Your Search Results

      • Trusted Partner
        Humanities & Social Sciences
        May 2013

        Lifelong learning, the arts and community cultural engagement in the contemporary university

        International perspectives

        by Michael Osborne, Darlene Clover, Kathy Sanford

        Lifelong learning, the arts, and community cultural engagement in the contemporary university maps the work of adult educators, teachers, researchers and graduate students from North America, Europe and Africa who use the arts in their university classroom teaching, their research and in service. It is written specifically for graduate students, and educators working in higher education, communities, schools, and practitioners who want to learn how to better integrate the arts in their practice to critically and creativity communicate, teach, make meaning, uncover, and involve. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, outlines current arts-based theories and methodologies and 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. ;

      • Trusted Partner
        Humanities & Social Sciences
        April 2012

        The Labour party and citizenship education

        Policy networks and the introduction of citizenship lessons in schools

        by Ben Kisby

        The Labour Party and citizenship education provides the definitive account of why and how Labour introduced citizenship education as a compulsory subject in the National Curriculum. Based on interviews with the key players, it contributes to our understanding of the role of ideas and policy networks in the policy process, to debates about the nature of New Labour as a political phenomenon, and addresses the significant and topical issues of political disaffection and community cohesion. This book is essential reading for academics and students of political science, public and social policy, education, contemporary history, and political theory. Written in an accessible style, it will also be of interest to the general reader concerned about issues of citizenship, political participation, disengagement and re-engagement. ;

      • Trusted Partner
        Humanities & Social Sciences
        November 2013

        A new imperative

        Regions and higher education in difficult times

        by Chris Duke, Michael Osborne, Michael Osborne, Bruce Wilson

        At a time in history when global challenges are becoming more intractable and threatening, it makes sense to draw on the specialist expertise of our universities. Much of government interest in doing so has typically focused on the major research institutions with their records of new discovery and invention. However, there is extensive evidence that the greatest opportunities are at regional level. Despite globalisation, regions are becoming more and more important as sites of identity and policy intervention. Regions can take their futures into their own hands, and their local universities are a crucial resource of expertise to support these initiatives. However, there have been significant barriers to effective cooperation between universities and their regional authorities. This book provides an analysis of these circumstances and draws on an international research project to point academics, policy makers and practitioners in the right direction. It provides extensive evidence from this project to support its argument. ;

      • Trusted Partner
        Humanities & Social Sciences
        December 2018

        The 'desegregation' of English schools

        Bussing, race and urban space, 1960s–80s

        by Olivier Esteves

        Dispersal, or 'bussing', was introduced to England in the early 1960s, after white parents expressed concerns that the sudden influx of non-Anglophone South Asian children was holding back their own children's education. It consisted of sending busloads of mostly Asian children to predominantly white suburban schools in an effort to 'spread the burden' and to promote linguistic and cultural integration. Although seemingly well-intentioned, dispersal proved a failure: it was based on racial identity rather than linguistic deficiency and ultimately led to an increase in segregation, as bussed pupils were daily confronted with racial bullying in dispersal schools. This is the first ever book on English bussing, based on an in-depth study of local and national archives, alongside interviews with formerly bussed pupils decades later.

      • Trusted Partner
        Humanities & Social Sciences
        May 2016

        A new imperative

        Regions and higher education in difficult times

        by Chris Duke, Michael Osborne, Michael Osborne, Bruce Wilson

        At a time in history when global challenges are becoming more intractable and threatening, it makes sense to draw on the specialist expertise of our universities. Much of government interest in doing so has typically focused on the major research institutions with their records of new discovery and invention. However, there is extensive evidence that the greatest opportunities are at regional level. Despite globalisation, regions are becoming more and more important as sites of identity and policy intervention. Regions can take their futures into their own hands, and their local universities are a crucial resource of expertise to support these initiatives. However, there have been significant barriers to effective cooperation between universities and their regional authorities. This book provides an analysis of these circumstances and draws on an international research project to point academics, policy makers and practitioners in the right direction. It provides extensive evidence from this project to support its argument.

      • Trusted Partner
        Humanities & Social Sciences
        May 2016

        Knowledge, democracy and action

        Community-university research partnerships in global perspectives

        by Budd L. Hall, Michael Osborne, Edward T. Jackson, Rajesh Tandon, Jean-Marc Fontan, Nirmala Lall

        Knowledge, democracy and action: Community-university research partnerships in global perspectives is based on a three-year international comparative study undertaken by the Global Alliance on Community Based Research and supported by the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education. It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. The book draws on the experience and insights of thirty-seven scholars and practitioners from the Global South and North. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building in the north and the south, on the theory and practice of community university research partnerships, models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations.

      • Trusted Partner
        Humanities & Social Sciences
        May 2016

        Lifelong learning, the arts and community cultural engagement in the contemporary university

        International perspectives

        by Michael Osborne, Darlene Clover, Kathy Sanford

        Lifelong learning, the arts, and community cultural engagement in the contemporary university maps the work of adult educators, teachers, researchers and graduate students from North America, Europe and Africa who use the arts in their university classroom teaching, their research and in service. It is written specifically for graduate students, and educators working in higher education, communities, schools, and practitioners who want to learn how to better integrate the arts in their practice to critically and creativity communicate, teach, make meaning, uncover, and involve. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, outlines current arts-based theories and methodologies and 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.

      • Trusted Partner
        Humanities & Social Sciences
        April 2019

        Counter-radicalisation policy and the securing of British identity

        The politics of Prevent

        by Thomas Martin

        This book offers an innovative account of Prevent, Britain's counter-radicalisation strategy, situating it as a novel form of power that has played a central role in the production and the policing of contemporary British identity. Drawing on interviews with those at the heart of Prevent's development, the book provides readers with an in-depth history and conceptualisation of the policy. The book demonstrates that Prevent is an ambitious new way of thinking about violence that has led to the creation of a radical new role for the state: tackling vulnerability to radicalisation. Detailing the history of the policy, and the concepts and practices that have been developed within Prevent, this book critically engages with the assumptions on which they are based and the forms of power they mobilise.

      • Trusted Partner
        Humanities & Social Sciences
        December 2018

        The 'desegregation' of English schools

        Bussing, race and urban space, 1960s–80s

        by Olivier Esteves

        Dispersal, or 'bussing', was introduced to England in the early 1960s, after white parents expressed concerns that the sudden influx of non-Anglophone South Asian children was holding back their own children's education. It consisted of sending busloads of mostly Asian children to predominantly white suburban schools in an effort to 'spread the burden' and to promote linguistic and cultural integration. Although seemingly well-intentioned, dispersal proved a failure: it was based on racial identity rather than linguistic deficiency and ultimately led to an increase in segregation, as bussed pupils were daily confronted with racial bullying in dispersal schools. This is the first ever book on English bussing, based on an in-depth study of local and national archives, alongside interviews with formerly bussed pupils decades later.

      • Trusted Partner
        Humanities & Social Sciences
        May 2016

        Lifelong learning, the arts and community cultural engagement in the contemporary university

        International perspectives

        by Michael Osborne, Darlene Clover, Kathy Sanford

        Lifelong learning, the arts, and community cultural engagement in the contemporary university maps the work of adult educators, teachers, researchers and graduate students from North America, Europe and Africa who use the arts in their university classroom teaching, their research and in service. It is written specifically for graduate students, and educators working in higher education, communities, schools, and practitioners who want to learn how to better integrate the arts in their practice to critically and creativity communicate, teach, make meaning, uncover, and involve. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, outlines current arts-based theories and methodologies and 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.

      • Trusted Partner
        Humanities & Social Sciences
        May 2016

        A new imperative

        Regions and higher education in difficult times

        by Chris Duke, Michael Osborne, Michael Osborne, Bruce Wilson

        At a time in history when global challenges are becoming more intractable and threatening, it makes sense to draw on the specialist expertise of our universities. Much of government interest in doing so has typically focused on the major research institutions with their records of new discovery and invention. However, there is extensive evidence that the greatest opportunities are at regional level. Despite globalisation, regions are becoming more and more important as sites of identity and policy intervention. Regions can take their futures into their own hands, and their local universities are a crucial resource of expertise to support these initiatives. However, there have been significant barriers to effective cooperation between universities and their regional authorities. This book provides an analysis of these circumstances and draws on an international research project to point academics, policy makers and practitioners in the right direction. It provides extensive evidence from this project to support its argument.

      • Trusted Partner
        Humanities & Social Sciences
        May 2016

        Knowledge, democracy and action

        Community-university research partnerships in global perspectives

        by Budd L. Hall, Michael Osborne, Edward T. Jackson, Rajesh Tandon, Jean-Marc Fontan, Nirmala Lall

        Knowledge, democracy and action: Community-university research partnerships in global perspectives is based on a three-year international comparative study undertaken by the Global Alliance on Community Based Research and supported by the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education. It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. The book draws on the experience and insights of thirty-seven scholars and practitioners from the Global South and North. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building in the north and the south, on the theory and practice of community university research partnerships, models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations.

      • Trusted Partner
        Humanities & Social Sciences
        January 2019

        Knowledge, democracy and action

        Community-university research partnerships in global perspectives

        by Budd L. Hall, Michael Osborne, Edward T. Jackson, Rajesh Tandon, Jean-Marc Fontan, Nirmala Lall

        Knowledge, democracy and action: Community-university research partnerships in global perspectives is based on a three-year international comparative study undertaken by the Global Alliance on Community Based Research and supported by the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education. It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. The book draws on the experience and insights of thirty-seven scholars and practitioners from the Global South and North. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building in the north and the south, on the theory and practice of community university research partnerships, models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations.

      • Trusted Partner
        Humanities & Social Sciences
        September 2016

        Schools and the politics of religion and diversity in the Republic of Ireland

        Separate but equal?

        by Karin Fischer

        Offers an in-depth analysis of the historical, political and ideological backdrop to the denominational education system in the Republic of Ireland

      • Trusted Partner
        Humanities & Social Sciences
        May 2019

        All in the mix

        Race, class and school choice

        by Bridget Byrne, Carla De Tona

      • Trusted Partner
        Humanities & Social Sciences
        May 2019

        All in the mix

        Race, class and school choice

        by Bridget Byrne, Carla De Tona

      • Trusted Partner
        Humanities & Social Sciences
        April 2019

        Counter-radicalisation policy and the securing of British identity

        The politics of Prevent

        by Thomas Martin

        This book offers an innovative account of Prevent, Britain's counter-radicalisation strategy, situating it as a novel form of power that has played a central role in the production and the policing of contemporary British identity. Drawing on interviews with those at the heart of Prevent's development, the book provides readers with an in-depth history and conceptualisation of the policy. The book demonstrates that Prevent is an ambitious new way of thinking about violence that has led to the creation of a radical new role for the state: tackling vulnerability to radicalisation. Detailing the history of the policy, and the concepts and practices that have been developed within Prevent, this book critically engages with the assumptions on which they are based and the forms of power they mobilise.

      • Trusted Partner
        Humanities & Social Sciences
        December 2018

        The 'desegregation' of English schools

        Bussing, race and urban space, 1960s–80s

        by Olivier Esteves

        Dispersal, or 'bussing', was introduced to England in the early 1960s, after white parents expressed concerns that the sudden influx of non-Anglophone South Asian children was holding back their own children's education. It consisted of sending busloads of mostly Asian children to predominantly white suburban schools in an effort to 'spread the burden' and to promote linguistic and cultural integration. Although seemingly well-intentioned, dispersal proved a failure: it was based on racial identity rather than linguistic deficiency and ultimately led to an increase in segregation, as bussed pupils were daily confronted with racial bullying in dispersal schools. This is the first ever book on English bussing, based on an in-depth study of local and national archives, alongside interviews with formerly bussed pupils decades later.

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