This thesis argues that the invisibility of disabled people in the Citizenship curriculum is no longer tenable. In analogue to race and sex discrimination, I use legal case analyses, together with empirically framed case studies within an international perspective, to systematically explore different aspects of citizenship. Citizenship elements range from ‘legal’, ‘constitutional context’, ‘political participation’, ‘human rights’, ‘community’, ‘socio-economic’ to ‘identity and belonging’. Through a mash up methodology of running voices of disabled people themselves over various themes of citizenship, the contributions, barriers and achievements of disabled people are embedded in the analysis. This includes often apparently conflicting or contradictory voices and cross cultural discussions. Disabled people’s experiences are constitutive of, not additional to, citizenship values. The work confirms that a paradigm shift is taking place in our understanding of disability, which profoundly challenges traditional models of citizenship and leads to uncertainties in professional practice. I propose a three-pillar model of inclusive citizenship, underpinned by the social model of disability, a socio-legal framework of rights-based anti-discrimination, and recognition of struggle as a political manifestation of contested ideologies. Each pillar is associated with concomitant shifts not only in individual but also in institutional behaviour, which extends to a critical examination of the law, the role of the state, social and institutional practices. The extent to which curriculum development on Citizenship, policy ideas, resources and practices are inclusive of and accessible to disabled people, and how programmes of study at key stages 3 and 4 reference disabled citizens, is critically discussed. This leads to an outline of practice with potential that connects disability equality to Citizenship education.

Although children in primary schools in England are required to write imaginatively in order to gain optimum marks in statutory tests, an emphasis is often placed on revising decontextualised genre features, grammar and spelling. I wondered whether there was a place for creativity and imagination within the apparent constraints of a curriculum for English that had become defined by objectives and teaching procedures imposed by national strategies to raise literacy standards. Using a definition of creativity as purposeful imaginative activity, I set out to explore how teachers could interpret the objectives imaginatively and plan meaningful contexts for literacy, even in a climate of changing curriculum emphases. My thesis reports on three cycles of reflective, collaborative action research focused on literacy planning, in order to theorise meanings in relation to my values, understanding and practice. As a result of the research, approaches to planning sequences of purposeful imaginative activities that embed literacy concepts in meaningful creative contexts are exemplified. Evidence from an analysis of literacy plans for children in classrooms across the primary phase shows that teachers use their professional imaginations to plan their provision for children to read and write imaginatively – their statutory national curriculum entitlement (DfEE, 2000). We found that children’s literacy improves when they dwell in possible worlds as, for example, curators, custodians or concerned villagers, using the powerful resource of their own, and collective, imaginations. In addition, an analysis of drawings revealed evidence of the effort and effect of children’s somatic and affective imaginations. The work is underpinned by theories of: aesthetic appreciation and representation; child-centred, holistic pedagogy; inclusive creative processes; and the imagination as a resource for creating meaning. My ideas have been challenged and developed by academics such as Pat D'Arcy on literacy, Robert Sternberg on creativity, and Ken Robinson on imagination, in particular. As a result of the research, two conceptual tools for planning were developed and tested. They are underpinned by theory and professional experience and have been used effectively in schools during and beyond the research project. Components of the creative process were identified as motivating ideas, associating ideas, generating ideas, innovating ideas and communicating ideas, and became the MAGIC planning tool. Components of the imagination's repertoire were identified as auditory, kinaesthetic, tactile, emotional and visual, and became the AKTEV imagination repertoire. These represent the living education theories that have transformed my practice, and are offered as a contribution to the field of primary English education.

This research investigated attitudes and behaviours of socially excluded individuals as they engage with further learning through digital technologies in individually orientated and free informal learning settings. The study specifically explored the impact of socio-personal attitudinal and behavioural factors that may impede participation. The research was concentrated in a South East London borough and based within a successful joint initiative between a local authority and third sector organisations. This unique partnership, of over 25 centres, provided access to the hardest to reach groups in the deprived communities of the borough. A number of case studies have been included that give a flavour of the poignant journeys of socially excluded individuals. Past research in this area has been mainly limited to the investigation of economic barriers. The principal focus of this study is Azjen’s social psychological Theory of Planned Behaviour (TpB) which was concerned with localised social determinants of the individual. Research data was collected through questionnaires based on TpB and the raw data derived from these were statistically analysed using inferential statistics, chi-square (x2) on SPSS. In addition, a number of interviews were also carried out to gain further insight into the broad perceptions of the individuals. Interview transcripts were analysed and two emergent themes identified: attitude and behaviour. The statistical analysis revealed that latent experiences and perception played a vital role in individuals’ life choices. These provide the foundation of the socio-personal factors that impact on socially excluded adults and influence their attitudes, behaviour and decision making process. In this study these have been shown to have an impact on attitudes towards any sort of learning/training including IT skills. The combination of poor experiences of school, no/low academic achievement, low self-esteem and confidence, along with a fear of failure has led to lives of worklessness or a continuous cycle of low skilled, low-waged employment, vulnerable to economic change. In addition, a minor analysis contributed through Bourdieu’s concepts established that the individual’s social class/group produced inherent issues of almost unconsciously accepted differentiation between the dominated and dominant classes.

This study investigates the experiences of 16- to 19-year old students in different educational environments: in school sixth forms, general FE colleges and a sixth form college, taking both A levels and Advanced GNVQs, and in rural (Cornwall) and urban (Southeast London) areas. Firstly, a framework for the study was established, with a consideration of the development of different courses and institutions from an historical perspective. A study of quantitative data, relating to the destinations of young people between the ages of 16 and 18, followed, including an in-depth look at the case study areas of Southeast London and Cornwall. This led into the main study, where interviews were carried out with 138 students, including 16 students who produced photographic diaries of their experiences, in nine institutions. These interviews and photographic diaries explored the experiences of the students in all aspects of their lives, including their time in education as well as their lives beyond the institutions. On the basis of the interviews and diaries, students were classified as either jugglers (those who mixed studying with other interests); workers (those who focussed mainly on their studies) or players (those who did not put a great emphasis on their studies). It was discovered that there were more jugglers in schools, and more players in FE colleges, with figures for the sixth form college falling roughly between the two extremes. Several differences were noted between students in rural and urban areas; for example, as those in relatively remote areas were often forced to remain at the school or college throughout the day, regardless of free periods, both the educational and social aspects of their lives were altered accordingly. There were fewer differnces between those on GNVQ and A level courses, although there were more players among those on GNVQ courses. Although students taking GNVQs and A levels reported different preferred learning activities, the subject had more of an effect on the teaching style used than the type of course, with both GNVQ and A level students typically experiencing similar classroom activities. Students in FE colleges were less likely to report feeling tired or stressed than those in schools and sixth form colleges, but were also more likely to complain that they were not pushed enough by the college, and were therefore not realising their full potential. The implications of these, and other results, are discussed, with suggestions for further research.

Post-16 educational discourse reflects government policy that, as a conceptual framework, it is shaping a new model of learning, skills initiatives and workforce development. This qualitative research examines the debate concerning the Skills Strategy (DfES 2003) and impact of 21st century skills on economic and global competitiveness. It draws upon data grounded in a theoretical framework, as well as in the professional experiences of thirteen post-16 stakeholders representing a cross-section of organisations. The research question explores whether the Skills Strategy will be judged a success or failure. Discourse interpretation identifies four principal threads weaving through the thesis. The first considers the Skills Strategy in shaping workforce development and lifelong learning. The second stems from issues of what constitutes skilling. The third originates from the politicisation of learning. The fourth flows from issues of accessibility and widening participation. Research findings suggest that there is an urgent need to contextualise post-16 policy and define a pedagogy appropriate for shaping skills needs a both sub-regional and national level. The researcher is a manager in the post-16 sector responsible for delivery of a flexible and diverse curriculum, to primarily 19-plus part-time learners, across a range and level of disciplines. Based on the experience of fifteen years teaching and management in further Education, this study offers an original and significant contribution to knowledge in an academic field identified by government as critical in giving relevance to PCET. It addresses a specific gap in educational thinking and adds another voice to the learning and skills debate. This provides a powerful tool for reassessing existing professional practice across different contexts. Limitations centre on the practical considerations of undertaking research related to time-bound issues of skills policy implementation. Implications for professional practice emanate from how this research, as a model of critical reflection and part of the process of professional practice, makes its own positive contribution to knowledge and further development of the skills agenda.

A short attention span, impulsivity, distractibility, and hyperactivity are characteristics that are commonly found in young children and sometimes in adults. These difficulties also meet the American Psychiatric Association diagnostic criteria for attention deficit hyperactivity disorder (ADHD). The British Psychological Society has adopted the term ‘bio-psycho-social’ to reflect the complex and multi-dimensional nature of ADHD. In young people, these symptoms interfere with learning, interpersonal relationships and self-esteem and can lead to social and educational exclusion. The use of drugs in the treatment of ADHD remains controversial and according to the 2005 prescription cost analysis (Cohen, 2006), Ritalin use has risen by 7600 per cent. Unfortunately, since the move away from the medical model following the 1978 Warnock Report on supporting children with special needs, a mindset has been created amongst teachers regarding the identification and assessment of children with certain types of complex needs as being outside of their expertise and this has resulted in teachers placing an over-reliance on external support services and specialists. This thesis proposes an enhancement to the existing over-complicated and bureaucratic system of identification and support for behavioural, social and emotional difficulties (BESD)/ADHD that develops the expertise and the role of the SENCO and thus streamlines identification of individual need and enhances educational support for ADHD sufferers. This research thesis used a case study approach with an interpretive dimension to enable the researcher to enter the working world of doctors and other medical professionals, teachers and classroom support assistants, and children as the ultimate subjects of this enquiry. The purpose of the study was to extend my knowledge of a complex childhood phenomenon and to examine the systems put in place in schools and support services that identify certain SEN and disorders that affect learning. An analysis of the role of teachers and school special needs coordinators was explored along with government policy on inclusion practices. The role of professionals from medicine and education in LEA support services was also examined and reported. A total of eighteen questionnaires were used to target key personnel in LEA support services. This was followed up with interviews at support services and in schools. A total of six medical professionals and a further nine educational professionals were interviewed. Three classroom observations were also conducted at a London comprehensive school. Analysis of the resulting data led to the identification of a series of Figures and a flowchart depicting the ‘story’ of this difficult process, with a proposed enhancement for earlier BSED/ADHD identification and support, and a range of recommendations. Although this was a small-scale research study, the literature and the comments from professionals cited from the national expert SENCO Forum indicate that my findings reflect a much wider picture locally and nationally.

This thesis uses autoethography to explore the process of leading a teacher training programme in an international school in Sri Lanka, as well as the experience of becoming a Principal of another international school. It comprises two narrative accounts: the first of 20,000 words, describes a year spent in one of the most prestigious international schools in Colombo, and the second of 5,000 words, describes my first three months as Principal of a school in another, smaller town. These two narratives describe events soon after they happened. In the case of the first narrative, I use reflective techniques and the passage of time to look back on the events and my reactions to them from a different perspective. Using qualitative techniques of open and selective coding, the narratives as well as interviews with 15 teachers from the first school were analysed. This revealed the importance of school culture and of respecting the local culture, as well as the need for international schools to maintain contact with the local community. In terms of school leadership the thesis highlights the role of the school principal as the architect and nurturer of school culture, and highlights the role autoethnography can play in developing one’s own leadership skills. I attempt to evaluate my own autoethnographic accounts in terms of criteria presented by Bochner and Richardson (2000), and demonstrate my own process of personal and professional development. The thesis presents a case for the application of autoethnography to the fields of teacher development and school leadership.

No description available.

This PhD thesis presents an investigation of how British Chinese and American Chinese children, situated in bilingual and bi-cultural context, negotiate the meaning of a popular culture text, Yugioh within their sociocultural practices. The research draws on two theoretical frameworks, reception analysis and New Literacy Studies. Data were collected from surveys, diaries, participant observations and semi-structured interviews with children and parents in the UK and US, over a sixteen-month period from October, 2002 and February, 2004. It is argued that the children’s appropriation of popular culture texts in cross-cultural context is subject to the interwoven effects of a variety of and interconnected situational factors and follows the pattern of product life cycle. In each phase of product life cycle, the children draw on textual and symbolic meanings of Yugioh texts to represent their understandings and interactions with their social world. The analysis shows the textual meanings are used to facilitate the practice of Yugioh activities and literacy learning while the symbolic meanings are to serve different purposes in the children’s socialisation, identity formation and childhood development.

Widening Participation in UK universities is currently a key political concern. Whilst the under-representation of particular groups has been a feature of higher education for many years, participation for groups identified by gender, ethnicity and disability has seen some improvement. However, the participation of students from low social class groups remains an issue. Whilst there are a number of intervention programmes that seek to increase the numbers of young people from disadvantaged backgrounds who do go on to higher education, in this thesis I work closely with a group of non-traditional students who participated in a Sutton Trust Summer School. In attempting to understand the complexities of social class participation in HE and the perceptions of an HE hierarchy, I draw heavily from Bourdieu's notions of habitus and field. The findings from this study raise numerous issues for intervention programmes such as the Sutton Trust. In presenting the findings, I explore three arenas of influence: habitus influenced by home context; habitus influenced by institutions such as school and the Sutton Trust and also the idea of living with a ‘split’ habitus - a habitus in tension. Throughout the findings sections, I draw from the experiences of the young people to argue that their ‘class’ based practices align more closely with those of the middle classes and that their decision to go to university was made early on in their educational journeys. Their pursuit of higher education with a particular focus on the types of HE institutions they were willing to consider, presents an interesting issue for those working in the widening participation arena. The students in this study were already equipped with the ability, knowledge and desire to apply to an elite institution prior to their Sutton Trust experience. I describe this position in terms of a 'trajectory interruption' where the expected trajectory of an individual can be influenced by the numerous fields of which they are a part. I draw specifically from the notion of habitus to explain how their respective 'trajectory interruptions' occurred. The 'dream of social flying'(Bourdieu 1993: 2) places these students in particular positions within the educational field - positions that are conducive to any form of trajectory interruption.