Digital video production in schools is often theorised, researched and written about in two ways: either as a part of media studies practice or as a technological innovation, bringing new, "creative", digital tools into the curriculum. Using frameworks for analysis derived from new literacy studies and theories of identity, this study proposes that digital video production by young learners is worthy of investigation as a new media form in its own right. Fieldwork was carried out in two schools among children taking part in video projects on themes of self-representation and identity; evidence was collected in the form of production notes, video interviews and the media texts themselves. The findings suggest that this new media literacy practice can be metaphorically conceived as a form of "curatorship" in the uses of multimodal editing tools for the intertextual organisation of digital media assets and their subsequent exhibition. The study begins by describing the development of the central research question, namely: "What forms and organising structures are used by young learners when negotiating and representing identity in digital video production?" This formulation is set out in theoretical, pedagogical and self-representational contexts before a subsequent chapter reviews some key contributions in the field to date in both formal and informal sites of learning. A transdisciplinary set of frameworks drawn from socio-cultural and media literacy theory is used alongside an adapted form of multimodal analysis to investigate a new set of skills and dispositions around identity, memory and voice, which, as suggested, merge in the concept of the producer as curator. The discussion leads to a set of proposals for teaching and learning with digital video in the primary school arising from a description of the key selfrepresentational possibilities inherent in the medium and framed by the concept of "curating the self" as an essential skill and disposition in new media.

Approximately half of the time on social work training courses is devoted to practice placements in agencies, where students practise under the supervision of a qualified worker. The supervisory relationship is a key component in the development of practice skills " but it is under-researched. This study, of the teaching and learning processes in supervision, is essentially illuminative in nature and purpose. It is a qualitative study from the perspectives of supervisors and students. It presents same illustrative experiences which can not be adequately explained using the traditional model of supervision. Following a review which shows the roots of this model in American supervision literature, the research problem is defined. The research task is seen to be the generation of descriptions and interpretations of teaching and learning in supervision which are meaningful to the participants themselves. After reviewing same research into how adults learn, data gathered by a 'range of methods are presented as illustrative case examples, which point to the importance of the conceptions which the supervisors am students have of the learning process as a factor in explaining the patterns of interaction seen in the supervisory relationship. (i) These interpretations contribute towards a new, grounded, model of learning in social work education. Three levels of teaching-learning interaction in supervision are identified, which are derived from (and constrained by), students' and supervisors' conceptions of learning. The three levels reflect a focus on the content of learning, the process of learning, and meta-learning (ie learning to learn, and the transfer of learning). These findings are congruent with other recent research into student learning in higher education. Feedback to participants and other supervisors, tutors and policy-makers is described. The validity and usefulness of the findings, and implications of the research (including the need for further studies), are considered.

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Women's studies has become a recognisable subject area in higher education in the UK since the first named postgraduate degree programme was offered at the University of Kent at Canterbury in 1980. This multi-disciplinaiy subject area gained impetus from the politics of the second wave women's movement, growing in popularity through adult education courses for women, and gradually entering higher education as undergraduate options mainly within sociology degree programmes. This thesis locates the growth of feminist and women's studies courses within the political and higher education context of the 1970s and 1980s. The research is based on a qualitative, case study approach of four higher education institutions. The data consist of fifty interviews with staff and students who were in various ways involved in the early years of feminist scholarship at the chosen institutions during the time period studied, as well as historical documentation about the universities and from the women's movement. The women's studies literature has constructed an account of the development of women's studies which has emphasised connections with the women's movement, and in so doing has glossed over the significance of the changing higher education context. In particular, the disciplinaiy differences between women academics and the differences in institutional cultures will be shown to have made an impact on the types of feminist and women's studies courses which were developed. In order to explore the divergent nature of the integration of feminist knowledge into the mainstream curriculum, the variety of feminist and women's studies courses which were developed in the case studies will be examined historically through the construction of their curricula, the pedagogical strategies employed, and issues of assessment on these courses.

The thesis is based upon a description of a sample of 50 narratives written by 25 young women and 25 young men in a College, of Further Education in inner London. It aims to describe connections between particular features of these narratives and aspects of the lives of the wr1ters. It will particularly be focussing on the social aspects of their lives that are connected to their membership of different gender groups. In doing this, the thesis will focusing on this kind of writing in a way that has not been attempted before.

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