Collections in this community

Recent Submissions

  • Erasmus Darwin's Gardens: Medicine, Agriculture and the Sciences in the Eighteenth Century

    Elliott, Paul; University of Derby (Boydell and Brewer, 2021-06)
    Famous as the author of the Botanic Garden (1791) and grandfather of Charles Darwin (1809-1882), Erasmus Darwin (1731-1802) was a larger-than-life enlightenment natural philosopher (scientist) and writer who practised as a doctor across the English Midlands for nearly half a century. A practical gardener and horticulturist, Darwin created a botanic garden near Lichfield - which galvanised his poetry - and kept other gardens, an orchard and small "farm" in Derby. Informed by his medical practice and botanical studies, Darwin saw many parallels between animals, plants and humans which aroused hostility during the years of revolution, warfare and reaction, but helped him to write Zoonomia (1794/96) and Phytologia (1800) - his major studies of medicine, agriculture and gardening. Captivated by the changing landscapes and environments of town and country and supported by social networks such as those in Lichfield and Derby, Darwin avidly exchanged ideas about plants, animals and their diseases with family, patients, friends such as the poet Anna Seward (1742-1809), farmers, fellow doctors, huntsmen and even the local mole catcher. The is the first full study of Erasmus Darwin's gardening, horticulture and agriculture. It shows him as keen a nature enthusiast as his contemporary Rev. Gilbert White of Selbourne (1720-1793) or his grandson Charles, fascinated with everything from swarming insects and warring bees to domestic birds and dogs, pigs and livestock on his farm to fungi growing from horse dung in Derby tan yards. Ranging over his observations of plant physiology and anatomy to the use of plant "bandages" in his orchard and electrical machines to hasten seed germination to explosive studies of vegetable "brains", nerves and sensations, the book demonstrates the ways in which Erasmus Darwin's landscape and garden experiences transformed his understanding of nature. They provided him with insights into medicine and the environmental causes of diseases, the classification of plants and animals, chemistry, evolution, potential new medicines and foodstuffs and the ecological interdependency of the natural economy. Like the amorous vegetables of the Loves of the Plants (1789) which fascinated, scandalised and titillated late Georgian society, the many living creatures of Darwin's gardens and farm encountered in this book were for him real, dynamic, interacting and evolving beings who helped inspire and re-affirm his progressive social and political outlook.
  • Death, landscape and memorialisation in Victorian urban society: Nottingham's General Cemetery (1837) and Church Cemetery (1856)

    Elliott, Paul; University of Derby (The Thoroton Society, 2021-05-13)
    This article argues that through their buildings, landscaping, planting, monuments and management, Nottingham’s Victorian garden cemeteries functioned as heterotopias and heterochronias enabling visitors to traverse the globe, serving as portals to remote places and linking past with present and future and the living and dead. By the 1820s, the town faced problems associated with a high population density, crowded churchyards and poor public health, exacerbated by space restrictions caused by burgess rights to surrounding common lands. From the 1830s campaigners called for a comprehensive enclosure act with associated public green spaces intended to compensate the burgesses for loss of rights of common. As the first specially-designed public green space established under the reformed corporation, the General Cemetery (1837) played a crucial role in winning support for the Nottingham Enclosure Act (1845). This enabled the creation of the Nottingham Arboretum (1852) and other interconnected public parks and walks, providing additional space for the General Cemetery and land for a new Anglican Church Cemetery (1856). Landscaped and planted like a country-house garden with some (but not universal) interdenominational support, the General Cemetery provided a model for the public parks laid out after the 1845 act. It was also seen as an arboretum because of its extensive tree collection, which pre-dated the arboretums in Derby (1840) and Nottingham (1852). The Church Cemetery too, with its commanding location, landscaping, planting, antiquities and rich historical associations, likewise effectively served as another public park. Although quickly joined by other urban and suburban cemeteries in the Nottingham vicinity, the two Victorian garden cemeteries served the needs of a modern industrial population whilst invoking memories of communities long gone. Like the botanical gardens, arboretums, art galleries, museums and libraries, the two cemeteries were intended to further the objectives of middle-class rational recreationists as well as to serve moral and religious purposes and foster urban identity, even if, like them, they remained institutions divided by class and religion.
  • Co-curation as feminist practice: exhibiting the work of Marion Adnams

    Forde, Teresa; University of Derby (Taylor and Francis, 2021-06-04)
    This article explores the co-curation of the ‘Marion Adnams: A Singular Woman’ exhibition at Derby Museum and Art Gallery (December 2017 to March 2018). The process of co-curation is a productive and challenging way to engage with an artist’s work. The discussion adopts a feminist perspective to consider the act of curation and the considerations involved in organising and engaging with an artist’s life and work. The place of an artist within narratives of art history can be problematic and challenging and the process of drawing together a body of work for exhibition raises as many questions as it answers. However, this discussion considers the extent to which this is a constructive and significant activity and the ways in which co-curation can contribute to reincorporating artists such as Marion Adnams into art history and recuperating her work and its contribution to British art history and beyond. The approach to feminist co-curation includes a consideration of how to present a female artist’s work and the issues involved in curating an exhibition as a representation of their practice.
  • The SENCO as a leader of professional learning for inclusive practice

    Robinson, Deborah; University of Derby (Routledge, 2021-04-22)
    This chapter explores the theory and practice of professional development for inclusive practice. The SENCO’s remit to ‘inspire inclusive practice’ (Wharton, Codina, Middleton and Esposito, 2019, p16) through leading teacher learning and Continuing Professional Development (CPD) is theoretically framed within epistemologies of difference and ontologies of change so that the challenges of this remit are treated with the depth they demand. The chapter defends practice inquiry for transformational teacher development towards inclusion. Using the example of Lesson Study, it explores Practice Inquiry as a form of CPD of value to SENCOs. A core argument in the chapter is that Practice Inquiry has the capacity to loosen unhelpful, obdurate paradigms of learning difficulty with positive consequences for practice. The purpose of the chapter is to provide a meaningful framework for SENCOs to theorise their CPD remit and how it might be implemented to make inclusion more enduringly manifest in the classroom.
  • Teaching ‘freedom of speech’ freely

    Whickman, Paul; University of Derby (Manchester University Press, 2020-11-20)
    Despite being on the teaching front line, academics are commonly excluded from debates concerning the supposed ‘free speech’ crisis on campuses. This chapter offers an academic perspective, arguing that the increasingly common perception of students as sensitive or censorious is not borne out in the classroom. This chapter is particularly inspired by experiences over the past five years in teaching on literary censorship, offence and ‘freedom of speech’ in literature from the seventeenth century to the present day. Following this anecdotal experience, this chapter turns to argue that much of the furore concerning free speech on university campuses comes from a position of bad faith; to insist, as many commentators do, that no topic should be off-limits, is commonly not applied to the very concept of ‘freedom of speech’ itself, despite its loose definition and weighty cultural baggage. In addition, it argues that freedom of speech, like all ‘freedoms’, involves being freed from things as much as it involves being left free to do them. This has important teaching implications. To encourage the ‘freest’ speech in the classroom is to discourage monopoly of conversation; this requires a respectful, diverse environment. It concludes that the weaponisation of ‘free speech’ commonly undermines itself as it is demonstrably more concerned with the preservation of the voices of particularly privileged groups than in encouraging plurality of opinion.
  • Positioning children as artists through a ceramic arts project and exhibition: children meaning making

    Yates, Ellen; Szenasi, Judith; University of Derby (Taylor and Francis, 2021-03-15)
    This article describes a ceramic arts research project that provided children with opportunities for meaning making using bone china clay, a medium with strong cultural and historical links to the city where the research took place. The children were positioned as artists and their work was curated and presented for exhibition by an international ceramic artist, affording equal status to their work as that of adults. Findings identified that children made meaning based on lived experiences, popular culture, unique family and cultural heritage, and school identities. We also acknowledge that adult attitudes and school schedules can both enable and limit children’s creativity. We further assert that the professional exhibition validated children’s processes, competence, cultural funds of knowledge and agency.
  • Engaging the local community in cultural heritage through a children’s ceramic arts exhibition

    Yates, Ellen; Szenasi, Judith; University of Derby (Peter Lang, 2021)
    This chapter describes a research project which aimed to increase social inclusion and access to the arts and cultural heritage, through a children’s ceramic arts exhibition. The exhibition was curated by an internationally recognised ceramic artist and located in an historic building within an inner city park in Derby, England, behind a culturally historic ceramics factory and museum. The project further aimed to reposition children as artists and heritage makers by valuing their ideas, creativity, identity and agency. Data was collected through interviews and through comments from the exhibition visitor’s book. Findings indicate that barriers exist within the UK education system which limit children’s full participation in the arts and cultural activities. The exhibition encouraged social inclusion and contested the idea of separate spaces for the display of adults and children products, but most significantly, children were repositioned as active agents in the construction of their cultural heritage.
  • “It’s nice to know you might make a difference”: engaging students through primary research as an authentic assessment

    Yates, Ellen; Oates, Ruby; University of Derby (RAISE network, 2021-02-23)
    This paper presents the views of undergraduate students on taking part in a small-scale student-staff research project to inform the design of a local community play space. The project repositioned students as researchers by providing them with an opportunity to engage in primary research with children through an authentic assessment task in a final year module. The students took on responsibility for the design and implementation of the primary research to elicit the views of young children aged 6-7 years, alongside Higher Education (HE) lecturers who collected the views of other key users of the space. The students experienced the project as engaging, challenging and as an opportunity for individual professional development, resulting in valuable learning including, increased confidence, professional aptitudes, and applied research skills. While finding much potential in co- research projects for student engagement, we recognise barriers within the higher education curriculum that mitigate against their success as part of assessment. The reconceptualization of HE within a market economy and the changing expectations of students further limit the success of such projects.
  • Re-conceptualising VET: responses to covid-19

    Avis, James; Atkins, Liz; Esmond, Bill; McGrath, Simon; University of Derby; University of Nottingham (Taylor and Francis, 2020-12-30)
    The paper addresses the impact of Covid-19 on vocational education and training, seeking to discern the outline of possible directions for its future development within the debates about VET responses to the pandemic. The discussion is set in its socio-economic context, considering debates that engage with the social relations of care and neo-liberalism. The paper analyses discourses that have developed around VET across the world during the pandemic, illustrating both possible continuities and ruptures that may emerge in this field, as the health crisis becomes overshadowed in public policy by the prioritisation of economic recovery and social restoration. The paper concludes that, alongside the possibility of a narrowing of VET to its most prosaic aims and practices, the health crisis could also lead to a re-conceptualisation that develops its radical and emancipatory possibilities in both the global south and north.
  • The Racialisation of Campus Relations

    Mieschbuehler, Ruth; University of Derby (Civitas, 2020-11-20)
    The author of this report, Ruth Mieschbuehler, argues that there is a real danger that campus relations at universities will become racialised. The term ‘racialisation’ – referring to the process of emphasising racial and ethnic grouping – is discussed to show how higher education policies and practices implemented to address the ‘ethnic’ attainment gap are driving this trend. The result of these interventions is that students are ‘minoritised’. In short, they are held to be in need of special treatment. The ‘minoritisation’ of students has driven racialisation on campuses because the higher education sector is trying to understand and address disparities through ethnic grouping. Racialisation, in turn, minoritises students because it denies students their individuality by emphasising their group identities. By reflecting on the so-called ‘ethnic’ attainment gap in higher education, the report finds that what appears to be a significant gap when attainment is reported by ethnicity has been shown to be significantly reduced when other factors known to impact on attainment are taken into account. There is no statistical evidence that ‘ethnicity’ determines educational attainment of higher education students. Yet, as the author argues, policymakers and practitioners believe in the ethnic attainment gap and introduce measures to address it with adverse consequences. Students from minority ethnic backgrounds are believed to underperform academically when they do not. This stigmatises students based on their ethnicity and contributes to the racialisation of campus relations. The practice of defining and grouping students by their skin colour and basing attainment policies and practices on these divisions drives a wedge between people and removes any sense of our common humanity. Meanwhile, the continued rise of a new type of ‘deficit talk’ depicts students as being vulnerable – and ultimately, it denies students the opportunity to develop fully academically while accommodating them to failure. Ruth Mieschbuehler suggests a long-overdue change in approach. Universities need to re-examine the reporting of statistical data on attainment that has contributed unjustly to the perpetuation of the diminished educational status of students from minority ethnic backgrounds. The report concludes by rejecting the practice of grouping higher education students by their skin colour and ethnicity in future policies and practices.
  • How to promote real equality in higher education

    Mieschbuehler, Ruth; University of Derby (Routledge, 2020-10-30)
    This chapter aims to open up a debate about two meanings of ‘equality’ in higher education (HE). The first meaning of ‘equality’ is ‘the right to be the same’. The second meaning of ‘equality’ is ‘the right to be different’. Three contrasting examples from politics, compulsory education and HE are given in detail to illustrate how the meaning of the term ‘equality’ has changed. The older meaning of ‘equality’ required a universal and common education for all students. The newer meaning requires the curriculum to be refocused on the perceived group identities that necessitate a variety of curricula. The curriculum in HE has become divisive and undermines education for all students. This chapter raises issues that are rarely discussed for fear of being offensive. The future of HE depends on opening up a debate about the divisive nature of current conceptions of ‘equality’ that undermine HE – the university - as the embodiment of Enlightenment universalism.
  • International Centre for Guidance Studies (iCeGS) Annual Review (2020)

    Neary, Siobhan; Hanson, Jill; Moore, Nicki; Staunton, Tom; Clark, Lewis; Blake, Hannah; Challacombe, Paul; University of Derby (University of Derby, 2020-12-09)
  • Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities

    Robinson, Deborah; Codina, Geraldene; Jill, Hanson; Eleni, Dimitrellou; University of Derby (University of Derby, 2020-12-18)
    This paper focusses on emancipatory careers coaching for social justice and proposes a practical tool for use with school leaders who are working to improve the inclusiveness of their schools. It draws on a study of 75 school leaders working on a programme of peer review in a city in England. The programme was named the Special Educational Needs and Disability (SEND) Peer Challenge Programme and through it, participants worked collaboratively to evaluate and improve the quality of inclusive practice in the City’s mainstream (ordinary) schools. The study used inductive qualitative content analysis (QCA) to form a coding agenda which was then applied to a deductive analysis of 24 SEND Peer Challenge school reports. These reports were collaboratively produced by leaders engaged in the SEND Peer Challenge Programme to summarise the outcomes of the process. Following final QCA reduction, the research identified six value constructs that were live and relevant for school leaders in the City related to collectivism, collaboration and mutuality. These value constructs are also live in the field of inclusive education more widely. Drawing on the six value constructs, we propose practical strategies for emancipatory careers coaching. These strategies can be applied by individuals who provide careers coaching for school leaders engaged in the process of school improvement for SEND and inclusion.
  • The growing demand for education in Saudi Arabia: How effective is borrowing educational models from the west?

    Mirghani, Taiseer M.; University of Derby (Canadian Center of Science and Education, 2020-11-12)
    The Kingdom of Saudi Arabia (KSA) considers education a top priority, and more emphasis has been placed on this following the 2016 announcement of Saudi Vision 2030. Since then, the country has witnessed several economic and social changes. As a result, the Kingdom has initiated a plan to invest in human capital through education to diversify its economy and increase employment. This includes educational reform with regard to primary and secondary education geared toward preparing students for higher education and the workplace. However, several factors may hinder the successful execution of this plan. This report will provide insights into factors such as cultural dimensions, learning profiles, the English language proficiency gap, and information on borrowing educational models from the West. It will also include some suggestions and recommendations to enhance teacher education programmes so that positive educational reform may be achieved effectively.
  • Hours spent building skills and employability

    Foster, Rowan; Svanaes, Siv; Howell, Sarah; Neary, Siobhan; Everitt, Julia; Dodd, Vanessa; University of Derby (Department for Education, 2020-07)
    This report summarises findings from a mixed-methods research project conducted by IFF Research, in partnership with the International Centre for Guidance Studies at the University of Derby, to measure the time that young people spend on activities in and outside of education which builds their skills and employability. This research involved two phases. Firstly, a qualitative phase in summer 2017 comprising 15 interviews with education providers and nine focus groups with young people. This phase explored providers’ experiences of planning and recording planned hours, and the activities that young people undertake to build their skills and employability. The second phase of the research involved a quantitative survey of students in March 2018, consisting of a total of 2,024 interviews. The survey sample included students in pre and post-16 education and those in academic and technical courses. Findings suggest pre-16 students, i.e. years 10 and 11, on average participate in 852 qualification hours per year across all their subjects (22.4 per week). This compares to an average of 563 annual hours amongst post-16 students, i.e. years 12 and 13, (15.1 hours per week). There were no significant differences between those in post-16 academic educations and those in post-16 technical education in the average number of qualification hours reported per week (15.0 and 15.1 respectively). Students also engage in a range of non-qualification activities expected to contribute to their wider employability, with careers guidance and exam revision and practice common across all ages. This pattern was also consistent between full and part-time students. Post-16 students doing mainly academic qualifications spend the most amount of time on homework and self-study (nearly 13 hours per week), with post-16 students in technical education spending on average 8 hours on these tasks.
  • I wouldn't start from here: The second-generation Irish in Britain

    French, Ray; McCrory, Moy; Mckay, Kath; University of Derby (The Wild Geese Press, 2019-04-08)
    The Wild Geese Press launches with a collection to showcase second-generation Irish writers in Britain. Not quite British, not quite Irish, through their essays, fiction and poetry about music, family, and history these distinguished writers explore questions of identity and belonging and ask the perennial question: where is home – here or Ireland? The writers gathered here hold up a mirror to the diverse and complicated experience of the Irish in Britain. The collection features essays, fiction and poetry from Elizabeth Baines, Maude Casey, Ray French, Maria C. McCarthy, Moy McCrory, Kath Mckay and John O’Donoghue and many more.
  • Overview of early childhood education (Mexico)

    Delgado-Fuentes, Marco; University of Derby (Bloomsbury Publishing, 2020-10-26)
    This article is part of the Bloomsbury Education and Childhood Studies online resource. It discusses the current educational system in the country for children under six, in the levels of Initial Education and Preschool Education. It includes issues on age range, the role of government in ECE, key providers, programs and services, staff and current challenges.
  • The student practitioner as future leader

    Yates, Ellen; Simmons, Helen; University of Derby (Routledge, 2020-06-07)
  • The critically reflective and creative practitioner

    Yates, Ellen; University of Derby (Routledge, 2020-06-07)
    This chapter aims to explain what critical reflection is and how it can be applied to empower students and enable them to question habitual practice and contest some of the dominant discourses within early childhood. The professions that utilise critical reflection are ones that deal with people, where relationships and ethical judgements are required but may not always be simple. In order to practise critical reflection as a professional, it may be necessary to reflect personally and individually, but is usually more useful and effective if this is practised with others. The chapter explains what critical reflection is, outlined some models and critical theory and explained how these can be applied to our professional lives and supports us in scrutinising our professional practice. It explores what critical reflection is and what it might mean for early childhood students. The author explores some critical theories and concepts that assist with critical reflection and help us deconstruct our experiences.
  • Race and vocational education and training in England

    Avis, James; Orr, kevin; Warmington, Paul; University of Huddersfield; University of Warwick (Informa UK Limited, 2017-06-05)
    Black and minority ethnic students (BME) are a significant constituency in vocational education and training (VET) and FE in England. Despite this recent research on race and VET has become a marginal concern. Insofar as current VET research addresses social justice, race appears to be a supplementary concern. Although there is a substantial literature addressing race and education, this focuses primarily on schools and higher education. This paper examines why there is a need to develop a research agenda that analyses participation, outcomes and experiences of BME VET students, particularly those on ‘non-advanced’ programmes (equivalent to European Qualification Framework Level 1–3) with uncertain labour market outcomes and who are arguably being ‘warehoused’ in low status courses. The paper reflects on the historically specific reasons for the dearth of research on race and VET, drawing on a scoping exercise of the literature to evidence this. We conclude by offering a provisional analysis that identifies recent shifts in participation among BME groups, locating this in its socio-economic and historical context. Our analysis reaffirms that VET remains a significant educational site for BME groups, but it is a complex racialised site which makes the current neglect of race and VET in academic research deeply problematic.

View more