Outdoor education in the UK has been growing in popularity and with it a further understanding of its benefits. Research shows that many young people still don’t access natural environments and many educators still struggle with how to provide them. This is particularly prevalent in urban environments where spatial inequality has been linked to a decline in health, well-being and personal development. Community mapping involves a community coming together to create a map of their locality and share local knowledge. This can take many forms. Sometimes it might be a traditional cartographic map while other times it may be stories, sculptures or poems. In this research I explore how community mapping can be used as a pedagogical tool, looking particularly at how it can help educators approach outdoor education in an urban environment. I take a teacher action research approach, inspired by previous art-based approaches to educational inquiry. Through doing a community mapping project with two groups of 8 to 10 year olds on an urban farm in central London I share the visable and often invisible components of our pedagogies, including children’s voices and work as well as the voice of myself and another educators, reflecting on the realities of outdoor education in an urban environment. I discover the cross curricular possibilities that such a project brings, the spaces it opens up for us to learn from children’s voices and the many ways in which community mapping can be used to address aims and goals of the UK primary curriculum. Community mapping can help educators overcome a lack of confidence in how to approach outdoor learning. The child-led nature of projects can allow children and educators to work together to co-create their understanding of the locality, noticing the small details they hadn’t seen before. It can provide a space for educators to learn more about how the young people they work with see the world around them while also providing authentic experiences that can be utilized in wider classroom learning. This research allows other educators to take away what resonates with them, with their experiences and pedagogies, and use these new understandings to enhance their own educational practices in their own settings.

This study was an exploration of the professional identities of secondary school mid-career art educators through arts-based educational research [ABER]. The aim of this research was to gain understandings of mid-career art educators’ perceptions of their professional identities. Inspired by my personal experiences as an art educator, this study engaged other art educators to visualise their professional identities, as secondary mid-career art educators in England, and contribute new perspectives to the research community. Theoretically, this study is aligned with the writings of Dewey (1934, 1944), Deleuze and Guattari (1987, 1994). Deleuze and Guattari’s post-structural concept of the rhizome formed the basis for the development of the ideas associated with identity. As an assemblage, the rhizome is a complex system based on non-linear, reactionary growth patterns. The non-linear growth of the rhizome is facilitated by the activation of the in-between. As such, the rhizome connects to a view of identity as an unstable, flexible and fragmented entity that is in a constant state of becoming (Bauman, 2000). Dewey’s pragmatism was connected with Deleuzian post-structural theory through the writings of Semetsky (2006). Dewey (1944) and Greene’s (1973, 2003) writings associated with democratic education and artistic development connected these theoretical considerations with constructivism, the arts and education. Sachs’ (2003) writing on progressive and bureaucratic education provided a framework for the discussion of professionalism and professional identities. As a contribution to ABER this study was based on a/r/tography (Springgay et al., 2008) as a methodology and actively integrated image and text to the data collection and data analysis. Collage was used as the main arts-based method to develop responses from the participants and to visualise the participant data. This research asked mid-career art educators with busy lives and demanding occupations to consider who they are and express their views through art. These images of identities reflected the complex in-between-ness of professionalism in education.

Depuis les années 1980, des épaves de grands navires construits à clin de la fin du Moyen-Age ont été découvertes sur les littoraux des mers septentrionales et occidentales. Elles ont régulièrement suscité individuellement un intérêt de la communauté scientifique en regard de leur architecture, puisque la fin du Moyen-Age correspond historiquement à l’apparition puis à la diffusion et à l’adaptation de la construction navale à franc-bord d’origine méditerranéenne en Europe du Nord et de l’Ouest. Pourtant, la comparaison des différentes épaves entre elles pour étudier les développements de la construction navale à clin de cette période est très récente et généralement rattachée à l’analyse des épaves nouvellement trouvées.Cette thèse étudie l’ensemble des navires de plus de 20 m de long susceptibles, par leur architecture, d’avoir évolué en haute mer sur les routes du commerce lointain. En regard du contexte technique et historique, cette étude est limitée géographiquement aux mers nordiques et chronologiquement au Moyen-Age tardif et au début de la période moderne.Le navire résulte à la fois des technique de construction navale et de la demande de ses commanditaires. Durant la période d’étude envisagée dans la thèse, les marchands, qui sont également les affréteurs, constituent les principaux armateurs avec les gens de mer, marins et capitaines, qui régulièrement sont propriétaires en totalité ou en partie des grands bâtiments.De ce fait, le contexte historique, affectant les activités de commerce et de transport, contribue à expliquer les développements de la construction navale. De plus, l’analyse technique des épaves permet de comprendre comment les charpentiers de marine ont pu répondre à la demande de ces propriétaires. Pour cela, la reconstitution des épaves, comme celle de l’Aber Wrac’h 1(France), est essentielle, car les données relatives à la construction, la conception et la forme des navires fournissent des éléments de comparaison scientifique fiables en regard des typologies chronologiques et régionales et permettent de replacer le navire dans son contexte historique et socio-économique. / Since the 1980s, several wrecks of large clinker ships adting from the late Middle Ages were found on the coasts of Northern and Atlantic seas. The scientific community was regularly interested in the architecture of each site as the late Middle Ages historically corresponds to the appearance, dissemination and adaptation of the carvel shipbuilding from the Mediterranean in Northern and Western Europe. Yet the comparison of the different wrecks themselves to study the development of the clinker shipbuilding of this period is recent and usually linked to the analysis of newly found wrecks.This thesis explores all vessels over a length of 20 meters, which were able, according to their architecture, to sail on open seas for long-distance trade. Due to the technical and historical context, this study is limited geographically to the nordic seas and chronologically to the Late Middle Ages and early modern period.The ship results from the shipbuilding technology and the demand of its owners. During the late Middle Ages, the merchant class, which was the principal user, was also the main shipowner with the seafarers, sailors and captains, who regularly owned all or part of large vessels.Therefore, the historical context, affecting trade and transport activities, helps to explain the developments in shipbuilding. Therefore, technical analysis of wrecks allows understanding how the shipwrights and carpenters could meet the demand of those owners. Hence, there construction of the wreck, such as Aber Wrac’h 1 (France), is essential because the data about the building, design and shape of the vessels provide reliable scientific information for comparison in terms of chronological and regional typologies and help to place the ship in its historical, environmental and socio-economic context.

Erweiterte Fassung (2019) des gleichnamigen Beitrages aus Wahrnehmung – Erkenntnis – Vermittlung. Hildesheim, Zürich, New York: Olms Verlag, 2013 (Fs. Auhagen), 248-259