item: #1 of 74 id: prism-279 author: McDonough, Terry title: Reflections at the Crossroads date: 2019-07-01 words: 1026 flesch: 68 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. keywords: path; prism; way cache: prism-279.pdf plain text: prism-279.txt item: #2 of 74 id: prism-280 author: Deterala, Sophia; Villar, Eula Bianca title: Knowing from a Distance date: 2019-07-01 words: 6041 flesch: 53 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. keywords: bianca; disaster; distance; improvisation; knowledge; management; prism; research; social; storm; surge; typhoon cache: prism-280.pdf plain text: prism-280.txt item: #3 of 74 id: prism-281 author: Hamilton, Lauren title: Disability as a Social Construction date: 2019-07-01 words: 6702 flesch: 28 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. keywords: autism; culture; disability; guardian; media; november; online; people; prism; society; studies cache: prism-281.pdf plain text: prism-281.txt item: #4 of 74 id: prism-282 author: Shukie, Peter title: Connectivism, Chaos and Chaoids date: 2019-07-01 words: 7932 flesch: 42 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. keywords: chaoids; chaos; connectivism; education; institutional; knowledge; learning; networks; new; prism; siemens; technology; theory cache: prism-282.pdf plain text: prism-282.txt item: #5 of 74 id: prism-283 author: Shepherd, William; Fishwick, Lee; Crighton, David; Starkie, Sean title: Augmented Reality date: 2019-07-01 words: 6481 flesch: 72 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. keywords: app; learning; prism; students; technology; use; work cache: prism-283.pdf plain text: prism-283.txt item: #6 of 74 id: prism-284 author: Husband, Gary; Murphy, Paul; Petrie, Joel title: FE or not FE? A Play in Two Acts date: 2019-07-01 words: 3393 flesch: 69 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. keywords: big; college; dai; doc; jacques; prism; research cache: prism-284.pdf plain text: prism-284.txt item: #7 of 74 id: prism-285 author: Harrison, John title: Daley, Orr and Petrie (2017) The Principal: Power and Professionalism in FE date: 2019-07-01 words: 1195 flesch: 42 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. keywords: chapter; education; machiavelli; power cache: prism-285.pdf plain text: prism-285.txt item: #8 of 74 id: prism-286 author: Johnson, Phil; Card, William title: Declassing Education date: 2018-12-01 words: 2109 flesch: 43 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. keywords: class; education; issue; pedagogy; prism; social cache: prism-286.pdf plain text: prism-286.txt item: #9 of 74 id: prism-287 author: Reay, Diane title: A Life Lived in Class date: 2018-12-01 words: 4392 flesch: 65 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. keywords: bourdieu; class; education; girl; habitus; prism; working cache: prism-287.pdf plain text: prism-287.txt item: #10 of 74 id: prism-288 author: Giroux, Henry A title: Higher Education and the Politics of the Radical Imagination date: 2018-12-01 words: 8649 flesch: 43 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). keywords: 2(1; class; culture; democracy; education; educators; need; pedagogy; people; politics; prism; prism-journal.blackburn.ac.uk; public; social; society; students cache: prism-288.pdf plain text: prism-288.txt item: #11 of 74 id: prism-289 author: Jackson, Rachel title: Beyond the Curriculum and the Classroom date: 2018-12-01 words: 7515 flesch: 50 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. keywords: 2(1; cambridge; classics; curriculum; education; group; pedagogy; prism; programme; research; school; university cache: prism-289.pdf plain text: prism-289.txt item: #12 of 74 id: prism-290 author: Donovan, Christina title: ‘Risky Business?’ date: 2018-12-01 words: 6402 flesch: 51 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’. keywords: class; college; education; pedagogy; prism; risk; staff; student; support; term cache: prism-290.pdf plain text: prism-290.txt item: #13 of 74 id: prism-291 author: Hafiz, Abdul Aziz title: Class Precarity and Solidarity in Education date: 2018-12-01 words: 9406 flesch: 32 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. keywords: 2(1; analysis; capital; class; conditions; doi; economic; education; new; pedagogy; policy; precarity; prism; prism-journal.blackburn.ac.uk; production; security; skills; university cache: prism-291.pdf plain text: prism-291.txt item: #14 of 74 id: prism-292 author: Wyatt, Richard title: Raymond Williams date: 2018-12-01 words: 3454 flesch: 48 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. keywords: analysis; class; culture; feeling; structure; williams cache: prism-292.pdf plain text: prism-292.txt item: #15 of 74 id: prism-293 author: Dunedin, Alex title: Class, Opportunity and the Lesser Minds Problem date: 2018-12-01 words: 7398 flesch: 46 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). keywords: 2(1; capital; class; dehumanisation; education; individual; pedagogy; people; prism; prism-journal.blackburn.ac.uk; psychology; university; world cache: prism-293.pdf plain text: prism-293.txt item: #16 of 74 id: prism-294 author: Allan, David title: Class, Education and Mindset date: 2018-12-01 words: 2052 flesch: 52 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. keywords: capital; class; education; school cache: prism-294.pdf plain text: prism-294.txt item: #17 of 74 id: prism-295 author: McDonough, Terry title: Containment and Division date: 2018-12-01 words: 1934 flesch: 70 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. keywords: container; language; time cache: prism-295.pdf plain text: prism-295.txt item: #18 of 74 id: prism-296 author: Shukie, Peter title: Eubanks (2018) Automating Inequality date: 2018-12-01 words: 1749 flesch: 52 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. keywords: class; eubanks; inequality; welfare cache: prism-296.pdf plain text: prism-296.txt item: #19 of 74 id: prism-297 author: McDonough, Terry title: Creating a Third Space date: 2017-07-01 words: 3017 flesch: 54 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. keywords: access; journal; knowledge; peer; publishing; research; society; space cache: prism-297.pdf plain text: prism-297.txt item: #20 of 74 id: prism-298 author: Allan, David title: Setting Them Up To Fail date: 2017-07-01 words: 5557 flesch: 53 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). keywords: education; learning; level; neet; people; progression; students; wblp; young cache: prism-298.pdf plain text: prism-298.txt item: #21 of 74 id: prism-299 author: Neil, Joanna title: Digital Auto-Ethnography date: 2017-07-01 words: 7288 flesch: 60 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. keywords: digital; making; practice; process; recording; self; students; way; work cache: prism-299.pdf plain text: prism-299.txt item: #22 of 74 id: prism-300 author: Strudwick, Katie title: Debating Student as Producer date: 2017-07-01 words: 5443 flesch: 34 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. keywords: education; engagement; learning; lincoln; producer; research; social; student; teaching; university cache: prism-300.pdf plain text: prism-300.txt item: #23 of 74 id: prism-301 author: Hafiz, Abdul Aziz title: Precarity as Resistance and Cultural Solidarity date: 2017-07-01 words: 13532 flesch: 42 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. keywords: 2015; doi; economy; education; employment; graduates; insecurity; january; jobs; journal; knowledge; labour; london; market; new; pedagogy; policy; practices; precarity; skills; social; solidarity; state; university; work; world cache: prism-301.pdf plain text: prism-301.txt item: #24 of 74 id: prism-302 author: Hayes, David title: Environmental Responsibility, Active Social Learning, and Political Action date: 2017-07-01 words: 7964 flesch: 34 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. keywords: action; approach; care; citizenship; criminology; fracking; learning; movement; new; order; politics; process; research cache: prism-302.pdf plain text: prism-302.txt item: #25 of 74 id: prism-303 author: Eadon-Sinkinson, Helen title: Drama, Creativity, and Critical Pedagogy date: 2017-07-01 words: 3144 flesch: 61 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. keywords: drama; freire; group; students; theatre cache: prism-303.pdf plain text: prism-303.txt item: #26 of 74 id: prism-304 author: Todd, Val title: Field and Iles (2016) An Adventure in Statistics: The Reality Enigma date: 2017-07-01 words: 1138 flesch: 48 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. keywords: book; research; statistics cache: prism-304.pdf plain text: prism-304.txt item: #27 of 74 id: prism-305 author: Dodding, Jacqueline title: Bakker and Montesano Montessori (eds.) (2016) Complexity in Education: From Horror to Passion. date: 2017-07-01 words: 1109 flesch: 44 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. keywords: book; education; research cache: prism-305.pdf plain text: prism-305.txt item: #28 of 74 id: prism-306 author: Allan, David title: Devaluing the Individual date: 2018-07-01 words: 2459 flesch: 47 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. keywords: disaffection; education; learning; students; system; values cache: prism-306.pdf plain text: prism-306.txt item: #29 of 74 id: prism-307 author: Hammond, Craig A title: Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation date: 2018-07-01 words: 6476 flesch: 42 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. keywords: author; barthes; debord; dérive; détournement; hammond; knowledge; new; practices; tactics; university cache: prism-307.pdf plain text: prism-307.txt item: #30 of 74 id: prism-308 author: Wooff, David title: Defining Design and Technology in an Age of Uncertainty date: 2018-07-01 words: 10098 flesch: 53 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. keywords: 1(2; delphi; design; education; participants; prism; ranking; research; round; statements; study; subject; technique; technology; values cache: prism-308.pdf plain text: prism-308.txt item: #31 of 74 id: prism-309 author: Hardy, Alison title: Defining the Value of a School Subject date: 2018-07-01 words: 8880 flesch: 54 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. keywords: 1(2; d&t; education; goal; individual; instrumental; prism; school; subject; terminal; value cache: prism-309.pdf plain text: prism-309.txt item: #32 of 74 id: prism-310 author: Hallett, Graham title: Who is Valued and What is of Value? date: 2018-07-01 words: 2011 flesch: 45 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. keywords: education; pupils; standards; values cache: prism-310.pdf plain text: prism-310.txt item: #33 of 74 id: prism-311 author: Reynolds, Paul title: Bhaskar, Danermark and Price (2018) Interdisciplinarity and Wellbeing: A Critical Realist General Theory of Interdisciplinarity Routledge Studies in Critical Realism, date: 2018-07-01 words: 1493 flesch: 31 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) keywords: approach; bhaskar; interdisciplinarity cache: prism-311.pdf plain text: prism-311.txt item: #34 of 74 id: prism-312 author: Hayes, David title: Case, Johnson, Manlow, Smith and Williams (2017) Criminology date: 2018-07-01 words: 1669 flesch: 27 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. keywords: crime; criminology; employability; research cache: prism-312.pdf plain text: prism-312.txt item: #35 of 74 id: prism-326 author: Strudwick, Kate; Johnson, Phil title: Learning from collaborative ‘conversations’ on the Students as Producer Pedagogic model: students’ views date: 2020-06-18 words: 7684 flesch: 39 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. keywords: conversations; education; engagement; healey; learning; neary; partners; prism; research; sapr; students; teaching; university; uol cache: prism-326.pdf plain text: prism-326.txt item: #36 of 74 id: prism-342 author: Paltoglou, Aspasia; Hopper, Jeremy title: Creative psychologists: reflections on teaching and pedagogic practice inspired by an arts-based Away Day date: 2020-09-27 words: 3145 flesch: 41 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. keywords: assessment; creativity; education; learning; prism; students; teaching cache: prism-342.pdf plain text: prism-342.txt item: #37 of 74 id: prism-344 author: Nerantzi, Chrissi; Moravej, Haleh title: An (un)usual teaching team date: 2020-10-22 words: 3812 flesch: 54 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. keywords: academic; learning; module; nerantzi; students; teaching; team cache: prism-344.pdf plain text: prism-344.txt item: #38 of 74 id: prism-345 author: Nerantzi, Chrissi; Moravej, Haleh; Iosifidou, Ioanna; Nani Silva, Leticia title: Creativity interwoven into the fabric of learning, an example from a postgraduate nutritional science module date: 2020-11-13 words: 2952 flesch: 50 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. keywords: learning; module; nutrition; prism; students; teaching; team cache: prism-345.pdf plain text: prism-345.txt item: #39 of 74 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 words: 8631 flesch: 43 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). keywords: burke; criminal; education; experience; gosling; justice; learning; line; pedagogy; people; practice; prism; students; university; writing cache: prism-349.pdf plain text: prism-349.txt item: #40 of 74 id: prism-351 author: Vasko, Zuzana title: Inner and outer weather: Creative practice as contemplative ecological inquiry date: 2020-08-11 words: 7522 flesch: 56 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. keywords: bai; climate; contemplative; drawing; earth; education; experience; life; mind; practice; prism; weather; world cache: prism-351.pdf plain text: prism-351.txt item: #41 of 74 id: prism-352 author: Carlin, Andrew P. title: De-Classrooming: Moving Learning Outside the Classroom date: 2020-07-19 words: 6791 flesch: 42 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. keywords: activities; carlin; classrooming; creativity; discipline; knowledge; learning; life; phenomena; prism; problem; seminar; sociology; students; teaching cache: prism-352.pdf plain text: prism-352.txt item: #42 of 74 id: prism-364 author: Baker, Mollie title: Beyond binaries and before becoming: Reconsidering resistance in UK higher education date: 2021-04-27 words: 8140 flesch: 38 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. keywords: academic; action; affect; education; feminist; journal; neoliberal; non; prism; research; resistance; studies; theory; ucu; university; view cache: prism-364.pdf plain text: prism-364.txt item: #43 of 74 id: prism-369 author: Enriquez, Judith title: Paper-work: what module guides have to say about assessment practices date: 2020-09-04 words: 8285 flesch: 47 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. keywords: assessment; bloom; documents; education; learning; module; outcomes; paper; practices; prism; standards; taxonomy; work cache: prism-369.pdf plain text: prism-369.txt item: #44 of 74 id: prism-374 author: Ford, Andrew title: Brokering Britain, Educating Citizens Exploring ESOL and Citizenship. date: 2020-06-10 words: 1467 flesch: 55 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. keywords: book; esol; prism; students cache: prism-374.pdf plain text: prism-374.txt item: #45 of 74 id: prism-402 author: Farrell, Francis title: White Man face, order words and deviance detectors: a Deleuzoguattarian analysis of fundamental British values date: 2021-04-27 words: 7912 flesch: 49 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). keywords: british; deleuze; difference; education; face; farrell; fbvs; guattari; journal; man; policy; prism; teachers; values; white cache: prism-402.pdf plain text: prism-402.txt item: #46 of 74 id: prism-413 author: Bertoldo, Juliette Clara title: Beyond perfection: Reclaiming death in and for education date: 2021-09-08 words: 8720 flesch: 44 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. keywords: bertoldo; biesta; death; education; future; human; life; loss; new; prism; research; students; teachers; world cache: prism-413.pdf plain text: prism-413.txt item: #47 of 74 id: prism-415 author: Foster, Stephen; Whitelock, Denise; Cross, Simon; Kear, Karen title: To what extent can graphical feedback from a ‘rainbow diagram’ help students develop coherence in their academic writing? date: 2021-11-03 words: 7323 flesch: 57 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. keywords: diagram; essay; feedback; participants; rainbow; rainbow diagram; research; students; whitelock; writing cache: prism-415.pdf plain text: prism-415.txt item: #48 of 74 id: prism-416 author: Jerome, Lee; Liddle, Anna; Young, Helen title: Talking Tolerance: Being Deliberative about Fundamental British Values date: 2021-06-15 words: 8438 flesch: 51 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. keywords: discussion; fbvs; identity; issue; jerome; nationalism; prism; school; speaker; students; values; volume cache: prism-416.pdf plain text: prism-416.txt item: #49 of 74 id: prism-418 author: Garden, Ange title: Constructions of Space: Exploring Photographic Images in Forest School date: 2023-03-10 words: 9030 flesch: 53 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 keywords: age; children; education; environment; forest; forest school; garden; journal; learning; nature; outdoor; place; prism; research; school; space; technology cache: prism-418.pdf plain text: prism-418.txt item: #50 of 74 id: prism-419 author: Gillaspy, Emma; Hunter, Anna; Withnell, Neil; Nerantzi, Chrissi title: Editorial: Our Creative Selves date: 2020-11-18 words: 2707 flesch: 55 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. keywords: 3(1; creativity; nerantzi; practice; prism; world cache: prism-419.pdf plain text: prism-419.txt item: #51 of 74 id: prism-420 author: Hammond, Craig Andrew title: PRISM Editorial: Transitions and Challenges date: 2020-11-19 words: 1563 flesch: 31 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. keywords: education; issue; journal; prism; research cache: prism-420.pdf plain text: prism-420.txt item: #52 of 74 id: prism-423 author: Bryan, Hazel; Revell, Lynn 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 date: 2021-06-02 words: 7246 flesch: 47 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. keywords: british; education; issue; leadership; participants; policy; prism; research; school; teachers; values; volume cache: prism-423.pdf plain text: prism-423.txt item: #53 of 74 id: prism-432 author: Iqbal, Karamat title: My Religion is Important date: 2021-07-24 words: 1914 flesch: 29 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. keywords: birmingham; city; london; prism; religion cache: prism-432.pdf plain text: prism-432.txt item: #54 of 74 id: prism-441 author: Thorpe, Rhody-Ann title: The Idea of a Post Colonial University date: 2021-09-04 words: 6575 flesch: 46 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. keywords: africa; british; caribbean; colonial; education; independence; indies; knowledge; prism; students; universities; university; west cache: prism-441.pdf plain text: prism-441.txt item: #55 of 74 id: prism-442 author: Robertson, Nicola title: The Future of Teaching? Asimov's Three laws and the Hypothetical Robot Teacher date: 2021-10-10 words: 7286 flesch: 50 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. keywords: asimov; autonomy; definition; harm; human; laws; machine; prism; relation; robot; student; teacher cache: prism-442.pdf plain text: prism-442.txt item: #56 of 74 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 words: 6989 flesch: 40 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. keywords: calculus; enrolment; mathematics; options; participation; prism; students; subjects; trends; year cache: prism-446.pdf plain text: prism-446.txt item: #57 of 74 id: prism-447 author: McDonnell, Jane Louise title: Theoretical approaches to the study of fundamental British values (FBV) date: 2021-07-06 words: 4116 flesch: 40 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. keywords: british; democracy; education; fbv; policy; teachers; values cache: prism-447.pdf plain text: prism-447.txt item: #58 of 74 id: prism-448 author: Suleman, Anita; Chigeza, Philemon; Mensinga, Jo title: A scoping review and thematic analysis of mentoring models that include leadership and school connectedness theories date: 2021-11-06 words: 7349 flesch: 49 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). keywords: connectedness; leadership; mentoring; mentors; peer; prism; program; school; students; studies; support; transition cache: prism-448.pdf plain text: prism-448.txt item: #59 of 74 id: prism-459 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 date: 2022-06-23 words: 8422 flesch: 49 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. keywords: academic; class; data; education; educators; experiences; female; identity; prism; research; students; team; working cache: prism-459.pdf plain text: prism-459.txt item: #60 of 74 id: prism-465 author: Teo, Aaron title: “How difficult can it be?” A non-Indigenous ‘Asian’ Australian high school teacher’s AsianCrit autoethnographic account of dealing with racial injustice date: 2021-11-06 words: 5877 flesch: 53 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. keywords: asian; asiancrit; australian; autoethnography; education; ellis; prism; race; stories; story; teacher; theory cache: prism-465.pdf plain text: prism-465.txt item: #61 of 74 id: prism-477 author: Habib, Sadia title: Horrible British Histories: Young people in museums interrogating national identity through principles and practices of critical pedagogy date: 2021-06-25 words: 8272 flesch: 40 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. keywords: british; britishness; habib; heritage; identities; identity; museums; national; pedagogy; people; prism; spaces; trust; ways cache: prism-477.pdf plain text: prism-477.txt item: #62 of 74 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 words: 8432 flesch: 52 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. keywords: academic; academy; care; caring; class; education; experiences; pandemic; prism; research; rogers; space; stories; university; women; working cache: prism-482.pdf plain text: prism-482.txt item: #63 of 74 id: prism-493 author: Yıldız, Ümit title: An Anti-Racist reading of the notion of 'fundamental British values' date: 2021-06-25 words: 9122 flesch: 44 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. keywords: affair; anti; british; definition; education; extremism; fbvs; horse; issue; muslim; new; notion; prevent; prism; promotion; racism; schools; teachers; trojan; values cache: prism-493.pdf plain text: prism-493.txt item: #64 of 74 id: prism-503 author: Smith, Heather Jane title: Britishness and ‘the outsider within’: tracing manifestations of racist nativism in education policy in England date: 2021-07-29 words: 9617 flesch: 46 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. keywords: british; britishness; eal; education; english; language; native; nativism; non; policy; prism; pupils; race; racist; schools; smith; teachers; values cache: prism-503.pdf plain text: prism-503.txt item: #65 of 74 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 words: 9837 flesch: 47 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. keywords: 2020b; analysis; atherton; author; autoethnography; bochner; braun; clarke; data; ellis; literature; paper; prism; research; self; text cache: prism-505.pdf plain text: prism-505.txt item: #66 of 74 id: prism-568 author: Farrell, Francis; Lander, Vini; Yildiz, Ümit title: The Mission of Integration date: 2021-11-11 words: 3519 flesch: 30 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. keywords: civic; discourse; education; government; policy; prism; students; teachers; values cache: prism-568.pdf plain text: prism-568.txt item: #67 of 74 id: prism-580 author: Scott, Howard; Bennett, Pete; Hammond, Craig A title: ‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks date: 2022-10-04 words: 5749 flesch: 49 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. keywords: course; curriculum; education; english; learning; literacy; prism; rancière; scott; students; work; writing cache: prism-580.pdf plain text: prism-580.txt item: #68 of 74 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 words: 3165 flesch: 47 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. keywords: children; dabaja; education; forest; forest school; learning; nature; prism; school cache: prism-642.pdf plain text: prism-642.txt item: #69 of 74 id: prism-662 author: Thomas, Michael; Goulding, John; Patrick, Mireille title: Postgraduate Researcher Special Issue: Editorial date: 2022-03-05 words: 1255 flesch: 20 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. keywords: education; liverpool; prism; research; university cache: prism-662.pdf plain text: prism-662.txt item: #70 of 74 id: prism-667 author: Dabaja, Ziad F. title: The strands of the Forest School implementation challenges: A literature review date: 2023-06-16 words: 7446 flesch: 52 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). keywords: children; dabaja; education; forest; forest school; implementation; literature; outdoor; prism; risk; school cache: prism-667.pdf plain text: prism-667.txt item: #71 of 74 id: prism-671 author: Harding, Lucy title: Researching in prison education-spaces: Thinking-with Posthuman, Post Qualitative, Feminist Materialism ‘beings’ to disentangle methodology. date: 2023-01-20 words: 11007 flesch: 60 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. keywords: concepts; education; feminist; human; new; participants; post; prism; prison; prisoners; process; qualitative; research; space; teacher; thinking; walking cache: prism-671.pdf plain text: prism-671.txt item: #72 of 74 id: prism-695 author: Smith, Anne-Marie title: Creative Universities : Reimagining Education for Global Challenges and Alternative Futures (2021) date: 2022-07-21 words: 2669 flesch: 46 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). keywords: book; chapter; schwittay; students; teaching; university cache: prism-695.pdf plain text: prism-695.txt item: #73 of 74 id: prism-722 author: Barter, Derek title: The Slow Learner: Feeling our way to Thinking about Lifelong Learning date: 2023-08-21 words: 7961 flesch: 49 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.). keywords: access; barter; community; communiversity; education; government; ireland; learning; life; people; prism; process; skills; system; teaching; university; view cache: prism-722.pdf plain text: prism-722.txt item: #74 of 74 id: prism-986 author: Hammond, Craig Andrew; Enriquez, Judith; Allan, David title: Editorial: General Issue - 2023 date: 2023-02-03 words: 1623 flesch: 43 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. keywords: education; issue; life; paper; prism; water cache: prism-986.pdf plain text: prism-986.txt