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Involvement of community partners in the structure and design of
services is largely accepted in principle, but its practice is
heavily contested. This book argues that the co-production of
research is one of the best ways to involve community partners. As
well as having intrinsic value in and of itself, research embeds a
culture of learning, co-production and of valuing research within
organizations. It also creates a mechanism for developing evidence
for, monitoring and evaluating subsequent ideas and initiatives
that arise from other co-production initiatives. The book makes a
case for research to be a synthesis of participatory research,
critical pedagogy, peer research and community organizing. It
develops a model called Participatory Pedagogic Impact Research
(PPIR). Participatory research is often criticized for not having
the impact it promises. PPIR ensures that the issues chosen, and
the recommendations developed, serve the mutual self-interest of
stakeholders, are realistic and realizable. At the same time this
approach pushes the balance of power towards the oppressed using
methods of dissemination that hold decision makers to account and
create real change. PPIR also develops a robust method for
creatively identifying issues, methods and analytic frameworks. Its
third section details case studies across Europe and the United
States of PPIR in action with professional researchers' and
community partners' reflections on these experiences. This book
gives a unique articulation of what makes for genuinely critical
reflective spaces, something underdeveloped in the literature. It
should be considered essential reading for both participatory
research academics and those involved in health and social care
services in the planning, commissioning and delivery of services.
Involvement of community partners in the structure and design of
services is largely accepted in principle, but its practice is
heavily contested. This book argues that the co-production of
research is one of the best ways to involve community partners. As
well as having intrinsic value in and of itself, research embeds a
culture of learning, co-production and of valuing research within
organizations. It also creates a mechanism for developing evidence
for, monitoring and evaluating subsequent ideas and initiatives
that arise from other co-production initiatives. The book makes a
case for research to be a synthesis of participatory research,
critical pedagogy, peer research and community organizing. It
develops a model called Participatory Pedagogic Impact Research
(PPIR). Participatory research is often criticized for not having
the impact it promises. PPIR ensures that the issues chosen, and
the recommendations developed, serve the mutual self-interest of
stakeholders, are realistic and realizable. At the same time this
approach pushes the balance of power towards the oppressed using
methods of dissemination that hold decision makers to account and
create real change. PPIR also develops a robust method for
creatively identifying issues, methods and analytic frameworks. Its
third section details case studies across Europe and the United
States of PPIR in action with professional researchers' and
community partners' reflections on these experiences. This book
gives a unique articulation of what makes for genuinely critical
reflective spaces, something underdeveloped in the literature. It
should be considered essential reading for both participatory
research academics and those involved in health and social care
services in the planning, commissioning and delivery of services.
This book draws on the findings of a two-year European research
project to offer answers to the 'problem' of how to respond to
violence involving young people that continues to challenge youth
workers and policy makers. 'Responding to violence through youth
work' combines elements of critical theory, psychosocial
criminology and applied existential philosophy to present a new
model for responding meaningfully and effectively to these issues,
demonstrated through a series of case studies and insider accounts
generated through peer research.
This book draws on the findings of a two-year European research
project, this book combines elements of critical theory,
psychosocial criminology and applied existential philosophy to
present a new model for responding meaningfully and effectively the
'problem' of how to respond to violence involving young people that
continues to challenge youth workers and policy makers.
An introduction to critical pedagogy for all those working within
higher education. Critical Pedagogy is an approach that is
fundamentally democratic, informal, non-hierarchical, determined by
participants, privileges the oppressed and their perspectives and
is committed to action. Higher education (HE), conversely, is often
un-democratic, formal, hierarchical, determined by tutors and
national bodies, re-inscribes existing privileges and is distant
from lived experience. The book starts from the premise that
critical pedagogies are possible in HE, while recognising the
tensions to be ameliorated in trying to enact them. It re-examines
the concept and explores its practical application at an
institutional level, within the curriculum, within assessment,
through learning and teaching and in the spaces in-between. The
Critical Practice in Higher Education series provides a scholarly
and practical entry point for academics into key areas of higher
education practice. Each book in the series explores an individual
topic in depth, providing an overview in relation to current
thinking and practice, informed by recent research. The series will
be of interest to those engaged in the study of higher education,
those involved in leading learning and teaching or working in
academic development, and individuals seeking to explore particular
topics of professional interest. Through critical engagement, this
series aims to promote an expanded notion of being an academic -
connecting research, teaching, scholarship, community engagement
and leadership - while developing confidence and authority.
All universities have to produce plans to eliminate the gaps in
access, success and participation of disadvantaged student in
higher education, setting targets with regards to Global Majority,
working class, disabled and student with mental health conditions.
In this book, Mike Seal examines the terminology, theoretical
debates and positions, identifies the causes of gaps, and evaluates
proposed initiatives. He argues that there is an unexamined
assumption that higher education is a ‘good thing’ materially
and intellectually, which demonises those for whom this is
questionable. The book also highlights the continuing structural
and individual discrimination in terms of class, race and
disability and a denial of the extent to which higher education is
a cause of mental health issues and negative well-being. It
uncovers unexamined ‘assimilation’ models in higher education
that expects these students to abandon their culture and
communities, despite students wanting to give back to these
communities being a major extrinsic motivation, and to embrace a
culture that will not embrace them. The book starts from the
perspective that contemporary international higher education
reproduces existing privileges, and the book goes on to argue that
widening participation agendas should recognise the changing nature
of academic life through a more inclusive, holistic approach. Seal
argues that it is essential to include an informed understanding of
how students position themselves in academia and how their identity
and academic status is enabled and developed with the support of
the university. In order to do this universities need to redefine
their purpose and the nature of their relationships with the
communities they purport to serve.
Many accounts of critical pedagogy, particularly accounts of trying
to enact it within higher education (HE), express a deep cynicism
about whether it is possible to counter the ever creeping hegemony
of neo-liberalism, neo- conservatism and new managerialism within
Universities. Hopeful Pedagogies in Higher Education acknowledges
some of these criticisms, but attempts to rescue critical pedagogy,
locating some of its associated pessimism as misreading of Freire
and offering hopeful avenues for new theory and practice. These
misreadings are also located in the present, in the assumption that
unless change comes within the lifetime of the project, it has
somehow failed. Instead, this book argues that a positive
utopianism is possible. Present actions need to be celebrated, and
cultivated as symbols of hope, possibility and generativity for the
future - which the concept of hope implies. The contributors make
the case for celebrating the pedagogies of HE that operate in
liminal spaces - situated in the spaces between the present and the
future (between the world as it is and the world as it could be)
and also in the cracks that are beginning to show in the dominant
discourses.
Many accounts of critical pedagogy, particularly accounts of trying
to enact it within higher education (HE), express a deep cynicism
about whether it is possible to counter the ever creeping hegemony
of neo-liberalism, neo- conservatism and new managerialism within
Universities. Hopeful Pedagogies in Higher Education acknowledges
some of these criticisms, but attempts to rescue critical pedagogy,
locating some of its associated pessimism as misreading of Freire
and offering hopeful avenues for new theory and practice. These
misreadings are also located in the present, in the assumption that
unless change comes within the lifetime of the project, it has
somehow failed. Instead, this book argues that a positive
utopianism is possible. Present actions need to be celebrated, and
cultivated as symbols of hope, possibility and generativity for the
future - which the concept of hope implies. The contributors make
the case for celebrating the pedagogies of HE that operate in
liminal spaces – situated in the spaces between the present and
the future (between the world as it is and the world as it could
be) and also in the cracks that are beginning to show in the
dominant discourses.
The whole world knows and regrets what happened on that November
day in Dallas 50 years ago, and for that intervening 50 years the
whole world has speculated, probed and investigated to find out the
whole story. That no one has so far succeeded reflects what a
complicated, far reaching story it really is. The sequence of
events began long before Kennedy became president, and ended long
after November 1963. The full truth about that fateful day lay
hidden in a dusty file of papers until after the fall of the soviet
empire, and has only now come to light. A Face to a Kill reveals
the amazing truth of the mixture of co-incidence, accident,
ambition and malice that changed the world for ever.
All universities have to produce plans to eliminate the gaps in
access, success and participation of disadvantaged student in
higher education, setting targets with regards to Global Majority,
working class, disabled and student with mental health conditions.
In this book, Mike Seal examines the terminology, theoretical
debates and positions, identifies the causes of gaps, and evaluates
proposed initiatives. He argues that there is an unexamined
assumption that higher education is a 'good thing' materially and
intellectually, which demonises those for whom this is
questionable. The book also highlights the continuing structural
and individual discrimination in terms of class, race and
disability and a denial of the extent to which higher education is
a cause of mental health issues and negative well-being. It
uncovers unexamined 'assimilation' models in higher education that
expects these students to abandon their culture and communities,
despite students wanting to give back to these communities being a
major extrinsic motivation, and to embrace a culture that will not
embrace them. The book starts from the perspective that
contemporary international higher education reproduces existing
privileges, and the book goes on to argue that widening
participation agendas should recognise the changing nature of
academic life through a more inclusive, holistic approach. Seal
argues that it is essential to include an informed understanding of
how students position themselves in academia and how their identity
and academic status is enabled and developed with the support of
the university. In order to do this universities need to redefine
their purpose and the nature of their relationships with the
communities they purport to serve.
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