Showing papers by "Bishop Grosseteste University published in 2007"

Marxism and Educational Theory: Origins and Issues

Abstract: We live in a world where thousands make massive profits out of the labours of others, while those others exist as wage slaves, millions of whom die of starvation and poverty-related illness every year. The fundamental aim of Marxism is the overthrow of the anarchic, exploitative and eco-destructive system of world capitalism and its replacement by world socialism and equality. To build a socialist world is a task of gargantuan proportions, but one that Marxists believe is eminently achievable. This book addresses some of these challenges from within educational theory. The key theoretical issues addressed are: utopian socialism poststructuralism and postmodernism transmodernism globalisation, neo-liberalism and environmental destruction the new imperialism critical race theory. Marxism and Educational Theory compellingly and informatively propels the debate forward in the pursuit of that socialist future. In that quest, suggestions are made to connect theoretical issues with the more practical concerns of the school and the classroom. With a specially written Foreword by Peter McLaren, this timely book will be of interest to academics and students interested in educational theory, the sociology of education, sociology, politics, philosophy and critical theory.

Beyond shape and gravity: children’s ideas about the Earth in space reconsidered

Abstract: Children’s ideas about the Earth in space have been of interest to science educators and cognitive psychologists for some time. By focusing almost exclusively on shape and gravity alone, however, other important Earth attributes have been largely neglected or overlooked. Findings from a quasi‐experimental study of knowledge acquisition and concept learning in astronomy among 9‐ to 11‐year‐olds attending a single primary school in England are presented which not only begin to address the situation but challenge some of the common assertions in this field. The processes of weak and radical knowledge restructuring and conceptual extension as well as conceptual change are exemplified.

What Does Creativity Mean in English Education

Abstract: Creativity is seen as important to society by the current Prime Minister and the Department for Education and Skills and is present in curriculum documents applying from birth to 16 years old but with various shades of meaning. Unfortunately, the term creativity is used in English education and the larger society without a clear definition. The author argues that for creativity to truly underpin education there needs to be an agreed definition of creativity.

The State of Geography in English Primary Schools

Abstract: Evidence from the annual evaluative reports of the inspections of primary schools and from the findings of two monitoring studies of primary subject leaders' perspectives are used in this article t...

The trouble with VAK

Abstract: Developments within education, psychology and the neurosciences have shed a great deal of light on how we learn while, at the same time, confirming for us all that learning is a profoundly complex process and far from understood. Against this background, and in this position paper, we consider the recent rise in interest in the concept of learning styles as VAK (visual, auditory, kinaesthetic) in primary schools in England and Wales and begin to identify and interrogate some of the more bizarre and outrageous claims frequently used to legitimise and lend support to its validity. Through the casual acceptance and promotion of VAK, and its wider association with the notions of accelerated and brain-based learning, the complexity of learning as a whole is becoming increasingly trivialised and scholarship at all levels within certain sectors of the education community compromised.

A Disputed Identity: Women Conscientious Objectors in Second World War Britain

Abstract: British women were conscripted to the military for the first time during the Second World War. The legislation introducing this measure incorporated a conscience clause, which allowed women to become conscientious objectors to military service. A total of 911 women were granted this status by tribunals. However, at least three times that number identified themselves as conscientious objectors. This discrepancy was the result of a complex and often contradictory legislative position, combined with the contrasting definitions of the category applied by the authorities and individuals. Refusal to assist the war effort brought many women into conflict with a government which only recognized objection to military service and refused to acknowledge the legitimacy of objection to civilian work and civil defence duties. Women who identified themselves as conscientious objectors were not all reacting to state compulsion and many adopted the identity as a result of deeply held beliefs which predated the outbreak of war. The varied experiences of female conscientious objectors are tied together by their identification with a category from which the majority were officially excluded. The problems faced by women who wished to register a conscientious objection to the Second World War are explored in this article, along with the motivations and affiliations which led them to do so.

Toil and Trouble Confirmed: The Demise of Hallowe'en in English Primary Schools.

Abstract: The claim that Hallowe’en has been eliminated from English primary schools is tested through empirical research in south‐east England. The reasons given by teachers for their inclusion or non‐inclusion of the subject are then explored. Finally, questions are raised about the implications of the findings for children’s ongoing personal development, and proposals offered on how schools should respond.

Primary ICT: knowledge, understanding and practice (achieving QTS)

Abstract: This text has been written to familiarise trainees and newly qualified teachers with ICT and its uses in the primary classroom, and discusses how ICT can support teaching and learning in the core subjects and further teachers' own professional efficiency and development. The third edition has been completely revised to reflect the new QTS Standards, Primary National Strategy and other recent initiatives. Popular existing features are now joined by new reflective tasks and "Moving On" sections which help trainees develop the information in each chapter, as well as new material on Virtual Learning Environments, Interactive Whiteboards, and other digital media.