Reflexivity has had a long standing presence in professional education and therapy practice. In family therapy our knowledge about reflexivity has largely been produced through its application in practice. This is reflected in its multiple forms, described in the literature as therapeutic reflexivity, self reflexivity, relational reflexivity, group reflexivity, reflexive loops, recursiveness, self- reflection, self-awareness, reflexive competence, personal development, organizational reflexivity and cultural reflexivity. The practice context for conceptualising reflexivity fixes taken for granted knowledge as theory. This research constructs a history of reflexivity which draws upon narratives from diverse contexts across time and relationships, and weaves these together to examine discourses of influence which have led educationalists, practitioners, researchers and authors to construct reflexivity in many different ways. The influence and implications of these reflexivity discourses for practice and education are explored using a social constructionist approach to knowledge creation. A reflexive research design and methodology generates relational and dialogical contexts for constructing new knowledge about reflexivity and at the same time makes the processes of constructing this reflexive mode transparent. The question: ‘How is reflexivity constructed in family therapy education?’ is examined within a collaborative community constituted between educators and students. As we coordinate our polyvocality, episodes of transcendent storytelling and transformative dialogical moments are distinguished in which new knowledge emerges between participants. Using CMM heuristics, these transformative episodes are laminated to make visible the dialogical process of knowledge production. Different ‘forms’ of reflexivity are reconstructed as artefacts of conversations in relational contexts over time, shifting the discourse from looking at multiple reflexivity ‘forms’ towards ‘reflexive looking’. ‘Reflexive Dialogues’ transform positioning and offer new horizons which scaffold resourcefulness, including transfering relational practices from therapy to research and education. ‘Reflexive Dialogues’ transform hierarchical power and colonizing knowledge creation in research, therapy and education and invite empowering and collaborative relationships in which we produce knowledge together. ‘Reflexive looking’ affords theoretical pluralism and local coordination of multiple reflexivity discourses. This produces new knowledge and transforms relationships through scaffolding connected learning, engaged pedagogy and coordination of horizons between research, practice and educational communities.

This thesis evaluates the experiences of a Maltese school that decided to embrace the philosophy of inclusion. It provides a synthesis of knowledge about the processes of inclusive education, derived from the experience of the main stakeholders in the school. The main research question being: “What changes does the implementation of the Social Model of Disability that focuses on abilities and skills rather than labelling and deficit have on a school population?” Specifically, the study investigated: · The practices within the school that enable inclusion. · The experience of students, students’ parents, teachers, learning support assistants (LSAs) and administrators. · Whether or not, and if so, how disabled students are participating, active members of the school. · The effect of inclusion on the school community/culture. A case study approach is used in order to evaluate this school’s process of inclusion and its ramifications on stakeholders. Both qualitative and quantitative methods were used, along with a triangulation of questionnaires, focus groups, semi-structure interviews and observations. A thematic analysis supported by descriptive statistics was used within an interpretative approach of hermeneutic phenomenology. This research contributes theory to the following three areas in: 1. Offering a different model for an inclusive school. 2. The use of innovative structures in school management. 3. The changes brought about by valuing the education of disabled students. The findings show a general positive attitude towards inclusive education and suggest that inclusive education heightens the awareness of each interrelated aspect of the school as a community, challenges stereotypes, and promotes contextually relevant research. The work concludes with a series of possible future directions for research and a critical reflection that is needed to help educators achieve progress towards philosophical and practical ideals of a socially and academically just education.

Schools in England have undergone huge change since neoliberal ideologies introduced notions of choice and competition. This study seeks to understand how teachers rationalised their roles alongside the demands of performativity associated with managerialisation and marketisation. As such, this research explores the lived experiences of teachers within a neoliberal hegemony. Methodologically, I used a social constructionist paradigm and an interpretative phenomenological analysis after Smith, Flowers and Larkin (2009). I conducted six in-depth semi-structured interviews with teachers in primary, middle and secondary school settings. My interpretative phenomenological analysis used Wenger’s (1989) concept of a community of practice as well as concepts from social theorists such as Habermas (1979, 1996), Giddens (1986, 1991) and Bourdieu (1984, 1994) to frame my thinking. The research found that the changes being experienced by teachers are not aligned with their understandings and beliefs concerning education, either for themselves as a professional body or for the pupils in their care. As such, the teachers express notions such as the suppression of their voice and the oppression of their autonomy. Furthermore, teachers’ descriptions include philosophical and practical resistance to change. The descriptions of change and resistance show alignment towards notions of welfare education not neoliberal managerialisation and marketisation. The nature of the new knowledge concerns changed forms of organisational experiences, from changed forms of organisational communication to changed forms of learning. It is this change, brought about by managerialisation and marketisation, that the teachers describe as resisting, both philosophically and practically. As such the participants describe a clash of lifeworlds and a clash of doxa, such that they experience ontological insecurity. Furthermore the managerialisation and marketisation of schools is at odds with Wenger’s (1989) notion of a community of practice and as such, is degrading organisational learning and practice.

The purpose of this research was to explore and gain insight into year 1 undergraduate Physical Education student experiences of learning and develop understanding of the means by which students are supported in the transition to university. It explores the perceived cognitive, affective and social demands on learning; and the challenges and barriers faced by students in becoming academic learners in Higher Education. A qualitative phenomenological approach was adopted. Interpretative phenomenological Analysis (IPA) provides a methodological framework and analytical approach that enables an exploration of the individual [and shared] lived experience of the six research participants. The research is idiographic starting with a detailed exploration of individual experience and perspectives, followed by an interpretative analysis that preserves the participant voice. Semi-structured interviews were conducted at three key points during the first year of study and transcripts were analysed using an iterative, hermeneutic approach. A process of abstraction identified four recurrent master themes that capture the student experience of learning. It is by presenting a holistic understanding of the role that ‘Self’, ‘Becoming’, ‘Belonging’ and ‘Motivation’ play in defining student experiences of learning that this research makes its contribution to knowledge. The findings of this research show that student experiences of learning are individually unique and illustrates the importance of re-evaluating transition. Participants were self-aware but held compound self-concepts that are emotionally and socially defined. Situated and meaningful interaction is critical in fostering resilience and a sense of control over learning and tensions between the relational and connected nature of experience are brought into view. Participants encountered disconnection between certain pedagogies and learning, self-determination and the regulation of study. The conclusion identifies a series of developmental themes that can inform understanding and contribute to further research where the agenda for change seeks to respond to student needs through improvements in teaching and learning; student-centred pedagogy, connectedness, emotional coping, inclusion or exclusion, and mastery oriented learning.

Higher education institutes (HEIs) and external employer organisations are increasingly recognising the benefits of engaging in work-based learning (WBL) partnerships. However, significant challenges associated with this form of engagement have meant such partnerships are not as widespread as they could be. One of the major challenges identified relates to organisational culture. The purpose of this study is to consider how WBL partnerships between an Irish HEI (HEI X) and external employer organisations can be enhanced by a deeper understanding of organisational culture. An ethnographic methodology combining a number of different data-gathering methods, including observation, reviewing of documents and interviews with eight HEI X staff, eight WBL learners and five employer representatives, was adopted. The findings reveal how cultural differences in relation to assumptions, timeframes, languages, objectives and general attitudes can be a source of difficulty for the three stakeholders (learner, employer and HEI). According to the findings, cultural issues within the HEI and external employer organisation can also create significant challenges when attempts are being made to initiate or coordinate a WBL partnership. Johnson’s cultural web (1988) is used as a framework to present the findings. The study makes a valuable contribution to knowledge by recognising the requirements of all three stakeholders and discussing the usefulness of the cultural web as a framework for considering organisational culture in WBL partnerships. The study also makes a valuable contribution to practice by presenting recommendations to the HEI and external employer organisation. The recommendations for the HEI involve a change in the “way we do things around here” due to the unique characteristics of WBL programmes, which may mean adapting existing policies, procedures and systems. Recommendations for the employer organisation include providing support to the learner, understanding and respecting the HEI’s requirements, and ensuring that internal policies, procedures, practices and priorities support WBL.

All learning occurs within a space, whether this space is physical or virtual, but we have limited knowledge of how learning and teaching relate to it, particularly after a learning space’s users engage and adapt with it. A learning space is seen as a third teacher, but there is limited guidance for teachers on how to adapt designed elements of learning spaces. Therefore, this research aimed to empower teachers’ use of learning space without directly involving designers. It did so by sharing redesign opportunities for learning spaces that facilitate learning and teaching. There were three phases to this research: 1) Contextual review using literature review and observation; 2) Understanding learning space use and potential by investigating classroom space through student drawings, social network data, semi structured interviews, classroom photographs, and teachers’ planning books; and 3) Tool and Exemplar development of a supportive tool formed from structured sets of cards for guidance and inspiration. The first phase revealed a gap between what is written about learning in physical spaces and how these are designed. The second phase studied a range of current teachers’ practices to address this gap, and indicated that although teachers are aware of the importance of physical space, they do not always know how to adapt it to facilitate learning. The results also revealed learning space design elements which designers are unaware of, extending the initial framework from the first phase such. Findings from these studies supported design of a tool (third stage) to empower teachers’ use of space to support different learning and teaching approaches. Evaluation showed that the tool can improve teachers’ awareness of learning space design elements, and enable them to adapt space to support different teaching and learning approaches. Thus research helps both initial learning space designs by architects, as well as subsequent redesign by teachers through development of a practical tool.

Saudi Arabia is one of earliest Arab countries to have implemented the integration of students with Special Educational Needs (SEN) (Almosa, 2008, 2010). Recently, the Ministry of Education (MoE), through the King Abdullah Public Education Development Programme, began preparing to introduce inclusion for students with SEN in practice. Thus, the current study explores potential barriers that could challenge the implementation of inclusion for male students with Learning Difficulties (LD) in mainstream primary schools. This research is timely as the issues involved with implementing inclusion remain unclear in Saudi Arabia. The issues were investigated by examining the understanding of teachers regarding the term ‘inclusion’ and exploring the factors that could challenge the implementation of inclusion from the perspective of teachers as well as through an analysis of the current practice of educating students with LD and general education students in mainstream primary schools in the Saudi context. Adopting the interpretivist paradigm, qualitative data was collected in five mainstream primary schools taken as a single case study, through interviews with thirteen teachers from a group of special education teachers and eleven teachers from a group of general education teachers. Moreover, observations of classrooms and schools and an analysis of legislative documents were used as supportive data collection methods. Thematic analysis was employed to analyse the data. The findings showed that the majority of teachers had an understanding of the term inclusion, although a few teachers indicated their lack of knowledge and understanding of this term. Moreover, teacher preparation, in-service training, competence of teachers, teachers’ views, relationships between students, relationships between parents and teachers, human support, curriculum, teaching strategies, assessment, resources, legislations, administrative matters, number of students in classroom and infrastructure were identified as factors that could act as barriers to implementing inclusion effectively. The results of the analysis led to some recommendations for future practice; these include how to support teachers’ readiness for inclusion, improve the practice of teachers in mainstream classrooms, improve the relationships between students with and without LD, the relationships between parents and schools, and improve environmental factors, in order to make inclusion work effectively. This study contributes to knowledge of inclusive education by exploring the issues surrounding the implementation of students with learning difficulties in the Saudi context.

This study investigates the acculturation and consumer complaint behaviours (CCB) of East-Asian students at Northumbria University, located in North-East England. Approximately 70,000 East-Asians are currently enrolled for graduate study in the UK. However, little is known about their adaptation to an unfamiliar culture, and their complaint behaviours when placed in such an environment. In particular, there is a need to understand the complaint behaviours of East-Asian students in the context of Higher Education. For both acculturation and CCB a literature survey included the key theoretical frameworks and variables that can impact upon both concepts, leading to the development of four research questions that provided the focus for the data collection process. The first research question investigated if a relationship exists between the acculturation style adopted by East-Asian students and their complaint behaviours. From here, the additional research questions focused on respondent's acculturation and CCB experiences throughout their sojourn. The study utilised a combination of quantitative and qualitative methods to ensure all research questions were addressed. Initially, an online survey was administered, followed by a number of semi-structured interviews with a sample of survey respondents. Survey results suggest only weak correlations between acculturation styles and complaint behaviours: those who integrate into UK culture show a higher propensity to publicly complain (e.g. write to lecturers), whilst those who separate themselves from other cultures are more likely to do nothing in response to dissatisfactory experiences. A general willingness to publicly voice concerns over university performance is moderated by fears that complaints may compromise final degree classifications. In terms of cultural adaptation, the greatest challenges faced were functional in nature (e.g. opening bank accounts), and respondents reported a lack of interaction with local students which limited opportunities to improve their English language ability. This study advances the understanding of the East-Asian student experience, is the first to consider if acculturation is a relevant variable in the complaint behaviour process and also draws attention to the importance of student complaints as a major issue in student retention.

In recent years the universities have changed from pre-enlightenment "protectors" of societal knowledge to typically modern "business" orientated bureaucracies. It is argued that as a consequence, their status has also changed from one of independent "observer" into that of "product producer"; driven particularly by their newly adopted managerialistic principles, aimed at making them more "business" orientated. This has been fuelled by the domination of a scientistic (Positivist) epistemology throughout the university sector, which emerged from an important philosophical debate, in the sixties, between Kuhn and Popper. Establishing facticity, based upon scientistic methodology, in research as supreme; it allowed for a marriage of convenience between the managerialistic ambitions of the new elite and the worldly theory it purported, as a self-fulfilling justification and prophecy of their actions. Debate in this area has been centred upon the practicalities of managing such a change and its consequences in terms of organisation and management efficiencies. Discussion regarding longer-term effects of whether such a change in the universities, driven in particular by their business schools and senior management, might have a more fundamental impact upon the way we theorise and think about ourselves, is rarely covered. It is contended that such omission is misplaced. The universities' traditional role in society as guardians of our ontological theorectics is being downgraded by increasing demands for them, from government bodies and the like, to behave akin to profit making organisations. This thesis is contending, therefore, that as a consequence of university management search for greater efficiencies, the epistemological frameworks for research, and subsequent theorectics, in the universities have become politicised. It is argued that eventually this will affect society's ontological frameworks and hence change the way we, as individuals, regard our reality. Central to this, is the premise that given the dominant scientistic method, alluded to above, is tainted by political intrusion, it would be inappropriate to use it as a method of analysis. However, it is also contended that constructivist ethnomedology is similarly, and ultimately, dependent upon rationo-factual research and therefore is inappropriate. With the use of a negative dialectic, instituted by early Frankfurt School discussion, this work, therefore, seeks to establish a new facticity independent, universal theorectic based upon proto-epistemological states. The aim is to lay bare the corruptible nature of the relationship between politicised epistemology and its consequential ontological state and thus demonstrate the potentiality of the danger facing our universities and society.

Higher Education Institutions (HEIs) are knowledge-intensive organisations competing in the context of knowledge and research activities, as well as programmes and services offered. Research is integral to institutional competition to determine their status and standing and it underpins academics' responsibilities in developing intellectual skills and capacity of learners. Whilst universities adopt formalised approaches to developing research activities, there is a growing trend towards informal groupings or communities of practice (CoPs) where like-minded individuals seek to share common interests in particular research areas. These CoPs offer an alternative approach to developing research within HEIs, especially where efforts to improve faculty research have met with mixed success as there are no clear guidelines and relatively little is known about the mechanisms that facilitate research amongst academics. While there have been past research in various sectors on how CoPs benefit organisations, little has been focussed in the HE sector, in particular how it benefits individuals in terms of doing research and this forms the distinctiveness of this research. The aim is to illuminate, explore and gain insights of individuals' perceptions of the value and impact of CoP membership within research communities in HE and the potential impact on subsequent research. The CoP concept and the benefits identified in past research in general sectors serve as the focal framework of this research and other theories i.e. value, perception and HE, are included to support and ground further analysis in the overall study. This research takes the social constructionist standpoint, trying to understand individuals' experience of participating in these research communities, through the interpretive lens. It adopts the qualitative approach using observation and interviews (supplemented by storytelling and critical incident technique) to gather data which are then analysed using the narrative analysis approach paying attention to individuals' experience expressed through their stories and incidents. An analysis of data revealed that individuals found these research communities' membership valuable as it has helped and supported them in terms of doing research and have impacted them personally, professionally, intellectually and socially. Twenty perceived values have been discovered; twelve of which are supported by past organisational research, but mirrored also in HE i.e. autonomy and freedom to think beyond; sources to ideas; sounding board; intellectual discussion; like-mindedness; alternative perspective and cross pollination of ideas; informal ground for learning and training; networking, information sharing and updates; support and guidance; sense of belonging; identity; and intrinsic fulfilment. Although, there are some similarities in these twelve perceived values, they have benefited and impacted on individuals in their own way. The other eight perceived values i.e. overcoming intellectual isolation; move towards collaborative research; response to research pressure; synergy and leverage; time and energy saving; foster tangible returns; drive research; and opportunity to meet, have emerged from doing research in the HE sector and provide new insights not previously discussed. Thus, the contributions of this research are it has drawn on a wide range of literature put together in a unique way; it has extended the CoP concept by applying it to HE for the purpose of doing research; and further understanding on how individuals benefit from their membership, which was never conducted in such a way in past research. Above all, it has offered new insights and raised awareness of the values of research-based CoPs' membership to individuals and this adds to the research literature in CoP as well as the HE context.