• Early childhood studies: Principles and practice, 2nd ed.

      Johnston, Jane; Nahmad-Williams, Lindy; Wood, Val; Oates, Ruby; Bishop Grosseteste University; Sheffield Hallam University; University of Derby (Routledge, 2018-02-12)
      This fully updated new edition offers a comprehensive, accessible, yet rigorous introduction to the study of Early Childhood that will will add value to any Early Childhood Studies course at both foundation and degree level. Addressing both care and education in the Early Years, the book considers a range of multi-disciplinary aspects of Early Childhood; including health, social, educational, psychological and sociological perspectives.
    • Early education

      Simmons, Helen; Nahmad-Williams, Lindy; University of Derby; Sheffield Hallam University (Routledge, 2018-02-12)
    • The early years professional

      Johnston, Jane; Boldrin, Jenny; Oates, Ruby; University of Derby (Routledge, 2018-02-16)
    • Earth, water, air: Children meaning making: Using ceramics to give form to children’s ideas

      Yates, Ellen; Szenasi, Judith; University of Derby (University of Derby, 2019-04-03)
      This research project involved 120 young children aged 5-7 years old in ceramic workshops creating individual artefacts to form a final exhibition piece. The exhibition was curated by an internationally recognised ceramic artist and exhibited in an historic building in a disadvantaged inner city location to encourage social inclusion and access to the arts by the local community. Inspiration was taken from a permanent ceramic window exhibition at Royal Crown Derby Museum, completed by the artist during a residency in 2000. Royal Crown Derby have been producing bone china ceramics since 1750 and are currently one of the original factories still producing bone china in Britain. The children took inspiration from the ceramic window installation and artefacts within the museum for their designs through observations, drawings and photos. Further inspiration was gained from visits to Arboretum Park, the first publicly owned, landscaped, recreational park in England, opened in 1840 using donated land by Joseph Strutt. The project included children from the local community with a history of exclusion and isolation from cultural institutions and local heritage. The aim of the project was therefore to bring together children, community, local business and cultural institutions and university students through engagement in a collaborative arts project to facilitate access to Royal Crown Derby museum and other cultural institutions. The project gave value to children’s own ideas and supported their creativity, identity and agency. Early findings indicate that barriers exist within the UK education system which mitigate against children’s full participation in the arts and cultural activities, including time constraints due to curriculum pressure and expected outcomes. The location of the exhibition encouraged public reconsideration of the value and placing of children’s art by challenging the idea of separate spaces for the display of adults and children products.
    • ‘Eating, sleeping, breathing, reading’: the zoella book club and the young woman reader in the 21st Century

      Branagh-Miscampbell, Maxine; Marsden, Stevie; University of Stirling; University of Leicester (Participations, 2019-05-01)
      This article considers the development and promotion of WH Smith’s Zoella Book Club and its success in developing an online community who share a reading experience through their engagement with the club. The Zoella Book Club is considered in relation to contemporary celebrity book club culture, as well as within an historical context that appraises the Zoella Book Club in terms of the construction and promotion of ideal(ised) notions of the young woman reader. Through its aesthetic, choice of books and rhetoric, the Zoella Book Club propagated, commodified, and ultimately perpetuated, highly feminised and domestic imagery to construct an image of the ideal woman reader in the twenty-first century.
    • The echo of Tlatelolco in contemporary Mexican protest poetry

      Carpenter, Victoria; University of Derby (2005)
      The shooting of a student demonstration in La Plaza de las Tres Culturas in the Tlatelolco district of Mexico City on 2 October 1968 has been the subject of many literary works, among which the Tlatelolco poetry addresses not only the event itself but also the aftermath of the massacre. Both approaches examine the relationship between the ‘yo’/‘nosotros’ and ‘ellos’ constructs, focusing on the ‘nosotros’ construct as the result of this interaction. The following analysis of this process is based on the theory of self and Other, especially René Girard's theory of the mimetics of violence and the process of scapegoating as a basis for the relationship between the individual and society within the context of a violent conflict.
    • An Ecology of Values: critically interpreting John Newling's art

      Crouch, David; University of Derby (2014)
      In this article I articulate the cultural geographies of performing potential spaces of a gallery exhibition. I offer my participative, affective relations with the artwork, exploring the fluidity and openness of the spaces in which I found objects that were mutual, commingling and dissonant. In doing so, it is necessary to let the work speak, but not to leave it there. Nor is it to appraise, close-up the arrangement or individual elements of the show in an objective aesthetic. Rather it is to acknowledge circling atmospheres emerging in my cultural geography of practice. New spaces emerge in the practice, through my play with the spaces of the objects as set out, and through my own responses in an affective and productive relational engagement with them, singly and severally.
    • Edens: A 360 degree digital poem

      Bishton, Joanne; Higson, Rob; Buckner, Adrian; McNally Mary; University of Derby (University of Derby, 2015)
      Edens is a 360 degree digital poem exploring the idea of the self in the landscape.
    • Education as a catalyst for the social inclusion of people with learning disabilities

      Robinson, Deborah; Codina, Geraldene; Strogilos, Vasilis; Dimitrellou, Eleni; University of Derby; University of Southampton (Wiley, 2021-11-15)
      Our editorial for this special issue on ‘Education as a catalyst for social inclusion’ is divided into two sections. The first section focuses on the gaps in applied research in learning disability that this issue attempts to address. The second section outlines how each of the articles in this issue broadens our understanding of how education may catalyse (or sometimes restrict) social inclusion. These articles combine to enrich the data and debate available to people with learning disabilities, their families and advocates, policy makers and professional leaders about how to strengthen education’s capacity to enrich social inclusion.
    • Education for innovation: exploring the place of creativity, innovation and entrepreneurship in Higher Education

      Wilson, Chris; Lennox, Peter; University of Derby (IETSD, 05/09/2012)
      This paper explores the increasing focus on the value of creativity, innovation and entrepreneurship in contemporary discourse and the challenge that this presents for established educational systems and traditional pedagogy. Through analysis of key literature and exploration od educational case studies, issues of definition and interpretation are explored in parallel with consideration of wider questions of operationalization and systemization. Focusing on how educational systems impact on the development and realization of these capacities through educational processes, the paper develops an overview of key perspectives, highlights examples of variation of interpretation of key terminology and presents points for consideration in the process of educational systems design. The paper concludes that there is an evident tension in educational models related to the definition and development of graduate attributes in particular but that there are educational strategies capabl;e of developing creativity, innovation and entrepreneurship as definable outcomes of learning and teaching processes.
    • Education, citizenship, and Cuban identity

      Smith, Rosemary; University of Nottingham (Palgrave Macmillan., 29/07/2016)
      This book explores how Cuba’s famously successful and inclusive education system has formed young Cubans’ political, social, and moral identities in a country transfigured by new inequalities and moral compromises made in the name of survival. The author examines this educational experience from the perspective of those who grew up in the years of economic crisis following the fall of the Soviet Union, charting their ideals, their frustrations and their struggle to reconcile revolutionary rhetoric with twenty-first century reality.
    • Education, ethics and experience: essays in honour of Richard Pring

      Hooley, Tristram; University of Derby (Taylor and Francis, 2016)
    • Effective employer mentoring: Lessons from the evidence

      Hooley, Tristram; The Careers & Enterprise Company; University of Derby (The Careers & Enterprise Company, 2016-07)
      The paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying the impacts that might be anticipated from employer mentoring and, second, exploring what knowledge exists about effective practice. It makes use of an unpublished review undertaken by the Department for Education as well as a number of other literature reviews and meta-analyses. The evidence base identifies five key areas which a successful mentoring programme should focus on. (1) Programme design; (2) Recruitment and screening; (3) Matching; (4) Orientation, guidance and training; (5) Support and supervision; (6) Closure.
    • An effective pedagogical practise for integrating HIV and AIDS into tertiary education: an interior design case study

      Di Monte-Milner, Giovanna; Gill, A; University of Johannesburg (South African Journal of Higher Education, 2017)
      This article discusses a pedagogical practise used to introduce HIV and AIDS content into an existing Interior Design curriculum from a creative praxis perspective. Curriculum-integration is a key strategy of the Higher Education HIV/AIDS Programme (HEAIDS), which was established to develop and support HIV-mitigation programmes at South Africa’s public Higher Education Institutions. Students within the Faculty of Art, Design and Architecture at the University of Johannesburg engaged in a spatial intervention project that was structured around project-based learning strategies and constructivist teaching values. Students’ proposals were analysed against their ability to promote HIV and AIDS prevention and create appropriate meaning amongst the target group. The paper suggests that the methodology proved effective because it did not require radical curriculum transformation; aligned with existing programme outcomes; and demonstrated potential to contribute to the ‘new literacy of AIDS’ required to counter ‘AIDS fatigue’.
    • Effective personal tutoring in higher education

      Walker, Ben; University of Lincoln (Critical publishing, 2018-10-08)
      This is an important new text for all academic and professional staff within higher education (HE) who have a personal tutoring, student support or advising role. It examines key topics in relation to tutoring including definitions, coaching, core values and skills, boundaries, monitoring students, undertaking group and individual tutorials and the need to measure impact. Throughout, the text encourages reflection and the need to think critically about the role of the personal tutor. A scholarly and practical text, it comprehensively brings together relevant academic literature to inform tutoring practice as well as contextualising the role within the HE policy and quality assurance landscape.
    • Effective Policy Frameworks for the Organisation of Career Guidance Services A Review of the Literature

      Hooley, Tristram; Neary, Siobhan; Morris, Marian; Mackay, Susan; International Centre for Guidance Studies (iCeGS) and SQW (2015)
      This paper focuses on how public policy shapes career guidance and establishes a system within which individuals can access career support. Governments are critical to career guidance primarily as funders of the activity, but also importantly as regulators, coordinators and agents of system change. The paper looks at the evidence base on career guidance and public policy, explore the rationales for public policy involvement in the field, examine different models and systems and explore some key issues that underpin successful system design.
    • EG - Eugen Gomringer in the UK , 2011 - 2012

      Brown, Rodger; University of Derby (University of Derby and Research Group for Artists Publications (RGAP), 2011)
      The publication, EG - Eugen Gomringer in the UK , 2011 - 2012, is a catalogue/artists book in a limited edition of 150 copies. It contains essays by Patrick Ayres, Robert Richardson and Rodger Brown. It was conceived by Rodger Brown to accompany the following events (organised by Rodger Brown): Event 1 - Concept as Concrete Form: Visual Poetry, Texts and Typography Curated exhibition at UoD, including the work of Eugen Gomringer, Felix Gonzalez-Torres, Dom Sylvester Houdard, Robert Lax, Eric Tabuchi, Karl Riha Event 2 - The Saisson Poetry Library, South Bank Centre, London Eugen Gomringer reading his work and in conversation with poet Harry Gilonis. Event 3 - De Montfort University, Leicester Re-hanging of Eugen Gomringer prints in the Francesco Conz Collection. Special opening with Eugen Gomringer. Event 4 - University of Derby, School of Art & Design Public Lecture by Eugen Gomringer, “The relationship of Concrete Art and Poetry” Event 5 - Shandy Hall, Coxwold, York “A day with Eugen Gomringer” Readings, lectures and informal conversation. Event 6 - The Scottish Poetry Library Eugen Gomringer in conversation with poet Thomas A Clark. Event 7 - Small Publishers Fair, Conway Hall, London Exhibition, “Concept as Concrete Form: Visual Poetry, Texts and Typography”.
    • Eggheads.

      Cheeseman, Matthew; University of Derby (Disqus, 2015-12-14)
    • El enfoque mosaico, derecho a la participación y la voz de los niños en investigación educativa

      Delgado-Fuentes, Marco Antonio; University of Derby (Universidad CESMAG, 2020-06-11)
      This review article explores and discusses some of the methodological in-novations regarding childhood and education by focusing on the mosaic approach. It is a methodological approach -not constituted as a method yet- which has been mainly developed in English and it is founded on concepts such as those of qualitative research, childhood studies, the rights of the child and particularly, their right to participate in research about themselves and their world. A historical framework is presented to facilitate the understanding of the multidisciplinary origins of this approach. The process of the literature review was made in a database that contained 71 million references, out of which 28 references, which identified the mosaic approach as their method, were selected. The analysis of this approach presents a diverse panorama in its use, although it mainly focuses on preschool and early education. To conclude, a reflection about the use of this approach in the future is made and, particularly in Latin America where the incipient use of the mosaic approach seems to be relevant.
    • Emancipate yourselves from mental slavery: self-actualisation, social justice and the politics of career guidance

      Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2015-10)
      This paper is an extended text of Tristram Hooley’s inaugural lecture: Emancipate yourselves from mental slavery: self- actualisation, social justice and the politics of career education. The lecture was given on the 17th September 2015 at the University of Derby. The lecture explores the interrelationship between politics, social justice and career guidance. The paper argues that our careers emerge out of social and economic conditions. In unequal societies our position within the economic and social system is central to our chance of having a successful career and realising our potential (self-actualising). The lecture explores the role that career education and guidance can have in supporting individuals to self-actualise and notes that career education and guidance is in itself embedded in social, economic and political relationships. The ideal of the lifelong guidance system is advanced and it is argued that this could be part of a new kind of society. A society in which a lifelong guidance system was realised could be more socially justand would signal a new kind of relationship between paid work, citizenship and leisure. The lecture concludes with a consideration of the role that career education can play in bringing about a new kind of society. The paper proposes a pedagogic framework for a radical career education and guidance. This framework argues that radical career education and guidance should be seeking tohelp us to: (1) explore ourselves and the world where we live, learn and work; (2) examine how our experience connects to broader historical, political and social systems; (3) develop strategies that allow us individually to make the most of our current situation; (4) develop strategies that allow us collectively to make the most of our current situations; and (5) consider how the current situation and structures should be changed.