• Becoming a learner in the workplace: a student’s guide to practice–based and work-based learning in health and social care

      Wareing, Mark; University of Bedfordshire (Quay Books, 2016-04-01)
      This student guide has been written to help support you to engage in practice-based and work-based learning in a range of health and social care settings. An increasing number of students are undertaking health and social care studies that include placement learning including those studying at higher apprenticeship and foundation degree level who are seeking to use clinical workplaces and practice areas for learning. This book has also been written for those studying traditional undergraduate health professions such as nursing and midwifery, and will be useful for those undertaking practice-based learning in radiography, social work and the therapies. It provides the reader with a through understanding of the challenges and opportunities of practice and work-based learning that requires a range of skills, strategies, techniques and attitudes to empower readers to be fully equipped to engage in participatory workplace learning. Each chapter contains a range of activities that will require the reader to think about their own experience and the skills required to engage in practice-based or work-based learning. The purpose of the activities is to bring each chapter to life and enable the reader to engage with the text actively rather than passively
    • 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.
    • Education, knowledge, and symbolic form

      Belas, Oliver; University of Bedfordshire (2017-12-20)
      This article aims to introduce Ernst Cassirer, and his philosophy of symbolic form, to education studies, and, in doing so, to challenge the widespread but deeply flawed views of knowledge and so-called knowledge-based education that have shaped recent education policy in England. After sketching the current educational landscape, and then some of the main lines of flight in Cassirer’s work, time is given to a comparison with Heidegger—a more familiar figure by far in Anglophone philosophy than Cassirer, and who contributed to the displacement of Cassirer—in order to illustrate more clearly Cassirer’s original contribution, in particular to the relationship between knowledge and time. Cassirer’s view of knowledge stands in marked and critical contrast to that which has shaped recent educational reform in England, as he sees knowledge as a productive and expressive matter, and repudiates what I call the ‘building-blocks’ picture of knowledge and the hierarchisation of subject areas.
    • 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)