4 University teacher education and the pop-up art school Christine Jarvis and Sarah Williamson Genesis J ohnson (2010: 26) argues that most ideas ‘do not happen in a flash’ but rather form as a result of the ‘adjacent possible’, a term coined to describe the notion that ideas are only ‘built out of a collection of existing parts’ at a certain time. The pop-up art schools (PUAS) at the University of Huddersfield, the focus of this chapter, resulted from an eclectic collection of temporary and alternative cultural, social and retail events at a particular time
It is important to address the key social and cultural theorisations around issues such as freedom, democracy, knowledge and instrumentalism that impact the university and its relationship with and to the arts. This book maps out various ways in which the arts and creative practices are manifest in contemporary university-based adult education work, be it the classroom, in research or in the community. It is divided into three sections that reflect the normative structure or 'three pillars' of the contemporary university: teaching, research and service. The focus is on a programme that stems from the university's mission and commitment to encouraging its graduates to become more engaged citizens, willing to think critically and creatively about issues of global import, social justice and inequality. The Storefront 101 course, a free University of Calgary literature course for 'non-traditional' adult learners, aims to involve students in active dialogic processes of learning and civic and cultural engagement. Using the concept of pop-up galleries, teacher education is discussed. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, and outlines current arts-based theories and methodologies. It provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research. A more holistic and organic approach to lifelong learning is facilitated by a 'knowing-through-doing' approach, which became foregrounded as a defining feature of this project.
pop-up galleries, Sarah Williamson and Christine Jarvis of the University of Huddersfield in the United Kingdom describe their work on ‘Teacher education and the pop-up art school’. These pop-up art schools provide opportunities for trainee teachers to work collaboratively to plan, design and organise large-scale, inspirational art-based community-learning activities for senior citizens, members of the public, arts’ enthusiasts, and children and their parents. Like Sanford and Mimick, Jarvis and Williamson provide in-depth descriptions of their collaborative
patronage. While parents may opt their child out of religious education, doing so may emphasise difference between children, something that parents may wish to avoid. Children removed from religious education classes may feel self-conscious and different from other children. 40 Another issue is that most primary and secondary school teachers are still white, Irish and middle class. 41 So far there has been little focus on promoting diversity in teacher education programmes. 42 Insufficient understanding of the cultural backgrounds of immigrant
-Training , pp. 10‒11. 33 Jeffreys, Revolution in Teacher-Training , p. 13. 34 DES, Teacher Education and Training , pp. 7, 20. 35 History in Education, David Burrell interviewed
In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
With race as a central theme, this book presents racial stratification as the underlying system which accounts for the difference in outcomes of Whites and Blacks in the labour market. Critical race theory (CRT) is employed to discuss the operation, research, maintenance and impact of racial stratification. The power of this book is the innovative use of a stratification framework to expose the pervasiveness of racial inequality in the labour market. It teaches readers how to use CRT to investigate the racial hierarchy and it provides a replicable framework to identify the racial order based on insight from the Irish case. There is a four-stage framework in the book which helps readers understand how migrants navigate the labour market from the point of migration to labour participation. The book also highlights minority agency and how migrants respond to their marginality. The examples of how social acceptance can be applied in managing difference in the workplace are an added bonus for those interested in diversity and inclusion. This book is the first of its kind in Ireland and across Europe to present inequality, racism and discrimination in the labour market from a racial stratification perspective. While this book is based on Irish data, the CRT theoretical approach, as well as its insight into migrant perspectives, poses a strong appeal to scholars of sociology, social justice, politics, intercultural communication and economics with interest in race and ethnicity, critical whiteness and migration. It is a timely contribution to CRT which offers scholars a method to conduct empirical study of racial stratification across different countries bypassing the over-reliance on secondary data. It will also appeal to countries and scholars examining causal racism and how it shapes racial inequality.
-conferencing software which enabled students to meet via their computers and for tutorials to take place online. Plate 12 Mavis Nkwenkwana, a teacher at Isithsaba Junior Primary school in Mdantsane, the largest township in East London, South Africa was one of those who studied through the Teacher Education in Sub-Saharan Africa programme. This took the OU’s ideas about open learning and helping people to gain new skills into new directions. Plate 13 In 2004 in Cape Town, Nelson Mandela accepted an honorary doctorate from Vice-Chancellor Brenda Gourley and Chancellor Betty
information shared (e.g. Gambetta, 1988 ; Lane and Bachmann, 1998 ). Throughout our presentation of the data, we discuss the implications for the presence of such a trusting relationship between the researcher and the ‘researched’. We show the importance of supporting those with particular expertise to carry out research so that those involved in university teacher education and school leadership research can work
prisons pipeline’, whereby punitive and culturally tone-deaf educational systems are functionally fused with policing systems in problematic ways. See S. Gonsoulin, M. Zablocki and P. E. Leone, ‘Safe schools, staff development, and the school-to-prison pipeline’, Teacher Education and Special Education 35.4 (2012), pp. 309–19. 23 Young uses systematic and systemic interchangeably, but we will use only the term systemic, as it is clearer in referring to being ‘off the system’, as opposed to systematic, which has connotations of step-by-step consistency