# bib

id: prism-285
author: Harrison, John
title: Daley, Orr and Petrie (2017) The Principal: Power and Professionalism in FE
date: 2019-07-01
pages: 4
extension: .pdf
mime: application/pdf
words: 1195
sentence: 53
flesch: 42
cache: cache/prism-285.pdf
txt: txt/prism-285.txt
summary:
  I have worked for the same Further Education College for almost 20 years, starting in 2000 at a time of increased, then sustained, government focus on the value of Further Education, manifest most notably in forensic scrutiny of student retention and achievement rates as indicators of value for money and, whilst less explicit, societal impact. Funding for Further Education in England was cut by more than a third between 2010 and 2018 (Belfield, Sibieta, & Farquharson, 2018) and yet, while the minority government halted further cuts in 2017, the final wave of Area Based Reviews (aimed at cutting the overall number of FE Colleges and leaving those which remained more resilient), the introduction of the Teaching and Further Education Act (setting out key governmental priorities such as T- PRISM 2(2) prism-journal.blackburn.ac.uk 93 Levels), and the creation of The Institute for Apprenticeships and Technical Education (to provide oversight of college-based technical education as well as of apprenticeships) are examples of why this publication is valuable.


id: prism-420
author: Hammond, Craig Andrew
title: PRISM Editorial: Transitions and Challenges
date: 2020-11-19
pages: 4
extension: .pdf
mime: application/pdf
words: 1563
sentence: 67
flesch: 31
cache: cache/prism-420.pdf
txt: txt/prism-420.txt
summary:
  Whilst developing this rolling notion of Themed and Guest Edited issues for each volume (focusing on a dedicated and specific area), we also wanted to ensure that we were able to protect the open and generic nature of PRISM. However, we didn’t want to do this to/with PRISM; we wanted to become more proactive in targeting, engaging with and inviting an eclecticity of colleagues and wider networks to consider PRISM as a publishing platform.


id: prism-296
author: Shukie, Peter
title: Eubanks (2018) Automating Inequality
date: 2018-12-01
pages: 5
extension: .pdf
mime: application/pdf
words: 1749
sentence: 78
flesch: 52
cache: cache/prism-296.pdf
txt: txt/prism-296.txt
summary:
  Certainly, the discussion around policy and activism to change policy, public-private partnerships and the structuring of welfare systems is often state and nation specific. Partly, this is down to Eubanks ability to present compelling human narratives at the thick end of algorithm based social policies.


id: prism-295
author: McDonough, Terry
title: Containment and Division
date: 2018-12-01
pages: 5
extension: .pdf
mime: application/pdf
words: 1934
sentence: 158
flesch: 70
cache: cache/prism-295.pdf
txt: txt/prism-295.txt
summary:
  We would find it outlandish if we heard politicos telling us they were going to make our container “great again” or ensure that those with different bodies (containers) are sent away to other containers (containers in containers, again). We even have big discussions about whether our bounded containers are in or out of other bounded containers.


id: prism-294
author: Allan, David
title: Class, Education and Mindset
date: 2018-12-01
pages: 6
extension: .pdf
mime: application/pdf
words: 2052
sentence: 98
flesch: 52
cache: cache/prism-294.pdf
txt: txt/prism-294.txt
summary:
  Whilst these measures may appear anti-intellectual, they can be both reassuring and reaffirming if they appear to result in the securement of greater economic capital and/or an increase in social capital. Indeed, in the case of individuals who become NEET1, whilst there is a lack of economic capital, there is often a trade-off as social capital takes priority.


id: prism-286
author: Johnson, Phil; Card, William
title: Declassing Education
date: 2018-12-01
pages: 9
extension: .pdf
mime: application/pdf
words: 2109
sentence: 86
flesch: 43
cache: cache/prism-286.pdf
txt: txt/prism-286.txt
summary:
  At this moment the debate around social class and education seems more pertinent and necessary than ever. Staff here are regularly trained in equality and diversity for characteristics such as race, gender and sexuality, but bias based on social class is not covered.


id: prism-432
author: Iqbal, Karamat
title: My Religion is Important
date: 2021-07-24
pages: 4
extension: .pdf
mime: application/pdf
words: 1914
sentence: 114
flesch: 29
cache: cache/prism-432.pdf
txt: txt/prism-432.txt
summary:
  Earlier, the Greater London Authority (2007, p. xv) had provided a comprehensive definition of religious literacy: Skills in understanding and assessing religious statements and behaviour; discerning the difference between valuable and harmful aspects of religion and religions; appreciating religious architecture, art, literature and music without necessarily accepting all the beliefs that they express or assume; and making reasonable accommodation between people holding different religious and non-religious worldviews. When it comes to religion, London is also bucking the trend.


id: prism-419
author: Gillaspy, Emma; Hunter, Anna; Withnell, Neil; Nerantzi, Chrissi
title: Editorial: Our Creative Selves
date: 2020-11-18
pages: 7
extension: .pdf
mime: application/pdf
words: 2707
sentence: 138
flesch: 55
cache: cache/prism-419.pdf
txt: txt/prism-419.txt
summary:
  Within this themed issue we present a treasure trove of creative practice, drawn from a range of practitioner stories and creative applications, across a range of https://doi.org/10.24377/prism.ljmu.0301209 https://doi.org/10.24377/prism.ljmu.0301209 https://openjournals.ljmu.ac.uk/index.php/prism/ mailto:achunter1@uclan.ac.uk mailto:egillaspy@uclan.ac.uk mailto:n.withnell@salford.ac.uk mailto:c.nerantzi@mmu.ac.uk https://orcid.org/0000-0003-4202-920X https://orcid.org/0000-0002-6725-3331 http://orcid.org/0000-0001-7145-1800 PRISM Hunter, Gillaspy, Withnell & Nerantzi (2020) PRISM 2 3(1) disciplines and professional areas. We would like to thank all our contributors, their commitment to creative practice but also to sharing their work with a wider audience so generously and openly.


id: prism-297
author: McDonough, Terry
title: Creating a Third Space
date: 2017-07-01
pages: 6
extension: .pdf
mime: application/pdf
words: 3017
sentence: 163
flesch: 54
cache: cache/prism-297.pdf
txt: txt/prism-297.txt
summary:
  There is, though, nothing new here: peer-reviewed, academic journals are commonplace. Parker’s observation is that, whilst we have experienced an increase in the ‘general access to a basic level of cultural programming’ (1988, p.223), we have, in tandem, witnessed a decrease in general access to specialised exchange.


id: prism-292
author: Wyatt, Richard
title: Raymond Williams
date: 2018-12-01
pages: 10
extension: .pdf
mime: application/pdf
words: 3454
sentence: 185
flesch: 48
cache: cache/prism-292.pdf
txt: txt/prism-292.txt
summary:
  According to Jones (2006), Williams was able to do this by not rejecting ‘high culture’ for ‘low culture’ or for an anthropological conception of ‘way of life culture’; but by including all objective culture as a ‘documentary culture’ in the first stage of reconstructing a ‘structure of feeling’ of a period. Raymond Williams, history and historical ethnography Williams’ work can also be used within historical studies.


id: prism-284
author: Husband, Gary; Murphy, Paul; Petrie, Joel
title: FE or not FE? A Play in Two Acts
date: 2019-07-01
pages: 14
extension: .pdf
mime: application/pdf
words: 3393
sentence: 269
flesch: 69
cache: cache/prism-284.pdf
txt: txt/prism-284.txt
summary:
  DAI: I think it's more to do with a Machiavellian preference for being feared rather than loved… DOC: (TO FE) The play also interrogates power dynamics in FE, its ethicality, and relationship to meaning and ownership of sectoral stories and history.


id: prism-447
author: McDonnell, Jane Louise
title: Theoretical approaches to the study of fundamental British values (FBV)
date: 2021-07-06
pages: 7
extension: .pdf
mime: application/pdf
words: 4116
sentence: 190
flesch: 40
cache: cache/prism-447.pdf
txt: txt/prism-447.txt
summary:
  Further studies addressing the role of FBV within the broader nexus of values education policy would be a welcome addition to the field. Empirically, there is evidence not only in Vincent’s (2018) research but also in McGhee and Zhang’s (2018) work that schools (both faith and non- faith schools) are adopting FBV as part of their overall school ethos and/ or approach to values education in ways that are either implicitly or explicitly informed by (Christian) religious values.


id: prism-287
author: Reay, Diane
title: A Life Lived in Class
date: 2018-12-01
pages: 13
extension: .pdf
mime: application/pdf
words: 4392
sentence: 235
flesch: 65
cache: cache/prism-287.pdf
txt: txt/prism-287.txt
summary:
  Social class is deeply inscribed on the body. There is a terrible consequence in this silencing of those of us growing up working class.


id: prism-298
author: Allan, David
title: Setting Them Up To Fail
date: 2017-07-01
pages: 12
extension: .pdf
mime: application/pdf
words: 5557
sentence: 256
flesch: 53
cache: cache/prism-298.pdf
txt: txt/prism-298.txt
summary:
  While the RPA has perhaps delayed NEET status, many young people between 16 and 18 still struggle to secure a suitable educational placement, particularly where levels of literacy and numeracy do not meet the required standards. Historically, many young people who are disengaged from school have been encouraged to participate in vocational learning as an alternative educational route (Thomson and Russell, 2009; White and Laczik, 2016).


id: prism-300
author: Strudwick, Katie
title: Debating Student as Producer
date: 2017-07-01
pages: 12
extension: .pdf
mime: application/pdf
words: 5443
sentence: 240
flesch: 34
cache: cache/prism-300.pdf
txt: txt/prism-300.txt
summary:
  My work includes, the role as guest editor for a special ‘Student as Producer’ edition of the journal Enhancing Learning in Social Sciences (ELiSS), teaching Criminology in the Professions, and working on funded research projects at Lincoln around aspects of the undergraduate student experience, e.g. student as partners and student engagement. It was designed as an ‘institutional framework’, a conceptual model, to embrace student engagement with academics in teaching, learning and research.


id: prism-305
author: Dodding, Jacqueline
title: Bakker and Montesano Montessori (eds.) (2016) Complexity in Education: From Horror to Passion.
date: 2017-07-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1109
sentence: 46
flesch: 44
cache: cache/prism-305.pdf
txt: txt/prism-305.txt
summary:
  This work contains an extensive array of research on worldview education, disclosure on citizenship, co-teaching, teacher education, moral authorship, traditional reform perspectives in education, the dialogue on citizenship, and the link between education and religion. It highlights that educational research is indeed complex, as many those involved in research are also practitioners and, therefore, there is a hermeneutic element to this type of research.


id: prism-304
author: Todd, Val
title: Field and Iles (2016) An Adventure in Statistics: The Reality Enigma
date: 2017-07-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1138
sentence: 40
flesch: 48
cache: cache/prism-304.pdf
txt: txt/prism-304.txt
summary:
  Having relied upon Field’s award winning book Discovering Statistics Using IBM SPSS Statistics (4th edition) as a research methods key text for some years, I was excited to find that he had written a new quantitative research methods text in the form of a fictional novel. Although the novel is engaging and the statistical content is set at an appropriate level, at 17 chapters long it could be overwhelming for students who already have an aversion to quantitative research methods, particularly if the book was being used independently.


id: prism-459
date: 2022-06-23
pages: 16
extension: .pdf
mime: application/pdf
words: 8422
sentence: 408
flesch: 49
cache: cache/prism-459.pdf
txt: txt/prism-459.txt
author:
  Gillaspy, Emma Elizabeth; Routh, Fiona; Edwards-Smith, Amy; Pywell, Samantha; Luckett, Alison; Cottam, Sheena; Gerrard, Sabina

title:
  Hard Graft: Collaborative exploration of working class stories in shaping female educator identities

summary:
  ISSN: 2514-5347 Implications and future research Whilst CAE allows for a move from single to multiple researchers to be involved with the research (Roy & Uekusa, 2020), as female lecturers teaching across health and social care disciplines in a single university, it’s possible that our collective voice does not represent the wider experience of working class academics. We all came from a working-class background, strongly related to feeling working class and holding working-class values.


id: prism-290
author: Donovan, Christina
title: ‘Risky Business?’
date: 2018-12-01
pages: 17
extension: .pdf
mime: application/pdf
words: 6402
sentence: 312
flesch: 51
cache: cache/prism-290.pdf
txt: txt/prism-290.txt
summary:
  The need to identify at risk students in the first six weeks of the academic term caused staff to work with risk on monetary terms. The analysis that follows describes definitions of risk under four key themes which emerged from the data: ‘internal risk behaviours’, ‘external risk behaviours’, ‘profit and loss’ and ‘subversion’.


id: prism-299
author: Neil, Joanna
title: Digital Auto-Ethnography
date: 2017-07-01
pages: 13
extension: .pdf
mime: application/pdf
words: 7288
sentence: 306
flesch: 60
cache: cache/prism-299.pdf
txt: txt/prism-299.txt
summary:
  Also, looking at the making, myself, and pieces of work with different media, provided different ways to view and experience them. My experiences of using different ways to record myself has resulted in different ways of making work.


id: prism-303
author: Eadon-Sinkinson, Helen
title: Drama, Creativity, and Critical Pedagogy
date: 2017-07-01
pages: 7
extension: .pdf
mime: application/pdf
words: 3144
sentence: 145
flesch: 61
cache: cache/prism-303.pdf
txt: txt/prism-303.txt
summary:
  This paper was written in response to working with a group of GCSE drama students within a secondary school in the North West of Lancashire as they prepared for their final practical assessment. Through my participation in drama activities relating to devised performance, such as ‘hot seating’ and ‘thought alleys’, the division between teacher and student became blurred and I was able to understand the group’s situation through the initiated dialogues that were beginning to occur.


id: prism-306
author: Allan, David
title: Devaluing the Individual
date: 2018-07-01
pages: 7
extension: .pdf
mime: application/pdf
words: 2459
sentence: 132
flesch: 47
cache: cache/prism-306.pdf
txt: txt/prism-306.txt
summary:
  The theme for this issue, then, is intentionally broad and encourages diverse perspectives on values, as well as various explorations of the wider interpretations of the base word ‘value.’ Some control is arguably necessary, of course, as schools help to establish parameters that replicate society, which is full of restrictions (although the inverse is also often evident where socio-political circumstances dictate the behaviours of individuals in school), but this becomes problematic when it impinges on individual values.


id: prism-415
author: Foster, Stephen; Whitelock, Denise; Cross, Simon; Kear, Karen
date: 2021-11-03
pages: 15
extension: .pdf
mime: application/pdf
words: 7323
sentence: 369
flesch: 57
cache: cache/prism-415.pdf
txt: txt/prism-415.txt
title:
  To what extent can graphical feedback from a ‘rainbow diagram’ help students develop coherence in their academic writing?

summary:
  Keywords: automated writing evaluation, OpenEssayist, rainbow diagram, student academic writing, writing skills 1. The current work confirms that students can use rainbow diagrams to identify content that corresponds to high-grade and low-grade work in essay writing.


id: prism-442
author: Robertson, Nicola
title: The Future of Teaching? Asimov's Three laws and the Hypothetical Robot Teacher
date: 2021-10-10
pages: 12
extension: .pdf
mime: application/pdf
words: 7286
sentence: 324
flesch: 50
cache: cache/prism-442.pdf
txt: txt/prism-442.txt
summary:
  While teaching remains an occupation at low risk of automation (ONS, 2019), trials of robot teachers have taken place in Japan (Hashimoto, Verner and Kobayashi, 2012), and South Korea (Rebora, 2011); although in both of these cases the robots were remotely controlled by a human teacher located nearby. I would be remiss to negate the idea that there are some humans – and by extension human teachers – who also live by what can be perceived as a rigid set of rules with a reluctance to change.


id: prism-441
author: Thorpe, Rhody-Ann
title: The Idea of a Post Colonial University
date: 2021-09-04
pages: 11
extension: .pdf
mime: application/pdf
words: 6575
sentence: 334
flesch: 46
cache: cache/prism-441.pdf
txt: txt/prism-441.txt
summary:
  The development of colonial universities in Africa and the Caribbean Britain created universities across the different countries within its empire, as part of a colonial development scheme especially in the period following the second world war. With the example of PAU, it showed that even universities (which, by definition, were not colonial universities), can still be vulnerable to the vestiges and impacts of the colonial experience as well as its lingering external influence.


id: prism-446
author: Chinofunga, Musarurwa David; Chigeza, Philemon; Taylor, Subhashni
title: Senior High School Mathematics Subjects in Queensland: Options and Trends of Student Participation
date: 2021-11-06
pages: 14
extension: .pdf
mime: application/pdf
words: 6989
sentence: 364
flesch: 40
cache: cache/prism-446.pdf
txt: txt/prism-446.txt
summary:
  Raw enrolment numbers of mathematics participation in Year 12 increased marginally from 46517 in 2000 to 47465 in 2004 apart from a decline of 694 students in 2001 (Forgasz, 2006b). Analyses of student participation trends in different mathematics options can be confounded by the diverse classifications of mathematics subjects.


id: prism-423
author: Bryan, Hazel; Revell, Lynn
date: 2021-06-02
pages: 13
extension: .pdf
mime: application/pdf
words: 7246
sentence: 346
flesch: 47
cache: cache/prism-423.pdf
txt: txt/prism-423.txt
title:
  School Leadership and the Civic Nationalist Turn: towards a typology of leadership styles employed by Head Teachers in their enactment of the Prevent Duty and the promotion of fundamental British values

summary:
  This research is the first study to investigate the ways in which school leaders navigate their way through the statutory requirements articulated in the Prevent duty and the Teachers’ Standards (DfE, 2012) and to consider their practices in relation to contemporary leadership styles. Similarly, school leaders were responding instinctively to our questions – they too had a limited critical vocabulary or reference points with which to respond; this was demonstrated by one head teacher who, above all else, wanted to know what other head teachers had said in terms of their practice.


id: prism-293
author: Dunedin, Alex
title: Class, Opportunity and the Lesser Minds Problem
date: 2018-12-01
pages: 19
extension: .pdf
mime: application/pdf
words: 7398
sentence: 327
flesch: 46
cache: cache/prism-293.pdf
txt: txt/prism-293.txt
summary:
  Kraus and Keltner (2013) analyse the evidence of how perceptions of social class can influence a range of social cognitive predispositions, from forms of causal attribution to moral conclusions. In L. Archer, M. Hutchings and A. Ross (Eds.), Higher education and social class: Issues of exclusion and inclusion (pp. 193-202).


id: prism-302
author: Hayes, David
title: Environmental Responsibility, Active Social Learning, and Political Action
date: 2017-07-01
pages: 14
extension: .pdf
mime: application/pdf
words: 7964
sentence: 270
flesch: 34
cache: cache/prism-302.pdf
txt: txt/prism-302.txt
summary:
  The enemies of the 'open society' may ultimately be neo-liberal institutions, but also social and political movements like the anti-fracking movement, unless the conditions for genuine, open dialogue and mutual respect are preserved and co-created, both within public institutions and progressive social movements, but also between the two. In relation to this movement and its potentiality, there will be a particular focus on what is known as active social learning and the ways in which community views can be formalised in order to facilitate a dialogical relationship with representative structures.


id: prism-289
author: Jackson, Rachel
title: Beyond the Curriculum and the Classroom
date: 2018-12-01
pages: 21
extension: .pdf
mime: application/pdf
words: 7515
sentence: 387
flesch: 50
cache: cache/prism-289.pdf
txt: txt/prism-289.txt
summary:
  The Cambridge Online Latin Project, for example, was deemed successful (Department for Education and Employment, 2001) in providing material to teach Latin in non-selective schools. 44-64 RACHEL JACKSON Liverpool John Moores University r.m.jackson@2015.ljmu.ac.uk Abstract This paper reports on findings from the author’s Masters of Education project in which Classics as an after-school curriculum enhancement programme was offered to Year 9 pupils (aged 13-14) in a maintained school in Salford.


id: prism-448
author: Suleman, Anita; Chigeza, Philemon; Mensinga, Jo
date: 2021-11-06
pages: 16
extension: .pdf
mime: application/pdf
words: 7349
sentence: 365
flesch: 49
cache: cache/prism-448.pdf
txt: txt/prism-448.txt
title:
  A scoping review and thematic analysis of mentoring models that include leadership and school connectedness theories

summary:
  For example, the Crimson G.U.I.D.E. program used the cross-age mentoring model, pairing gifted high school students with struggling younger school students in an afterschool mentoring program (Besnoy & McDaniel, 2015, p. 19). However, the literature suggests that a peer to peer mentoring program can also grow and develop leadership skills for the mentors as well (Besnoy & McDaniel, 2015; Burton, 2012; Coyne-Foresi, 2018; Willis, Bland, Manka, & Craft, 2012).


id: prism-416
author: Jerome, Lee; Liddle, Anna; Young, Helen
title: Talking Tolerance: Being Deliberative about Fundamental British Values
date: 2021-06-15
pages: 14
extension: .pdf
mime: application/pdf
words: 8438
sentence: 385
flesch: 51
cache: cache/prism-416.pdf
txt: txt/prism-416.txt
summary:
  Abstract This article reconsiders the literature on civic nationalism and argues that, rather than representing an alternative to ethno-cultural nationalism, it is more accurate to think of the two terms at either end of a continuum. Civic nationalism holds out the promise that a population can be bound together through common interest and can develop some sense of shared nationalist sentiment so that core civic values can be sustained.


id: prism-288
author: Giroux, Henry A
title: Higher Education and the Politics of the Radical Imagination
date: 2018-12-01
pages: 21
extension: .pdf
mime: application/pdf
words: 8649
sentence: 363
flesch: 43
cache: cache/prism-288.pdf
txt: txt/prism-288.txt
summary:
  Its poisonous tentacles have put millions out of work, turned many Black communities into war zones, destroyed public education, undermined the democratic mission of higher education, flagrantly pursued war as the greatest of national ideals, and turned the prison system into a default welfare institution for punishing minorities of race and class. This is a reductive vision now imposed on public education by high tech companies such as Facebook, Netflix, and Google that want to encourage what they call the entrepreneurial mission of education, which is code for collapsing education into market-based notions of training (Singer, 2017).


id: prism-413
author: Bertoldo, Juliette Clara
title: Beyond perfection: Reclaiming death in and for education
date: 2021-09-08
pages: 14
extension: .pdf
mime: application/pdf
words: 8720
sentence: 400
flesch: 44
cache: cache/prism-413.pdf
txt: txt/prism-413.txt
summary:
  The first one being the specialised field of medical research mostly providing death education and training literature intended for health professionals dealing with death, dying, and grief (e.g., Frommelt, 1991; Wass, 2004). Death education and the management of fear of death via Photo-voice: An experience among undergraduate students.


id: prism-662
author: Thomas, Michael; Goulding, John; Patrick, Mireille
title: Postgraduate Researcher Special Issue: Editorial
date: 2022-03-05
pages: 3
extension: .pdf
mime: application/pdf
words: 1255
sentence: 45
flesch: 20
cache: cache/prism-662.pdf
txt: txt/prism-662.txt
summary:
  Introduction This special edition of PRISM brings together seven papers authored by postgraduate research students arising from the 1st International Doctoral Research Conference in Education hosted by the Centre for Educational Research (CERES) at Liverpool John Moores University on 8th July 2020. Rhody-Ann Thorpe’s paper, The Idea of a Post- Colonial University, explores issues of diversity and inclusivity while challenging traditional models of higher education in the English-speaking world, arising from inherited Oxbridge models.


id: prism-418
author: Garden, Ange
title: Constructions of Space: Exploring Photographic Images in Forest School
date: 2023-03-10
pages: 16
extension: .pdf
mime: application/pdf
words: 9030
sentence: 535
flesch: 53
cache: cache/prism-418.pdf
txt: txt/prism-418.txt
summary:
  Abstract This research builds on the recently published paper (Garden, 2022c), which explored through interviews the use of iPads as cameras to enhance Forest School practice. (Emily, age 8) Figure 6: Sun through the branches “I tried to take a photograph that captured all of our Forest School area, but I couldn’t fit it all in.” (Ryan, age 10) Figure 7: Forest School area


id: prism-291
author: Hafiz, Abdul Aziz
title: Class Precarity and Solidarity in Education
date: 2018-12-01
pages: 27
extension: .pdf
mime: application/pdf
words: 9406
sentence: 513
flesch: 32
cache: cache/prism-291.pdf
txt: txt/prism-291.txt
summary:
  Social classes have a dual relevance in social analysis. In summary, class remains a central sociological concept in the analysis of how difference poses particular challenges to outcomes-equality in the classroom, and is salient for the classification and understanding of the dynamics of social class in the 21st century.


id: prism-279
author: McDonough, Terry
title: Reflections at the Crossroads
date: 2019-07-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1026
sentence: 76
flesch: 68
cache: cache/prism-279.pdf
txt: txt/prism-279.txt
summary:
  In the first editorial I wrote for this journal, I argued in favour of PRISM as a ‘third space.’ Indeed, PRISM has become a third alternative, nestled between the corporate giants and the self-published fanzines so rife in the digital sphere.


id: prism-311
author: Reynolds, Paul
date: 2018-07-01
pages: 5
extension: .pdf
mime: application/pdf
words: 1493
sentence: 52
flesch: 31
cache: cache/prism-311.pdf
txt: txt/prism-311.txt
title:
  Bhaskar, Danermark and Price (2018) Interdisciplinarity and Wellbeing: A Critical Realist General Theory of Interdisciplinarity Routledge Studies in Critical Realism,

summary:
  Whilst this is a logical approach to framing the absence in order to prescribe the solution, it is ironically short on surveying the literature and does not provide a contextualisation of the development of interdisciplinary approaches over the last forty years and the different factors - institutional, political, intellectual, within and between theoretical traditions - that have brought us to this point. For example, the written articulation of Bhaskar lectures might be of interest of themselves and edited alongside other unpublished lectures and be of interest in the way Foucault's College De France lectures have become indispensible sources for Foucault PRISM 1(2)


id: prism-307
author: Hammond, Craig A
title: Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation
date: 2018-07-01
pages: 12
extension: .pdf
mime: application/pdf
words: 6476
sentence: 300
flesch: 42
cache: cache/prism-307.pdf
txt: txt/prism-307.txt
summary:
  PRISM Journal PRISM Vol.1(2) (2018) https://doi.org/10.24377/LJMU.prism.vol1iss2article307 https://doi.org/10.24377/LJMU.prism.vol1iss2article307 1 © 2018 PRISM, ISSN: 2514-5347 Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation Craig A. Hammond School of Education, Liverpool John Moores University, Liverpool, UK (c.a.hammond@ljmu.ac.uk) Published: 01/07/2018 Through the exploration of a specific range of ideas and concepts, (taken and adapted from the work of Roland Barthes and Guy Debord), namely the Death of the Author, the dérive and détournement, the piece urges practitioners, to creatively confront the debilitating values and excesses of consumption, currently sweeping through the university, with a counter-surgency of radical tactics and alternatives.


id: prism-465
author: Teo, Aaron
date: 2021-11-06
pages: 11
extension: .pdf
mime: application/pdf
words: 5877
sentence: 309
flesch: 53
cache: cache/prism-465.pdf
txt: txt/prism-465.txt
title:
  “How difficult can it be?” A non-Indigenous ‘Asian’ Australian high school teacher’s AsianCrit autoethnographic account of dealing with racial injustice

summary:
  In sharing this story, I have alluded to the importance of critical race theory (and Asian critical race theory in particular) in equipping me for this journey at the intersection of social justice and praxis (Museus & Iftikar, 2013). At the same time, it is crucial to remain mindful of Iftikar and Museus’s (2018) reminder that since the common political goal is to facilitate larger discussions of racism in society, AsianCrit is intended to complement, and not replace critical race theory.


id: prism-312
author: Hayes, David
title: Case, Johnson, Manlow, Smith and Williams (2017) Criminology
date: 2018-07-01
pages: 5
extension: .pdf
mime: application/pdf
words: 1669
sentence: 61
flesch: 27
cache: cache/prism-312.pdf
txt: txt/prism-312.txt
summary:
  Overall, the chapter offers an excellent account of the development of feminist scholarship in critical criminology and the large and varied body of theoretical and empirical research that it embodies. The book is also very impressive when examining contemporary strands of critical criminology, including green criminology, crimes of the powerful, convict and cultural criminology.


id: prism-310
author: Hallett, Graham
title: Who is Valued and What is of Value?
date: 2018-07-01
pages: 6
extension: .pdf
mime: application/pdf
words: 2011
sentence: 70
flesch: 45
cache: cache/prism-310.pdf
txt: txt/prism-310.txt
summary:
  Schooling in England provides many examples where pupils attend schools of a particular character, for example single sex schools or special schools; whilst separate, the schools are considered to be equal in that pupils are not treated less favourably in one setting than another. This is at least arguable, if not clearly untrue, in the case of special schools.


id: prism-986
author: Hammond, Craig Andrew; Enriquez, Judith; Allan, David
title: Editorial: General Issue - 2023
date: 2023-02-03
pages: 4
extension: .pdf
mime: application/pdf
words: 1623
sentence: 76
flesch: 43
cache: cache/prism-986.pdf
txt: txt/prism-986.txt
summary:
  The emergence of stories Pete Atherton’s paper Leaving the chasm behind: Autoethnography, creativity and the search for identity in academia, represents the increasingly popular theme of autoethnography (as research method) across various PRISM papers and issues. I used to make paper boats when I was a little girl and watch these go downstream in the polluted (always fighting to flow) creek just behind the house where I grew up.


id: prism-568
author: Farrell, Francis; Lander, Vini; Yildiz, Ümit
title: The Mission of Integration
date: 2021-11-11
pages: 7
extension: .pdf
mime: application/pdf
words: 3519
sentence: 152
flesch: 30
cache: cache/prism-568.pdf
txt: txt/prism-568.txt
summary:
  Yildiz reminds readers of the role of activism and resistance in the anti-racist education project and he highlights what is becoming a feature of both research into and the enactment of British values policy in recent years- acceptance and normalisation of fundamental British values in policy and practice. Ironically, as papers in this collection have shown, the contradictory messages of fundamental British values policy run the risk of undermining this core educational and democratic goal.


id: prism-695
author: Smith, Anne-Marie
title: Creative Universities : Reimagining Education for Global Challenges and Alternative Futures (2021)
date: 2022-07-21
pages: 5
extension: .pdf
mime: application/pdf
words: 2669
sentence: 103
flesch: 46
cache: cache/prism-695.pdf
txt: txt/prism-695.txt
summary:
  This journey includes a three-year period of https://doi.org/10.24377/prism.ljmu.0402211 https://doi.org/10.24377/ https://openjournals.ljmu.ac.uk/index.php/prism/ https://bristoluniversitypress.co.uk/creative-universities mailto:A.Smith3@ljmu.ac.uk Smith (2022) PRISM 2 Early View data collection with students – via journey interviews – and conversations with colleagues at Sussex University as well as in Bolivia. Central to this approach is the goal of teaching students not only to deconstruct but also to rebuild (p.3).


id: prism-642
author: Dabaja, Ziad; Yılmaz Uysal, Simge
title: Forest School and its effect on the community: A brief review
date: 2022-10-06
pages: 6
extension: .pdf
mime: application/pdf
words: 3165
sentence: 179
flesch: 47
cache: cache/prism-642.pdf
txt: txt/prism-642.txt
summary:
  The Forest School Impact on the Educators and their Pedagogy In this paper, we aim to highlight what the literature has proposed in terms of the effect of engaging in Forest School, and similar outdoor nature-based programs, on the mainstream classroom and early years’ teachers who were facilitating Forest School sessions. For instance, one mother reported that Forest School had positively influenced the older brother of a Forest School child who, due to his sister’s experience, began to show more interest in the outdoors and even wanted to attend Forest School sessions.


id: prism-345
author: Nerantzi, Chrissi; Moravej, Haleh; Iosifidou, Ioanna; Nani Silva, Leticia
date: 2020-11-13
pages: 6
extension: .pdf
mime: application/pdf
words: 2952
sentence: 147
flesch: 50
cache: cache/prism-345.pdf
txt: txt/prism-345.txt
title:
  Creativity interwoven into the fabric of learning, an example from a postgraduate nutritional science module

summary:
  Helping Students become creative and reflective thinkers. For the teaching team, it was important, to help students to learn the art and science of meal planning and preparation, to understand how to manage meals and menu development for health and wellbeing in a range of contexts and situations in different settings with varied requirements.


id: prism-301
author: Hafiz, Abdul Aziz
title: Precarity as Resistance and Cultural Solidarity
date: 2017-07-01
pages: 27
extension: .pdf
mime: application/pdf
words: 13532
sentence: 969
flesch: 42
cache: cache/prism-301.pdf
txt: txt/prism-301.txt
summary:
  Students' expectations of debt in UK higher education. Defourny (1990) defines social economy as made up of associative activities based on values of solidarity, autonomy and citizenship.


id: prism-477
author: Habib, Sadia
date: 2021-06-25
pages: 14
extension: .pdf
mime: application/pdf
words: 8272
sentence: 346
flesch: 40
cache: cache/prism-477.pdf
txt: txt/prism-477.txt
title:
  Horrible British Histories: Young people in museums interrogating national identity through principles and practices of critical pedagogy

summary:
  PRISM Journal PRISM Volume 3, Issue 2 (2021) https://doi.org/10.24377/prism.ljmu.0302205 https://doi.org/10.24377/prism.ljmu.0302205 34 © 2021 PRISM, ISSN: 2514-5347 Horrible British Histories: young people in museums interrogating national identity through principles and practices of critical pedagogy Sadia Habib1 1 Manchester Museum, University of Manchester, Manchester, UK (sadia.habib@manchester.ac.uk) Received: 22/01/2021 Accepted for publication: 01/06/2021 Published: 25/06/2021 Abstract This paper explores the importance of supporting young people in exploring identities and belongings in the cultural heritage sector.


id: prism-342
author: Paltoglou, Aspasia; Hopper, Jeremy
date: 2020-09-27
pages: 6
extension: .pdf
mime: application/pdf
words: 3145
sentence: 151
flesch: 41
cache: cache/prism-342.pdf
txt: txt/prism-342.txt
title:
  Creative psychologists: reflections on teaching and pedagogic practice inspired by an arts-based Away Day

summary:
  ‘ipsative assessment’, whereby students’ coursework is compared to their own previous work, and not to the coursework of other students (Hughes, 2014). However, they are compatible, indeed essential for the belief that positive and constructive change can be possible; especially where developing critical and creative skills and abilities in students, teachers and researchers is concerned.


id: prism-482
author: Stone, Paula Natalie; Phillips, Adele; Jordan-Daus, Kerry
title: ‘Care-less whispers’ in the academy during COVID-19: A collaborative autoethnography
date: 2022-10-01
pages: 14
extension: .pdf
mime: application/pdf
words: 8432
sentence: 426
flesch: 52
cache: cache/prism-482.pdf
txt: txt/prism-482.txt
summary:
  Our stories reveal how individual acts of class work have led to institutionalised structures that have failed to recognise that some academics do not have adequate resources to work at home during the pandemic. London: SAGE Publications Ltd. Coulson, S., Garforth, L., Payne, G. and Wastell, E. (2018) ‘Admissions, adaptations, and anxieties: social class inside and outside the elite university’, in R. Waller, N. Ingram and M. R. M. Ward (eds.) Higher education and social inequalities.


id: prism-580
author: Scott, Howard; Bennett, Pete; Hammond, Craig A
date: 2022-10-04
pages: 10
extension: .pdf
mime: application/pdf
words: 5749
sentence: 244
flesch: 49
cache: cache/prism-580.pdf
txt: txt/prism-580.txt
title:
  ‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks

summary:
  Through the convergence of student writings, the module content is borne proper, as a testing ground for new experiences and language emerges; in academic terms, this is a transition from mutism to speech. Holistically, we aim to create a community of writers and a formal sense of belonging within HE to equip adult students with the potential to re-evaluate their educational biographies.


id: prism-374
author: Ford, Andrew
title: Brokering Britain, Educating Citizens Exploring ESOL and Citizenship.
date: 2020-06-10
pages: 5
extension: .pdf
mime: application/pdf
words: 1467
sentence: 78
flesch: 55
cache: cache/prism-374.pdf
txt: txt/prism-374.txt
summary:
  The book offers hope, in the suggestion that such freedom can still occur, due to the complex and imperfect relation between policy initiatives from Government and their everyday application in specific ESOL classrooms. The book shines a light on the agency of ESOL tutors and their students.


id: prism-283
author: Shepherd, William; Fishwick, Lee; Crighton, David; Starkie, Sean
title: Augmented Reality
date: 2019-07-01
pages: 16
extension: .pdf
mime: application/pdf
words: 6481
sentence: 323
flesch: 72
cache: cache/prism-283.pdf
txt: txt/prism-283.txt
summary:
  SS: I think going back to what you said about living in the area that we live in; it is a relatively deprived area and it may come down to experiences students have had previously with other technologies. Coming from teaching a creative subject into teaching education, which I am totally passionate about, I think for technology to work for education students in a creative way I need to restructure my teaching of it to groups unfamiliar with the tech.


id: prism-503
author: Smith, Heather Jane
date: 2021-07-29
pages: 18
extension: .pdf
mime: application/pdf
words: 9617
sentence: 432
flesch: 46
cache: cache/prism-503.pdf
txt: txt/prism-503.txt
title:
  Britishness and ‘the outsider within’: tracing manifestations of racist nativism in education policy in England

summary:
  In terms of quantity, they reveal 9 policy and practice documents from 1999 to 2010 and only 3 documents post 2010, hence revealing a huge disparity in ‘the amount of text devoted to language policy for EAL pupils and in the explicit guidance for teachers and schools with regard to assessment and curriculum planning’ (Ibid, p.410). It is used here to examine cultural values perpetuated by media and political discourse as alien to British values in constructions of Britishness.


id: prism-344
author: Nerantzi, Chrissi; Moravej, Haleh
title: An (un)usual teaching team
date: 2020-10-22
pages: 8
extension: .pdf
mime: application/pdf
words: 3812
sentence: 199
flesch: 54
cache: cache/prism-344.pdf
txt: txt/prism-344.txt
summary:
  Team teaching: student reflections of its strengths and weaknesses. We wanted students to feel empowered, ask questions and I wanted them to see us as partners and facilitators in their professional and personal development.


id: prism-493
author: Yıldız, Ümit
title: An Anti-Racist reading of the notion of 'fundamental British values'
date: 2021-06-25
pages: 17
extension: .pdf
mime: application/pdf
words: 9122
sentence: 578
flesch: 44
cache: cache/prism-493.pdf
txt: txt/prism-493.txt
summary:
  For example, after the landslide victory of Tony Blair’s New Labour Party in the general election of 1997, he proclaimed that ‘fighting poverty and unemployment’, ‘securing justice and opportunity and being a ‘compassionate society’ were main tenets of British values (Blair, 1997). The ‘notion of British values’ was propagated by the Labour governments until they lost office in 2010.


id: prism-280
author: Deterala, Sophia; Villar, Eula Bianca
title: Knowing from a Distance
date: 2019-07-01
pages: 16
extension: .pdf
mime: application/pdf
words: 6041
sentence: 304
flesch: 53
cache: cache/prism-280.pdf
txt: txt/prism-280.txt
summary:
  As a result, a level of flexibility must be critically reflected in the conduct of disasters research. Through reconstructions of the calamitous, we establish certain distances with the event itself, disaster victims, ourselves, and other improvisers of meaning such as media journalists.


id: prism-667
author: Dabaja, Ziad F.
title: The strands of the Forest School implementation challenges: A literature review
date: 2023-06-16
pages: 15
extension: .pdf
mime: application/pdf
words: 7446
sentence: 369
flesch: 52
cache: cache/prism-667.pdf
txt: txt/prism-667.txt
summary:
  More specifically, this review would be insightful for policymakers and individuals who aspire establishing and running Forest School programs as well as for those who are planning to become Forest School practitioners. The administrative work A group of Forest School educators in Canada suggested that dealing with official regulations, school board policies, childcare legislation about indoor space, and licensing protocols were some of the administrative challenges that might deter the implementation of these outdoor programs (Boileau & Dabaja, 2020).


id: prism-281
author: Hamilton, Lauren
title: Disability as a Social Construction
date: 2019-07-01
pages: 19
extension: .pdf
mime: application/pdf
words: 6702
sentence: 383
flesch: 28
cache: cache/prism-281.pdf
txt: txt/prism-281.txt
summary:
  The media encourage certain demeaning ideals of disabled people in an attempt to rationalise disability, dehumanising and stigmatising (Sullivan, 2011) autistic people in order to provide false generalisations that become engrained within a culture. Equally, it is this notion of liminality, used to justify the social status or position of disabled people, which consequently (re)enforces simplified, one- dimensional metaphoric depictions of autistic people as marginal or inadequate bodies.


id: prism-505
author: Atherton, Pete Frederick
title: Leaving the chasm behind: Autoethnography, creativity and the search for identity in academia
date: 2022-08-04
pages: 19
extension: .pdf
mime: application/pdf
words: 9837
sentence: 650
flesch: 47
cache: cache/prism-505.pdf
txt: txt/prism-505.txt
summary:
  The visual narratology develops from that of Hunter (2020); the images, captions and graphics served as qualitative data and develop the mock novel and analysis of Twitter data from Author (2020b). I will synthesise the literature and qualitative data in the Analysis section.


id: prism-326
author: Strudwick, Kate; Johnson, Phil
date: 2020-06-18
pages: 14
extension: .pdf
mime: application/pdf
words: 7684
sentence: 362
flesch: 39
cache: cache/prism-326.pdf
txt: txt/prism-326.txt
title:
  Learning from collaborative ‘conversations’ on the Students as Producer Pedagogic model: students’ views

summary:
  Keywords: Student as Producer, Students as Partners, Collaboration, Student engagement, Skills 1. Although, Neary (2016, p.90) notes that the recuperations of SaPr in different forms of student engagement have ‘denied the subversive intent out of which it originated’ (Neary & Saunders, 2016), there are clear similarities among the common themes and aims of the different models.


id: prism-722
author: Barter, Derek
title: The Slow Learner: Feeling our way to Thinking about Lifelong Learning
date: 2023-08-21
pages: 13
extension: .pdf
mime: application/pdf
words: 7961
sentence: 445
flesch: 49
cache: cache/prism-722.pdf
txt: txt/prism-722.txt
summary:
  It argues against the short- term myopia of credentialism, determined by election cycle politics and competitive advantage, and instead posits a humanistic vision for community education and teaching innovation that takes the longue durée regard of the history of human relations into account. Transformative learning in practice: insights from community, workplace, and higher education (1st ed.).


id: prism-309
author: Hardy, Alison
title: Defining the Value of a School Subject
date: 2018-07-01
pages: 28
extension: .pdf
mime: application/pdf
words: 8880
sentence: 466
flesch: 54
cache: cache/prism-309.pdf
txt: txt/prism-309.txt
summary:
  Rokeach clarifies: Present: ‘I believe that such-and-such mode of conduct is personally and socially preferable’ (1968, p.160), Rokeach labels theses as instrumental values; Future: ‘I believe that such-and-such an end-state of existence is personally and socially worth striving for’ (1968, p.160), labelled terminal values by Rokeach. Different school subjects are perceived to be of different value to young people and this value may be realised whilst they are at school or later in life, for example in their home or employment.


id: prism-282
author: Shukie, Peter
title: Connectivism, Chaos and Chaoids
date: 2019-07-01
pages: 23
extension: .pdf
mime: application/pdf
words: 7932
sentence: 395
flesch: 42
cache: cache/prism-282.pdf
txt: txt/prism-282.txt
summary:
  A PRISM 2(2) prism-journal.blackburn.ac.uk 40 common ground exists in relation to chaos, connectivism’s links to chaos theory, and the establishing of new ways of thinking about education. What is often left undeveloped and is the primary focus here is connectivism’s interest in chaos theory.


id: prism-308
author: Wooff, David
title: Defining Design and Technology in an Age of Uncertainty
date: 2018-07-01
pages: 30
extension: .pdf
mime: application/pdf
words: 10098
sentence: 556
flesch: 53
cache: cache/prism-308.pdf
txt: txt/prism-308.txt
summary:
  The number of rounds undertaken was in alignment with the work of others who had successfully undertaken Delphi studies (Duffield, 1993) and deemed their work to have reached saturation (Barbour, 2003). Being cognisant of the need for a defined cohort size, work was undertaken to investigate the attrition rates of participants in educational research studies.


id: prism-349
author: Gosling, Helena; Burke, Lol; MacLennan, Sarah
title: Developing a creative pedagogy to understand the university experience of non-traditional students
date: 2020-07-18
pages: 15
extension: .pdf
mime: application/pdf
words: 8631
sentence: 479
flesch: 43
cache: cache/prism-349.pdf
txt: txt/prism-349.txt
summary:
  Learning Together was originally developed and implemented by Dr Amy Ludlow and Dr Ruth Armstrong at the University of Cambridge to provide opportunities for university students to learn alongside people serving a custodial sentence (Armstrong and Ludlow, 2016). To address this longstanding issue, the authors have developed a localised adaptation of the established educational initiative https://doi.org/10.24377/prism.ljmu.0301204 https://doi.org/10.24377/prism.ljmu.0301204 https://openjournals.ljmu.ac.uk/index.php/prism/ mailto:H.J.Gosling@ljmu.ac.uk mailto:L.Burke@ljmu.ac.uk mailto:S.A.Maclennan@ljmu.ac.uk https://orcid.org/0000-0001-9838-4185 https://orcid.org/0000-0003-4379-9070 https://orcid.org/0000-0002-0278-0536 PRISM Gosling, Burke & MacLennan (2020) PRISM 54 3(1) called Learning Together, to enable criminal justice academics, students, practitioners and service users to come together and learn from one another through lived experience, and professional practice.1 Learning Together originally produced by Dr Amy Ludlow and Dr Ruth Armstrong at the University of Cambridge, aimed to provide opportunities for university students to learn alongside people serving a custodial sentence (Armstrong and Ludlow, 2016).


id: prism-351
author: Vasko, Zuzana
title: Inner and outer weather: Creative practice as contemplative ecological inquiry
date: 2020-08-11
pages: 13
extension: .pdf
mime: application/pdf
words: 7522
sentence: 319
flesch: 56
cache: cache/prism-351.pdf
txt: txt/prism-351.txt
summary:
  In my area of arts-based ecological education I have often encountered experiences where — both in my https://doi.org/10.24377/prism.ljmu.0301205 https://doi.org/10.24377/prism.ljmu.0301205 https://openjournals.ljmu.ac.uk/index.php/prism/ mailto:zvasko@sfu.ca PRISM Vasko (2020) PRISM 41 3(1) own practice and that of my students — the practice of aesthetic contemplation, of drawing or writing in response to the natural world, brings about moments of intimate connection and understanding of the value of our co-existence with other life forms. Keywords: Arts-based education; ecology & education; contemplative practice; walking; environmental ethics; sensory & aesthetic attentiveness; weather & climate 1.


id: prism-352
author: Carlin, Andrew P.
title: De-Classrooming: Moving Learning Outside the Classroom
date: 2020-07-19
pages: 13
extension: .pdf
mime: application/pdf
words: 6791
sentence: 358
flesch: 42
cache: cache/prism-352.pdf
txt: txt/prism-352.txt
summary:
  The specific teaching problem – that of student learning as encountered and revealed in seminars – was nested within other issues; some of which related to the characteristics of the discipline of sociology itself, whilst others, related to more localised issues such as the choice of materials available for students to access and download. It is also clear that the professional act of teaching with the still significant but also significantly decreasing autonomy attached to this role, provides fertile conditions for people to be creative in order to confront those complexities and to really enhance students’ learning’ (Kleiman 2011, 62.8) University teachers may consider how the introduction of de-classrooming may be of benefit to student learning in the realisation of threshold concepts and specific issues within their own fields, for enabling ownership of materials (such as data and analyses that eventuate from the de-classrooming activity), and in providing opportunities for learning enhancement.


id: prism-671
author: Harding, Lucy
date: 2023-01-20
pages: 19
extension: .pdf
mime: application/pdf
words: 11007
sentence: 700
flesch: 60
cache: cache/prism-671.pdf
txt: txt/prism-671.txt
title:
  Researching in prison education-spaces: Thinking-with Posthuman, Post Qualitative, Feminist Materialism ‘beings’ to disentangle methodology.

summary:
  The topic of education in prisons is a well- researched phenomenon, but my philosophical underpinnings and transdisciplinary approach may enable a richer exploration of the complexities tied up in prison education research. I am pushing against normative structures in academia, which reflects the restrictive norms of prison spaces.


id: prism-369
author: Enriquez, Judith
title: Paper-work: what module guides have to say about assessment practices
date: 2020-09-04
pages: 14
extension: .pdf
mime: application/pdf
words: 8285
sentence: 468
flesch: 47
cache: cache/prism-369.pdf
txt: txt/prism-369.txt
summary:
  Furthermore, the article is a reminder of the popular and persistent inscriptions of assessment documents that have significantly structured and influenced institutional norms without much critical reflection and inquiry. Seeing module guides and assessment documents as vehicles that enshrine and maintain mechanisms of control, as artefacts that produce a black box mimesis for transparency and accountability, and not just an innocuous conduit to carry and deliver information, makes it easier to understand the utility and persistence of old ideologies and learning theories disguised within new educational priorities and agendas.


id: prism-402
author: Farrell, Francis
date: 2021-04-27
pages: 13
extension: .pdf
mime: application/pdf
words: 7912
sentence: 428
flesch: 49
cache: cache/prism-402.pdf
txt: txt/prism-402.txt
title:
  White Man face, order words and deviance detectors: a Deleuzoguattarian analysis of fundamental British values

summary:
  Fundamental British values (FBVs) were formally introduced to British education policy and practice in https://doi.org/10.24377/10.24377/prism.ljmu.0302202 https://doi.org/10.24377/10.24377/prism.ljmu.0302202 https://openjournals.ljmu.ac.uk/index.php/prism/ mailto:farrellf@edgehill.ac.uk.ac.uk https://orcid.org/0000-0002-0733-2572 PRISM Farrell (2021) PRISM 22 Volume 3, Issue 2 (2021) 2012 as a requirement of the teachers’ professional standards, but they have their origins in a wider political discourse that emerged in response to the 9/11 Al- Qaeda attacks on the World Trade Centre, the 2001 riots in northern British towns, the 2003 invasion of Iraq and the 2005 7/7 terror attacks in London. Young people in Britain, she argues, are vulnerable to exploitation by extremists and therefore require the teaching of British values, because ‘if we leave these topics to the likes of the EDL and BNP on the one hand and Islamists on the other, then the mission of integration will fail’ (Spielman, 2018).


id: prism-364
author: Baker, Mollie
title: Beyond binaries and before becoming: Reconsidering resistance in UK higher education
date: 2021-04-27
pages: 15
extension: .pdf
mime: application/pdf
words: 8140
sentence: 520
flesch: 38
cache: cache/prism-364.pdf
txt: txt/prism-364.txt
summary:
  Of course, one resounding issue with exploiting everyday resistance is that, upon being a purposeful activity, such resistance becomes less “everyday”, with the risks associated with these behaviours arguably becoming more severe than when undertaken individually. Indeed, while resistance research is increasingly interested in the (dis)connections between overt and “everyday” (Scott, 1985) forms of action (e.g. Contu, 2008; Zembylas, 2019), HE researchers have paid little attention to the latter.


# url

id: prism-285
domain: www.shropshirestar.com
url:
  https://www.shropshirestar.com/news/education/2019/02/27/shrewsbury-college-lecturers-startsix-days-of-strikes


id: prism-447
domain: doaj.org
url:
  https://doaj.org/toc/2514-5347?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22terms%22%3a%7b%22index.issn.exact%22%3a%5b%222514-5347%22%5d%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22size%22%3a100%2c%22_source%22%3a%7b%7d%7d


id: prism-447
domain: assets.publishing.service.gov.uk
url:
  https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/teachers__standards.pdf


id: prism-420
domain: prismeducationjournal.wordpress.com
url:
  https://prismeducationjournal.wordpress.com/2020/06/12/the-mission-of-integration-repression-subjugation-and-discipline-in-civic-nationalist-education-policy-and-practice


id: prism-420
domain: prismeducationjournal.wordpress.com
url:
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id: prism-301
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domain: www.theguardian.com
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id: prism-281
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id: prism-281
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domain: www.gov.uk
url:
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id: prism-309
domain: theconversation.com
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id: prism-349
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domain: www.forbes.com
url:
  https://www.forbes.com/sites/brucekasanoff/2014/05/15/why-people-think-they-are-not-creative/#8fd440c26a32


id: prism-349
domain: www.officeforstudents.org.uk
url:
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id: prism-349
domain: www.prisonreformtrust.org.uk
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id: prism-349
domain: www.psychologytoday.com
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id: prism-349
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id: prism-349
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id: prism-351
domain: www.researchgate.net
url:
  https://www.researchgate.net/publication/278023015_when_we_find_meaning_in_art_our_thinking_is_most_in_sync_with_nature_a_review_of_an_ecology_of_mind


id: prism-351
domain: www.ted.com
url:
  https://www.ted.com/talks/per_espen_stoknes_how_to_transform_apocalypse_fatigue_into_action_on_global_warming?language=en


id: prism-352
domain: www.theguardian.com
url:
  https://www.theguardian.com/uknews/2016/nov/16/universities-accused-of-importingsports-direct-model-for-lecturers-pay


id: prism-352
domain: www.theguardian.com
url:
  https://www.theguardian.com/uk-news/2016/nov/16/universities-accused-of-importing-sports-direct-model-for-lecturers-pay


id: prism-352
domain: www.theguardian.com
url:
  https://www.theguardian.com/education/2015/nov/17/university-lecturers-uk-us-casual-posts-food-stamps


id: prism-671
domain: digest.bps.org.uk
url:
  https://digest.bps.org.uk/2020/11/25/we-are-lesslikely-to-dehumanise-prisoners-who-are-approachingthe-end-of-their-sentence


id: prism-671
domain: digest.bps.org.uk
url:
  https://digest.bps.org.uk/2020/11/25/we-are-less-likely-to-dehumanise-prisoners-who-are-approaching-the-end-of-their-sentence


id: prism-369
domain: heterogeneities.net
url:
  http://heterogeneities.net/publications/law2009collateralrealities.pdf.%20accessed%2007%20july%202016


id: prism-402
domain: www.dailymail.co.uk
url:
  https://www.dailymail.co.uk/news/article2104049/eric-pickles-signals-end-multiculturalismsays-tories-stand-majority.html


id: prism-402
domain: www.dailymail.co.uk
url:
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id: prism-402
domain: research.edgehill.ac.uk
url:
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id: prism-364
domain: www.gov.uk
url:
  https://www.gov.uk/government/publications/thebrowne-report-higher-education-funding-and-studentfinance


id: prism-364
domain: www.gov.uk
url:
  https://www.gov.uk/government/publications/the-browne-report-higher-education-funding-and-student-finance


id: prism-364
domain: www.theguardian.com
url:
  http://www.theguardian.com/education/2021/jan/22/despicable-in-a-pandemic-fury-as-10-uk-universities-plan-job-cuts


id: prism-364
domain: www.ucu.org.uk
url:
  https://www.ucu.org.uk/article/10375/nationalagreements-hold-the-sector-together---and-protectpay-and-pensions-for-us-all


id: prism-364
domain: www.ucu.org.uk
url:
  https://www.ucu.org.uk/article/10375/national-agreements-hold-the-sector-together---and-protect-pay-and-pensions-for-us-all


id: prism-364
domain: www.ucu.org.uk
url:
  https://www.ucu.org.uk/article/10621/ucu-announces-14-strike-days-at-74-uk-universities-in-february-and-march


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id: prism-402
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id: prism-402
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id: prism-402
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entity:
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id: prism-364
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# pos

id: prism-420
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lemma:
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lemma:
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lemma:
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id: prism-432
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lemma:
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id: prism-432
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lemma:
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lemma:
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lemma:
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lemma:
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lemma:
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id: prism-568
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tid: 13
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lemma:
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sid: 142
tid: 3
pos: VERB
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lemma:
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lemma:
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lemma:
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id: prism-307
sid: 275
tid: 8
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token:
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lemma:
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id: prism-342
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lemma:
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lemma:
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lemma:
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id: prism-281
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pos: X
token:
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lemma:
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id: prism-281
sid: 312
tid: 1
pos: VERB
token:
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lemma:
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id: prism-281
sid: 312
tid: 3
pos: PUNCT
token:
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lemma:
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lemma:
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sid: 256
tid: 3
pos: NOUN
token:
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lemma:
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id: prism-326
sid: 352
tid: 3
pos: NOUN
token:
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lemma:
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id: prism-722
sid: 342
tid: 23
pos: VERB
token:
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lemma:
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id: prism-722
sid: 412
tid: 18
pos: NOUN
token:
[cell repeats an earlier one in this file: 117 characters]

lemma:
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id: prism-503
sid: 319
tid: 7
pos: VERB
token:
[cell repeats an earlier one in this file: 101 characters]

lemma:
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id: prism-493
sid: 295
tid: 1
pos: VERB
token:
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lemma:
  http://discoversociety.org/2014/07/01/policybriefing-trojan-horse-the-media-and-the-ofstedinspectorate-2/


id: prism-493
sid: 551
tid: 1
pos: NOUN
token:
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lemma:
  https://www.ucu.org.uk/article/8863/ucuresponse-to-report-on-anti-terror-strategyprevent-in-schools-and-college


id: prism-301
sid: 388
tid: 8
pos: PROPN
token:
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lemma:
  http://www2.cipd.co.uk/pm/peoplemanagement/b/weblog/archive/2017/03/09/employers-and-providersalready-fiddling-apprenticeship-levy-costs.aspx


id: prism-301
sid: 397
tid: 11
pos: PROPN
token:
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lemma:
  https://www.newscientist.com/article/mg22630182-500-tax-cuts-for-top-earners-fail-because-the-theory-is-broken/


id: prism-301
sid: 397
tid: 15
pos: PROPN
token:
  http://www2.cipd.co.uk/pm/peoplemanagement/b/weblog/archive/2017/03/09/employers-and-providers-already-fiddling-apprenticeship-levy-costs.aspx

lemma:
  http://www2.cipd.co.uk/pm/peoplemanagement/b/weblog/archive/2017/03/09/employers-and-providers-already-fiddling-apprenticeship-levy-costs.aspx


id: prism-301
sid: 417
tid: 8
pos: NOUN
token:
  https://www.timeshighereducation.com/comment/ending-casualisation-will-not-only-benefit-early-careeracademics

lemma:
  https://www.timeshighereducation.com/comment/ending-casualisation-will-not-only-benefit-early-careeracademic


id: prism-349
sid: 325
tid: 7
pos: PROPN
token:
  https://www.thebritishacademy.ac.uk/blog/learningtogether-productive-disruption-ego-expertise-andethics/

lemma:
  https://www.thebritishacademy.ac.uk/blog/learningtogether-productive-disruption-ego-expertise-andethics/


id: prism-349
sid: 375
tid: 3
pos: PROPN
token:
  https://www.thebritishacademy.ac.uk/blog/learning-together-productive-disruption-ego-expertise-and-ethics/

lemma:
  https://www.thebritishacademy.ac.uk/blog/learning-together-productive-disruption-ego-expertise-and-ethics/


id: prism-364
sid: 338
tid: 3
pos: VERB
token:
[cell repeats an earlier one in this file: 114 characters]

lemma:
  http://www.theguardian.com/education/2021/jan/22/despicable-in-a-pandemic-fury-as-10-uk-universities-plan-job-cut


id: prism-671
sid: 659
tid: 7
pos: PROPN
token:
  https://digest.bps.org.uk/2020/11/25/we-are-lesslikely-to-dehumanise-prisoners-who-are-approachingthe-end-of-their-sentence/

lemma:
  https://digest.bps.org.uk/2020/11/25/we-are-lesslikely-to-dehumanise-prisoners-who-are-approachingthe-end-of-their-sentence/


id: prism-671
sid: 660
tid: 8
pos: PROPN
token:
  https://digest.bps.org.uk/2020/11/25/we-are-less-likely-to-dehumanise-prisoners-who-are-approaching-the-end-of-their-sentence/

lemma:
  https://digest.bps.org.uk/2020/11/25/we-are-less-likely-to-dehumanise-prisoners-who-are-approaching-the-end-of-their-sentence/


