• The Common Assessment Framework form 9 years on: a creative process

      Nethercott, Kathryn (Wiley, 2016-04-19)
      Legislation within England states that local authorities should provide services for all those families in need. However, research has identified that regardless of the introduction of strategies to identify need and enhance family support, ongoing barriers to services adhere. Taking a social constructionist approach, this study explored professionals' experiences of the use of the Common Assessment Framework form. Data were collected in four different local authorities in two phases. Forty‐one professionals from a variety of agencies took part in semi‐structured interviews. Data were analyzed thematically. Findings demonstrate that the professionals experienced difficulties in working through the Common Assessment Framework process, for example, in completing the form and engaging families. This situation led to the more experienced and knowledgeable professionals utilising creative ways to successfully navigate the ‘referral process’. Such creative working practices included the terminology used to complete the form and how the process was ‘sold’ to parents, so that they could be in a better position to engage parents and complete the Common Assessment Framework form. Because of this, more experienced professionals seem to be able to accelerate the referral process in order to access much needed support services for children and young people.
    • Creating sites for education and democracy: Henry Morris and the Cambridgeshire village colleges

      Hopkins, Neil (Wiley, 2020-03-11)
      This article investigates the work of Henry Morris (1889–1961), in particular his ideas on the Cambridgeshire village colleges. It is now 90 years since the first of these was founded in Sawston in 1930, and the article aims to address the issue of whether Morris’s views on education and democ- racy encapsulated in the village colleges still have relevancy in the early twenty-first century. An overview of Morris’s career and the creation of the village colleges is investigated, using the work of Paul Hirst and associative democracy as a theoretical lens. It is argued that the Cambridgeshire village colleges do have some attributes of associative democracy, particularly their original emphasis as sites of local democracy and participation from voluntary bodies and private individuals. How- ever, Morris’s role as Cambridgeshire’s Chief Education Officer (1922–1954) meant that the local state (in the guise of the County Council) played a more significant role in the village colleges than Hirst advocates for his version of associative democracy. As English primary and secondary schools turn from local authority control to academy status, Morris’s vision for local schools of and for local people is becoming increasingly compromised. The article ends with the work of Allen and Gann, both influenced by Morris, who argue for a revitalised form of comprehensive schooling and lifelong learning that again sees educational institutions as sites of grassroots democracy.
    • Mapping research in the field of special education on the island of Ireland since 2000

      Travers, Joseph; Savage, Rosie; Butler, Cathal; O'Donnell, Margaret; Dublin City University; University of Bedfordshire (Wiley, 2017-06-12)
    • The Story Engine: offering an online platform for making “unofficial” creative writing work

      Connolly, Steve M.; Burn, Andrew; University of Bedfordshire; University College London (Wiley, 2017-12-01)
      This article describes the outcomes of a research project conducted at the Ministry of Stories (a London-based writing centre) which sought to develop an online, mentor- assisted, writing platform. Across a three month period, at four different sites across the UK, more than a hundred Year 7 pupils took part in the project, using the platform to write stories and get feedback from mentors who came from a variety of backgrounds. For reasons of space, pupil/mentor interactions are not discussed extensively in the article; however, these stories were collected and analysed alongside a range of other survey and interview data to establish how creative writing might be developed through  online mentoring, the use of an online interface and the intersection of both these tools. The article seeks to answer some questions raised by the data collected in the project, and in turn, uses both the questions and the data to interrogate some of the discourses which surround the teaching of creative writing both in and outside the classroom, and in particular the tensions that occur between the teaching of writing skills, "official versions" of writing in the classroom and children's use of their own cultural resources in creative writing
    • Subject English as citizenship education

      Belas, Oliver; Hopkins, Neil; University of Bedfordshire (Wiley, 2019-01-04)
      This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long‐standing diversity of English society, as well as its present and long‐standing inequalities.