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Morwenna Griffiths 《教育政策杂志》2013,28(4):383-395
The paper provides a framework from which to critique orthodox assumptions about the processes of collaboration, especially in relation to the concepts of public space and power. Key issues are the private-public distinction and the metaphor of ‘public space’. The critique is rooted in alternatives to orthodox, Liberal humanist political perspectives in philosophy and draws on real examples of collaboration. Some of these are from my own experiences of a number of small-scale, policy-oriented, research projects and evaluations, both commissioned and university-originated. Suggestions are made about implications for the genesis of a politics of connection leading to collective actions. 相似文献
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LEARNING TO BE IN PUBLIC SPACES: IN FROM THE MARGINS WITH DANCERS, SCULPTORS, PAINTERS AND MUSICIANS 总被引：1，自引：0，他引：1
Morwenna Griffiths Judy Berry Anne Holt John Naylor Philippa Weekes 《British Journal of Educational Studies》2006,54(3):352-371
ABSTRACT: This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions. 相似文献
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AbstractLudwig Wittgenstein suggests that ‘A serious and good philosophical work could be written consisting entirely of jokes’. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ‘I knew Jean-Paul Sartre’, trying to trump the discussion. This conversation is a dialogue about comedy and humor as a basis for philosophy, education and pedagogy that provides an introduction to recent works and a context for ongoing research. The concluding section provides further reflection on some of the main themes, drawing attention to the significance of humor in dialogues within philosophy and education, and suggesting that it has a particular role in resisting managerialism at all levels of educational institutions. 相似文献
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Morwenna Griffiths 《Educational Action Research》2013,21(1):71-82
This paper is a contribution to the development of the view that action research should be both personal and political. It is shown that the personal and particular, as expressed in autobiographical research methods, can also be political and critical. This claim is dependent on (1) the view that, to be epistemologically sound, a method needs to be critical and political and (2) the view that to be epistemologically sound, a method needs to be personal, and also to be revisable over time. Arguments are given for these two views, using feminist epistemology. It is recognised that the claim would be hollow if it were not possible to convert abstract requirements into actual methods. This possibility is demonstrated by (3) considering the method of autobiography in general, and ‘critical autobiography’ in particular, and (4) examining my own autobiographical writing in journals made during an action research project, using the criteria developed in (1) and (2). 相似文献
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Morwenna Griffiths 《Educational theory》2013,63(3):221-236
In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report's considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (at least) four analytically distinguishable pedagogical relations, each of which interacts with the others. These relations are contingent on the embodiment of teacher and students and on the political and sociocultural context of the class. Therefore they are also contingent on time, as teachers age and as the political and sociocultural context changes. Griffiths concludes the article with suggestions for creating a teaching profession in which teachers are reflectively and critically adaptive during the course of their careers. 相似文献
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Methodological and Ethical Dilemmas in International Research: school attendance and gender in Ghana
abstract The paper considers questions of ethics and methodology in international research. An action research project designed for Ghana/UNICEF as part of a consultancy on school attendance is used as a case‐study from which to examine the ethical dilemmas facing consultants and their clients in educational research carried out as part of international aid. Ethical dilemmas of resourcing, ownership, accountability and self‐interest are discussed by the English consultants. It thus has a double purpose. It both contributes to research on school attendance, and also furthers debate about methodology and constraints on it. 相似文献
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Ruth Gwernan‐Jones Darren A. Moore Ruth Garside Michelle Richardson Jo Thompson‐Coon Morwenna Rogers Paul Cooper Ken Stein Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300
Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD. 相似文献
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Ruth Gwernan-Jones Darren A. Moore Paul Cooper Abigail Emma Russell Michelle Richardson Morwenna Rogers 《Emotional and Behavioural Difficulties》2016,21(1):83-100
This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil’s family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention. 相似文献