has significant consequences for both individuals and wider society. While underlying related concepts, such as self-efficacy and emotional regulation, have been studied, there has been less research into accessible, practical approaches that teachers, support staff, carers and learners can use to overcome emotional barriers to learning mathematics. However, one exception is the Mathematical Resilience Toolkit by Johnston-Wilder et al. This paper reviews the research underpinning the Mathematical Resilience Toolkit, introduces the concept of psychological safety, and presents and evaluates the results of a small-scale study. The Toolkit was used with eight mature GCSE mathematics learners in a further education college. In this exploratory study, data were collected from interviews and analysed using thematic analysis. The key themes that emerged highlight the importance of addressing emotional aspects of learning mathematics in the classroom for those returning to mathematics from adverse prior experiences. All participants rated the Mathematical Resilience Toolkit as ‘extremely useful’ and would advise using it as a practical strategy for any adult with anxiety in mathematics learning. This approach warrants further research to establish its efficacy in different contexts.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"330 - 347"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969856","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206706
K. Johnston, S. Corbett, Adéle Bezuidenhout, Dion van Zyl, Susana Pasamar
ABSTRACT Studies on gender differences in work-life conflict have shown that women often report higher levels of work-life conflict due to social mores of undertaking a larger proportion of childcare and household work. Similarly, emergent research on the impact of the Covid pandemic on work-life conflict have shown that women experienced more work-life conflict. During the pandemic, educational work and provision took place within the home. The current study therefore sought to investigate work-life conflict for employees in the further education sector during the pandemic. The findings of the current study suggest that there were no gender differences, at least in the case of the further education sector, which is contrary to extant research on work-life conflict. Thus, there is scope to explore through future research whether there is trajectory towards gender equalitarianism in the sharing of household work, whether the pandemic as a crisis was an episodic event that necessitated gender equalitarian work distribution, or whether the blurring of boundaries between work and non-work domains is a continuum of neoliberal institutional demands.
{"title":"Gender differences in work-life conflict during Covid? A research agenda for work-life conflict post-pandemic","authors":"K. Johnston, S. Corbett, Adéle Bezuidenhout, Dion van Zyl, Susana Pasamar","doi":"10.1080/13596748.2023.2206706","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206706","url":null,"abstract":"ABSTRACT Studies on gender differences in work-life conflict have shown that women often report higher levels of work-life conflict due to social mores of undertaking a larger proportion of childcare and household work. Similarly, emergent research on the impact of the Covid pandemic on work-life conflict have shown that women experienced more work-life conflict. During the pandemic, educational work and provision took place within the home. The current study therefore sought to investigate work-life conflict for employees in the further education sector during the pandemic. The findings of the current study suggest that there were no gender differences, at least in the case of the further education sector, which is contrary to extant research on work-life conflict. Thus, there is scope to explore through future research whether there is trajectory towards gender equalitarianism in the sharing of household work, whether the pandemic as a crisis was an episodic event that necessitated gender equalitarian work distribution, or whether the blurring of boundaries between work and non-work domains is a continuum of neoliberal institutional demands.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"207 - 225"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365529","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206707
Maria Fakih
ABSTRACT The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.
{"title":"Step into a new dimension with augmented reality. Can Augmented Reality (AR) replicate the tactile experience in a virtual mathematics classroom and what is the impact on engagement and deeper understanding?","authors":"Maria Fakih","doi":"10.1080/13596748.2023.2206707","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206707","url":null,"abstract":"ABSTRACT The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"226 - 240"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42918054","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206711
C. Lloyd
ABSTRACT This study explores the approach taken to teaching agriculture in further education colleges in England. There is almost no literature that focuses specifically on this group and therefore little is known about the teaching of this specialist subject area. The article begins by providing background both to the FE sector and agriculture. It then considers pedagogic content knowledge and its use as a tool for investigating and understanding practice. The findings from interviews with 17 practitioners involved in teaching agriculture are presented. These focus on beliefs on preparing learners for a career in the sector, the decision-making process when planning sessions and accounts of teaching practice. The findings suggest that there are a number of features that make teaching agriculture distinct from a more general pedagogical approach. These include the impact of context on pedagogical decisions, the value placed on theoretical and practical aspects and proximity to industry through resourcing. It is hoped that making these visible will enable the transfer of knowledge within the teaching community and promote a greater understanding of this area of provision within the further education sector.
{"title":"“Not just go into a field to turn the soil over, they’ve got to understand the science behind it.” using pedagogic content knowledge to uncover teaching practice in agriculture","authors":"C. Lloyd","doi":"10.1080/13596748.2023.2206711","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206711","url":null,"abstract":"ABSTRACT This study explores the approach taken to teaching agriculture in further education colleges in England. There is almost no literature that focuses specifically on this group and therefore little is known about the teaching of this specialist subject area. The article begins by providing background both to the FE sector and agriculture. It then considers pedagogic content knowledge and its use as a tool for investigating and understanding practice. The findings from interviews with 17 practitioners involved in teaching agriculture are presented. These focus on beliefs on preparing learners for a career in the sector, the decision-making process when planning sessions and accounts of teaching practice. The findings suggest that there are a number of features that make teaching agriculture distinct from a more general pedagogical approach. These include the impact of context on pedagogical decisions, the value placed on theoretical and practical aspects and proximity to industry through resourcing. It is hoped that making these visible will enable the transfer of knowledge within the teaching community and promote a greater understanding of this area of provision within the further education sector.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"295 - 312"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44222539","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206710
Sheraz Ahmad
ABSTRACT Enhancing students’ experience in classrooms in the FE sector by improving instructional quality has been an ongoing challenge for years. Although mentoring has contributed quite considerably to developing teachers’ competence and making them more resilient, looking at mentoring from a different perspective requires and deserves immediate attention. Using a case study, this research explores in depth how mentoring can prove constructive, efficacious and transformational through co-teaching. A novel model of mentoring (Mentoring through Co-Teaching – MTCT) is presented and investigated in order to further explore mentoring in the moment to support teachers as well as mentors become more skilled and resilient practitioners through mentoring in action. Rich and ample qualitative data, in the form of a semi-structured interview with the participant, observation reports, self-evaluation reports and learners’ voice, are analysed to determine the impact of this study and future recommendations are made in an attempt to further improve teaching, learning and assessment in the FE sector.
{"title":"Making mentoring transformational through co-teaching: a case study in the FE sector","authors":"Sheraz Ahmad","doi":"10.1080/13596748.2023.2206710","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206710","url":null,"abstract":"ABSTRACT Enhancing students’ experience in classrooms in the FE sector by improving instructional quality has been an ongoing challenge for years. Although mentoring has contributed quite considerably to developing teachers’ competence and making them more resilient, looking at mentoring from a different perspective requires and deserves immediate attention. Using a case study, this research explores in depth how mentoring can prove constructive, efficacious and transformational through co-teaching. A novel model of mentoring (Mentoring through Co-Teaching – MTCT) is presented and investigated in order to further explore mentoring in the moment to support teachers as well as mentors become more skilled and resilient practitioners through mentoring in action. Rich and ample qualitative data, in the form of a semi-structured interview with the participant, observation reports, self-evaluation reports and learners’ voice, are analysed to determine the impact of this study and future recommendations are made in an attempt to further improve teaching, learning and assessment in the FE sector.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"276 - 294"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43586064","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206709
Abbie Cairns
ABSTRACT Money has been the dominant way to understand the motivation for artists to teach. Written from an adult community learning (ACL) perspective, this research is part of a wider study interrogating artist-teacher identity transformation. This paper explores the motivations for becoming an artist-teacher in ACL, questioning the assumption that artists teach for financial security. ACL is comprised of ‘community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges’. ACL is plighted by casual contracts and precarious working hours, suggesting that financial security may not be the main motivator for working in this sector. The research employs autoethnography, to construct a layered account of what motivates individuals to become artist-teachers in ACL (206). Within the autoethnographic approach narrative is used to help understand these motivations (727). The paper helps to produce new knowledge about the motivations of the artist-teacher in ACL. This could have wider implications on the sector, which has generally been devalued and overlooked, including influences on the recruitment and retention of tutors.
{"title":"What motivates the artist-teacher in adult community learning? It’s not about the money","authors":"Abbie Cairns","doi":"10.1080/13596748.2023.2206709","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206709","url":null,"abstract":"ABSTRACT Money has been the dominant way to understand the motivation for artists to teach. Written from an adult community learning (ACL) perspective, this research is part of a wider study interrogating artist-teacher identity transformation. This paper explores the motivations for becoming an artist-teacher in ACL, questioning the assumption that artists teach for financial security. ACL is comprised of ‘community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges’. ACL is plighted by casual contracts and precarious working hours, suggesting that financial security may not be the main motivator for working in this sector. The research employs autoethnography, to construct a layered account of what motivates individuals to become artist-teachers in ACL (206). Within the autoethnographic approach narrative is used to help understand these motivations (727). The paper helps to produce new knowledge about the motivations of the artist-teacher in ACL. This could have wider implications on the sector, which has generally been devalued and overlooked, including influences on the recruitment and retention of tutors.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"260 - 275"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45586490","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206705
Abbie Cairns
ABSTRACT This paper explores the enterprises artist-teachers in adult community learning (ACL) engage with and how these form their identity. This is significant to consider as artist-teachers in ACL are overlooked in the published literature. ACL is comprised of community-based learning delivered by local authorities and general further education colleges. Thornton defines the artist-teacher as an individual dedicated to both art and teaching. This is visualised in his Artist Teacher Model. However, Thornton ignores other enterprises that an artist-teacher could be involved in. This paper then considers Daichendt’s use of Wallace and Gruber’s networks of enterprises. Using the earliest recorded artist-educator, George Wallis, as a case study, Daichendt highlights how one is often engaged in several enterprises and uses the network of enterprises to visualise this. Participant interviews and focus groups test if this is more appropriate for the artist-teacher in ACL than Thornton’s model. The impact of this research on practice is an improved understanding of the multifaceted identities of artist-teachers. The paper helps to produce new knowledge around the identity and introduces newly developed visual tools for tracking this, including the Tetrad Identity Model, and the ATLS. These tools may also be used for other professionals with multifaceted identities.
{"title":"Artist-teacher-researcher-student: exploring the enterprises of the artist-teacher in adult community learning","authors":"Abbie Cairns","doi":"10.1080/13596748.2023.2206705","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206705","url":null,"abstract":"ABSTRACT This paper explores the enterprises artist-teachers in adult community learning (ACL) engage with and how these form their identity. This is significant to consider as artist-teachers in ACL are overlooked in the published literature. ACL is comprised of community-based learning delivered by local authorities and general further education colleges. Thornton defines the artist-teacher as an individual dedicated to both art and teaching. This is visualised in his Artist Teacher Model. However, Thornton ignores other enterprises that an artist-teacher could be involved in. This paper then considers Daichendt’s use of Wallace and Gruber’s networks of enterprises. Using the earliest recorded artist-educator, George Wallis, as a case study, Daichendt highlights how one is often engaged in several enterprises and uses the network of enterprises to visualise this. Participant interviews and focus groups test if this is more appropriate for the artist-teacher in ACL than Thornton’s model. The impact of this research on practice is an improved understanding of the multifaceted identities of artist-teachers. The paper helps to produce new knowledge around the identity and introduces newly developed visual tools for tracking this, including the Tetrad Identity Model, and the ATLS. These tools may also be used for other professionals with multifaceted identities.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"181 - 206"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44506309","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 : 2023-04-03DOI: 10.1080/13596748.2023.2206703
Gary Husband
Sitting down to write this I face, as so many of you will have before me, the terror of the blank page. A hectic work schedule, multiple deadlines and a busy home life have meant that I have left writing this to the last minute, and the deadline is so close, it can sense my fear. However, this isn’t an unfamiliar situation and like anyone that has ever had to write to a specific brief for a specific audience for a very specific publication, I have found that the inspiration arrived at the last possible moment as I drove into a grey and dark Sunderland on this chilly February morning (thankfully the sun is now reflecting off the River Wear and silhouetting the outlines of the manoeuvring industrial shipping). As it transpires, the inspiration was there all along and thankfully for me, has been rather consistently for the last 13 years. My issue was overcoming the blank page induced terror and plucking up the courage to try and adroitly attempt to do some sort of justice to my commentary and description. I will undoubtedly fail or at least fall short in part but, hopefully, I will be able to at least convey some part of the story and in so doing, perhaps do it justice. The inspiration I’m drawing on comes from the community I have found myself a part of and working in. For the last two decades, I have been lucky enough to work with many hundreds of inspiring people who have all had the most fascinating stories, histories, interests and areas of expertise. It is the stories and community that have kept me afloat and inspired, and in this short introductory piece to the special issue for the 2022 ARPCE 4 International Conference I intend to share how and explore why. Firstly, a short but relevant story. In December of 2007, I was called out to an early hour’s vehicle breakdown by a distressed family attempting to reach Manchester airport from which they would be departing (as they described) to get some much-needed winter sun. Nearly two decades on, their
{"title":"The terror of the blank page","authors":"Gary Husband","doi":"10.1080/13596748.2023.2206703","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206703","url":null,"abstract":"Sitting down to write this I face, as so many of you will have before me, the terror of the blank page. A hectic work schedule, multiple deadlines and a busy home life have meant that I have left writing this to the last minute, and the deadline is so close, it can sense my fear. However, this isn’t an unfamiliar situation and like anyone that has ever had to write to a specific brief for a specific audience for a very specific publication, I have found that the inspiration arrived at the last possible moment as I drove into a grey and dark Sunderland on this chilly February morning (thankfully the sun is now reflecting off the River Wear and silhouetting the outlines of the manoeuvring industrial shipping). As it transpires, the inspiration was there all along and thankfully for me, has been rather consistently for the last 13 years. My issue was overcoming the blank page induced terror and plucking up the courage to try and adroitly attempt to do some sort of justice to my commentary and description. I will undoubtedly fail or at least fall short in part but, hopefully, I will be able to at least convey some part of the story and in so doing, perhaps do it justice. The inspiration I’m drawing on comes from the community I have found myself a part of and working in. For the last two decades, I have been lucky enough to work with many hundreds of inspiring people who have all had the most fascinating stories, histories, interests and areas of expertise. It is the stories and community that have kept me afloat and inspired, and in this short introductory piece to the special issue for the 2022 ARPCE 4 International Conference I intend to share how and explore why. Firstly, a short but relevant story. In December of 2007, I was called out to an early hour’s vehicle breakdown by a distressed family attempting to reach Manchester airport from which they would be departing (as they described) to get some much-needed winter sun. Nearly two decades on, their","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"173 - 180"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611307","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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