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.

This case study evaluates an initiative – the Support Group Initiative (Sgi) – which aims to provide support to pupils perceived by Pastoral Care Teachers as having, or being at risk of developing, Social and Emotional Behavioural Difficulties (SEBD). The study examines the application of constructivist theory to the affective field, applying the ‘Teaching for Understanding Framework’ (Perkins, 1998 in Wiske (ed.)) in the design and delivery of the approach in a quest to develop further in pupils, intra- and inter-personal-intelligence (Gardner, 1993a, 1999, 2006). The study explores the extent, if any, to which pupils develop further intra- and inter-personal intelligence and the impact which this has on a range of outcomes related to pupils’ capacities to regulate their behaviour with good judgement in a range of contexts, inter-personal relationships, empathy, self-esteem and confidence, and dispositions towards learning and school. It examines the efficacy of the approach, exploring the variables which affect pupil outcome, and gives consideration to the implications of the study in terms of imperatives within Scottish Education and its contribution to knowledge transformation. The study employs both qualitative and quantitative methods and a wide range of stakeholder accounts (principally, Sg pupils, parents, Sg Leaders, senior management and teaching staff) and documented evidence, interrogating the data through a process of triangulation. The thesis argues that one of the major impediments to inclusion is the lack of a shared understanding as to its meaning. Further, the distinctions made between inclusion and exclusion may not hold true – that ‘inclusion’ may often be experienced by young people as ‘exclusion’. The findings indicate that the Sgi had (with qualifications) impacted upon a range of pupil outcomes. Whilst it is evident that class teachers are more reticent and generally more negative in their observations than other stakeholder groups, there is sufficient evidence to indicate that, to varying extents and dependent upon context, Sgi pupils, as a whole, are becoming more reflective and are gaining intra- and inter-personal intelligence such that it impacts upon the range of outcomes identified in par. 2 (above), although these outcomes are not achieved for all pupils. Whilst it is evident that the Sgi had not impacted upon pupil attainment (as measured in National tests), there is a statistically significant deterioration (an upward trend) for other pupils within the same cohorts within the school. The Sgi was generally positively received with the vast majority of pupils considering that it had either met or exceeded their expectations and parents expressing support for the initiative.

This study focuses on sex and relationships learning and is concerned with the securing of sexual rights for people with learning disabilities. The intent is to identify the characteristics of effective sex and relationship learning as well as address the broader role that adults can play to enable safe, happy and fulfilling personal relationships for children and young people with learning disabilities. What will result is an understanding of what social justice means in the lives of people with a learning disability and how this might be applied to personal and sexual relationships. What will be claimed is the right to (and the experience of) relationships lived as an integral part of a life lived with human dignity.

The aim of this thesis is to explore the vocabulary of competence, to analyse conceptualisations of competence and to unravel understandings that then have implications for preparation and professional development of teachers in Scotland. Through discussion of the context for assessing teacher competence and a presentation of the accountability movement’s proposals for criteria that purport to measure teacher competence, differing conceptualisations of teaching are examined. At one end of the spectrum there are conceptions of teaching as a dialectical activity while at the opposite end there are conceptions of teaching as a mechanistic activity. It is the contention of this thesis that the conceptualisation of teacher competence reflects directly on the conceptualisation of teaching that dominates current political thinking on the purposes of education. An analysis of the discourse of competence and the vocabulary of competence is then revelatory of the underlying dimensions and conceptualisations of teaching held by the ‘leadership class’ or ‘policy community’. Following a lengthy critique of alternative conceptions of competence where it is realised that there is little real consensus – even among advocates of competence approaches to training and education – about what constitutes a definitive conceptualisation of competence, there is an attempt to regain ground through an understanding of competence that accords with a more traditional understanding of what the ‘notion of competence’ implies. Competence in this regard is considered as a deep understanding that is actually constitutive of action. Understood, this is not just that understanding lies behind action, but that understanding determines the approach to action. Such a notion of competence reflects how a person conceives their world and what then drives them to action.

This is a practitioner research project set in the humanities faculty of a school in a northern town where riots took place in 2001. The aim was to evaluate the transferability of the interpretive approach to teachers’ continuing professional development and to see how far it increased their understanding of and relationship with their local communities. Qualitative data were gathered using a range of methods including participant observation, semi-structured interviews and questionnaires. The teachers engaged in ethnographic-type activities in their participant observation of groups and interviews with representatives and their students. The principles of the interpretive approach – representation, interpretation and reflexivity – underpinned the design of the programme and the data analysis. The research found that teachers’ understanding of the diversity of communities was increased. There was little evidence of increased understanding of ‘the group’ in relation to individuals and the tradition. There was little formal evidence of a deeper understanding of concepts, of ‘oscillation’ or of personal edification. There were significant professional benefits in increased confidence, dealing with controversial issues and in developing community education. The teachers demonstrated open-mindedness and a positive attitude to pluralism. Further questions about the inter-connectedness of religion and culture and the interpretation of religious texts were raised and there was critical engagement with aspects of community life, including the place of women. The research identifies the need for a more informed critique of and engagement with the presuppositions that underpin discourse on minority communities. The teachers recognised the need for the whole school staff to undergo the same process and understood that this would be a long-term enterprise. The conclusion is drawn that the interpretive approach can be applied to teachers’ CPD and that it increases their understanding of and relationship with their communities, though some anticipated outcomes were not realised.

This study will explore the nature and the scope of the Theatre of the Oppressed practices within the broader educational terrain of experimental learning. The aim of the study is to extend and elaborate on current established understandings of experimental learning by acknowledging and recognizing the facilitative and educational significance of the aesthetic domain. Although there has been a substantial level of theorizing about experiential learning very little attention has been given in defining the educational uses of the aesthetic domain of experience. Some experimental learning theorists have acknowledged the multi-dimensional nature of experience and their work supports the use of drama in the context of experiential learning. Yet there is very little distinctive educational role of the aesthetic domain of experience. It is against this background that this study asks how do we learn from the "experience of drama" and how is this learning different and or similar to our current understandings of experiential learning? In addition to mapping experiential learning as a distinctive terrain the study signposts the conceptual dimensions of the area by delineating the generic features that set experiential learning apart from other models and theories of learning and instructional practice. Against this background, a review of the Theatre of the Oppressed practices will be undertaken and attention will be given to "image theatre" as a mode of communication that works outside the boundaries of everyday language. The specific properties of the "aesthetic space" are explored and related to the educational implications of the carnivalesque motif that defines the distinctive critical sensibilities of Theatre of the Oppressed. Following this the study moves to a conceptual elaboration of experiential learning and the delineation of the educational and facilitative role of "the aesthetic domain". While the study's methodology is grounded to Schon's (1987) understanding of the reflective practitioner, there has been a concerted effort to establish an interpretative framework that corresponds with the refractive qualities of Theatre of the Oppressed. The main purpose is the achievement of an illuminative synthesis of perspectives. Short descriptive accounts of practice provide practical "real life" examples, while the philosophical and theoretical contributions of Dewey and Freire are used to establish the discursive parameters of the study. The overall goal of this largely integrative focus is to contribute to the area of adult and continuing education by illuminating an important but so far largely unrecognized area of practice.

The thesis offers a comprehensive comparative ethnographic case study of the influence of status as independent or voluntary-aided on the ethos of two Muslim primary schools. The analysis draws comparisons between the two schools in the case study, whilst also drawing on historical narratives of a further two Muslim primary schools which have made the transition from independent to voluntary-aided status. Research findings demonstrate that status as either independent or voluntary-aided had a significant influence on ethos, as the voluntary-aided school in the case study shared consistencies with the schools in the historical narratives following their own transition into the state sector. In the historical narratives the transition from independent to voluntary-aided status fundamentally changed infrastructure in both schools. Consistently with this the ethnographic case studies of the independent and voluntary-aided school show very different models of ethos. The model at the independent school demonstrated a distinctly Islamic ethos emphasising Islamicisation of the curriculum and promoting the concept of Islam as a way of life by an all-Muslim staff leading children by example. In contrast the model of ethos at the voluntary-aided school represented a duality of the Islamic and the educational, consistently with the schools in the historical narratives after acquiring voluntary-aided status. Against a theoretical backdrop of institutional isomorphism, the comparative case study demonstrates the ways independent or voluntary-aided status influenced ethos. Implications are that the voluntaryaided sector may only facilitate one particular approach to Islamic education which reinforces the concept of duality between Islamic objectives for the individual child, and the voluntary-aided requirements of the state.

This thesis reports on practitioner research I conducted over two semesters teaching online listening courses to three different groups of students in Fu-Jen Catholic University in Taiwan. Instead of a typical three-cycle Action Research model starting with a specific target area to improve, I adopted a more flexible exploratory approach allowing a longer evaluative phase before deciding on a focal area. Originally, my interest was to investigate how CSCL (Computer Supported Collaborative Learning) could help students in counteracting the relative isolation of online learning. However, after the first phase, I directed my attention more to the role of reflection as students neglected the online interactions and preferred communicating their ideas with me through reflective accounts and listening diaries. My research questions focused on three areas: the roles of collaboration and reflection, the online modality and issues related to researching learner autonomy. With the aim of exploring development over time, I gathered three kinds of data: pedagogically motivated data including online interactions and student assignments (listening diaries, reflective accounts); additional student interview and evaluation data; my fieldnotes and observation data documenting how I managed the three courses. Therefore, all the data collected was textual and qualitative in nature. Different approaches to data analysis were applied to different datasets. Grounded theory was applied to the interview data to allow themes and codes to emerge, whereas I-statement analysis and some predetermined coding categories were applied to the diaries and reflective accounts. The findings are structured according to the three areas of investigation. First of all, regarding collaboration and reflection, the success/failure of collaborative tasks depends greatly on task design configuration, while diarykeeping indeed serves as an effective pedagogical tool to raise students’ awareness of their learning processes and heighten their sense of ownership. Based on this understanding, teachers can create a space for reflection by marking regular opportunities for reflection and offering guiding questions. Secondly, regarding the online modality, the success of the online interactions contributed to students’ sense of ownership, which is closely related to their perception of what a listening course should be like and their identity as college students. Lastly, regarding issues related to researching learner autonomy, combining both Action Research and Exploratory Practice principles is beneficial to ensure that the teacher-researcher does not impose the research agenda onto learners. When data elicitation tools and data analysis techniques are also pedagogically motivated, the findings can authentically represent the picture of students’ learning. In viewing the development of learner autonomy as a learning process, considering cognitive, affective and behavioural domains can help us to understand learners’ perceptions and metacognitive strategies which are not easily observable from their learning behaviours. Furthermore, the data reveals that motivation and strategies interplay with learner autonomy throughout the process of learning.

This research is a qualitative case study which explores teachers’ past and present experiences and beliefs in a multilingual, UK International School: ‘Dombey School’. This school employs teachers from eight nationalities and enrols students from more. Two research questions guided this study: In what ways (if any) are teachers’ experiences in such a multilingual school distinctive? Is there any evidence that the multilingual – multicultural identity of such a school offers particular advantages or disadvantages to teachers in terms of work or professional development? Semi-structured interviews with forty-seven secondary cycle teachers shed light on their educational and teaching backgrounds and explore their experiences in a school dedicated to the promotion of multilingual and multicultural education. Fieldnotes, memos, classroom observation and documents were also used as data in the study. This research explores teachers’ cultural differences and their impact on teachers’ work, relationships and adaptation to the school. It also highlights some of the professional challenges faced by teachers in a culturally diverse context which draws them towards linguistic and cultural ghettoes. Teachers’ behaviours in the school are explained in terms of Hofstede’s four dimensional model (1986) and the analysis also draws on other work by Hofstede as well as that of Triandis. My findings discuss teachers’ values and attitudes in the school taking into account the individuality and the particular characteristics of the existent school culture. This thesis points to the need for cross-cultural teacher training programmes and an induction phase in schools of this sort in order to help teachers acquire skills which will help them respect and appreciate cultural differences, prepare them to teach in a school of cultural and linguistic diversity and lead to their successful integration into the school culture. The conclusion highlights the neglect of teachers’ needs compared to the importance given to students in this type of education.