Now showing items 21-40 of 685

    • Letters to the editor: Comparative and historical perspectives

      Steel, John; Cavanagh, Alison; University of Sheffield; University of Leeds (Springer Nature/ Palgrave Macmillan, 2019-10)
      This book provides an account of current work on letters to the editor from a range of different national, cultural, conceptual and methodological perspectives. Letters to the editor provide a window on the reflexive relationship between editorial and readership identities in historical and international contexts. They are a forum through which the personal and the political intersect, a space wherein the implications of contemporaneous events are worked out by citizens and public figures alike, and in which the meaning and significance of unfolding media narratives and events are interpreted and contested. They can also be used to understand the multiple and overlapping ways that particular issues recur over sometimes widely distinct periods. This collection brings together scholars who have helped open up letters to the editor as a resource for scholarship and whose work in this book continues to provide new insights into the relationship between journalism and its publics.
    • ‘Making voices heard …’: index on censorship as advocacy journalism

      Steel, John; University of Sheffield (Sage, 2018-03-14)
      The magazine Index on Censorship has sought, since its launch in 1972, to provide a space where censorship and abuses against freedom of expression have been identified, highlighted and challenged. Originally set up by a collection of writers and intellectuals who were concerned at the levels of state censorship and repression of artists in and under the influence of the Soviet Union and elsewhere, ‘Index’ has provided those championing the values of freedom of expression with a platform for highlighting human rights abuses, curtailment of civil liberties and formal and informal censorship globally. Charting its inception and development between 1971 and 1974, the article is the first to situate the journal within the specific academic literature on activist media. In doing so, the article advances an argument which draws on the drivers and motivations behind the publication’s launch to signal the development of a particular justification or ‘advocacy’ of a left-libertarian civic model of freedom of speech.
    • All data are local: thinking critically in a data-driven society

      Tupling, Claire; University of Derby (Taylor and Francis, 2020-09-10)
    • A sociolinguistic perspective on the (quasi-)modals of obligation and necessity in Australian English

      Penry Williams, Cara; Korhonen, Minna; University of Derby (CPW); La Trobe University (Victoria, Australia) (CPW); Macquarie University (New South W,ales Australia) (MK) (John Benjamins, 2020-11-09)
      This article examines the distribution and sociolinguistic patterning of (quasi-)modals which express strong obligation/necessity, namely must, have to, have got to, got to and need to, in Australian English. Variationist studies in other varieties of English have had contrasting findings in terms of distributions of root forms, as well as their conditioning by social and linguistic factors. The corpus analysis suggests real-time increased use of need to and decrease in have got to through comparison to earlier findings. The variationist analysis shows quasi-modals have to, have got to and got to as sensitive to speaker age and sex, and a recent increase of have to via apparent time modelling. Linguistic conditioning relating to the type of obligation and subject form is also found. The study contributes to sociolinguistic understanding of this large-scale change in English and the place of Australian English amongst other varieties.
    • Enlightenment science, technology and the industrial revolution: a case study of the Derby philosophers c1750-1820

      Elliott, Paul; University of Derby (Arkwright Society, Cromford, 2020-08-30)
      After briefly reviewing the historiography of Enlightenment science, industry and the Derby philosophers, this essay examines industry and science in eighteenth-century Derby and the industrial orientation of the philosophical societies. It then explores the relationship between the leading entrepreneurs and manufacturers Jedediah Strutt and Richard Arkwright and the ‘Derby Philosophers’, demonstrating how much they gained from their association with the Derby Philosophical Society. This is especially evident, as it demonstrates when we consider the case of Erasmus Darwin, first president of the Society, and how as a physician, avid mechanic and experimenter, he helped meld the worlds of Enlightenment science and industry. Likewise, whilst the struggles that Arkwright experienced over his patents during the 1780s has been often described, viewing these from the perspective of the Derby Philosophers adds a new dimension to our understanding of the relationship between scientific associations, industrial innovation and entrepreneurialism. The article concludes with a critical investigation of the role of the sciences in agriculture and domestic economy and the part played by the Derby Philosophers in promoting scientific education for what they believed to be the benefit of industry and manufactures.
    • Here’s looking at youse: Understanding the place of yous(e) in Australian English

      Mulder, Jean; Penry Williams, Cara; University of Melbourne, Australia; University of Derby (Springer, 2020-08-31)
      This chapter further documents the place of yous(e) in Australian English (AuE) by analyzing occurrences in Australian literature taken from the Macquarie Dictionary’s OzCorp. Firstly, we substantiate that in AuE yous(e) has developed a singular usage alongside the plural. Analysis of the reference in 308 tokens within our subcorpus of literature finds 40% clearly have a singular referent and that such forms occur in just over half of the texts. Secondly, we provide an analysis of its social evaluation as a stigmatized form by examining its utilization in the voices authors give to their characters. Focussing on texts with high use, we uncover yous(e) is linked both to particular ‘types’ and to certain fictional worlds/milieus. In both cases, the authors draw on understandings of it as Australian and working class, with recognition of its claimed Irish origins only (potentially) indirectly indexed.
    • Realism, reflection and responsibility: the challenge of writing effective scenarios to support the development of ethical thinking skills

      Ribchester, Chris; Healey, Ruth L.; University of Chester (Informa UK Limited, 2017-08-07)
      Universities are paying increased attention to how they might support the ethical development of their students as one of a range of graduate attributes that will enable them to negotiate increasingly complex professional, civic and personal futures. Scenario-based learning (SBL) is a longstanding strategy used in ethical teaching and this paper describes and evaluates a version of this approach as applied to a second year undergraduate tutorials module. A quantitative assessment of the development of students’ ethical sensitivity over the course of two deliveries of the module shows an uneven impact but also some encouraging trends. A detailed qualitative analysis of how students responded to each scenario identifies five factors that appear to precipitate more in-depth reflection on ethical problems, and these are presented as useful points of guidance for teachers writing ethical scenarios for the first time or for those aiming to hone their existing practice. These factors include the challenge of devising circumstances which appear realistic and plausible to contemporary undergraduate students, constructing scenarios which encourage readers to reflect on and test their personal values, and portraying events which push students to intervene proactively and so taking individual responsibility for their decisions and actions.
    • Developing ethical geography students? The impact and effectiveness of a tutorial-based approach

      Healey, Ruth L.; Ribchester, Chris; University of Chester (Informa UK Limited, 2016-02-17)
      This paper explores the effectiveness of a tutorial based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using Clarkeburn et al.’s (2003) Meta-Ethical Questionnaire (MEQ). The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research there was little evidence of difference between male and female students.
    • Pedagogies for developing undergraduate ethical thinking within geography

      Healy, Ruth. L; Ribchester, Chris; University of Derby (Edward Elgar Publishing, 2019-12-05)
      Ethical issues are an example of ‘supercomplexity’, whereby ‘the very frameworks by which we orientate ourselves to the world are themselves contested’ (Barnett 2000, p. 257). Reflecting on ethical issues develops practical, critical thinking skills for dealing with such ‘supercomplexity’, as the frameworks students use to analyse ethical issues may be challenged and are likely to change over time. Yet, despite the wide-ranging potential, teaching ethics is often marginalized and segregated in the geographical curriculum, with ethics frequently being limited to prescriptive research considerations. This chapter offers a holistic approach to how ethical thinking might be embedded within geography programmes through a set of key principles related to: 1) recognizing; 2) reviewing; and 3) responding to ethical issues. This framework enables tutors to work with students to address ethical thinking and problems both inside and outside the curriculum, as well as to prepare students for their futures, including in the graduate-level workplace. It is suggested that encouraging students to reflect on ‘everyday’ ethical problems may sometimes act as a helpful first step prior to addressing ethical challenges within the content and practice of the discipline.
    • VET realignment and the development of technical elites: learning at work in England

      Esmond, Bill; Atkins, Liz; University of Derby (European Research Network in Vocational Education and Training (VETNET), 2020-08-11)
      An enhanced role for work-based learning is advocated increasingly widely across industrialised countries and by international VET policies. However, this is framed differently in each country by long-term policy orientations that reflect VET’s relationship with wider economic and social formations. These national differences reflect path dependency but also distinctive responses to contemporary challenges such as globalisation. In England, recent reforms strengthening workplace learning are constrained by existing patterns of skill formation and may be shaped by further market liberalisation and divergence from social and economic policies in Europe. The study examined the relationship between greater emphasis on workplace learning in England and societal change, addressing the research question: how are early experiences of work in England, as part of young people’s full-time education programmes, positioning them for future employment? Case studies were organised around apparently distinctive placement types that had emerged from earlier studies. Using the constant comparative method, the team identified a series of categories to distinguish the way each type of work-based learning positioned students in a particular type of labour market transition. Evidence emerged of divergence in England’s ‘further education’ system, across mainly male ‘technical’ routes, young people on vocational courses preparing them for routine, low-skilled, precarious employment, and an area of greater uncertainty preparing young people for digital routes linked to the ‘new economy’. Key dimensions of difference included study locations, discourses of occupational status, types of valued learning content, approaches to socialisation, sources of expertise and processes of credentialisation. In each case, learning at work served to position students for a particular type of labour market transition, which we characterise as technical elite formation, welfare VET and new economy precarity. Approaches to workplace learning in England already reflect social distinctions but entail the possibility of reinforcing these, supporting a more hierarchical pattern of labour market transition. Whilst the upper strata of VET shift their purpose to support the formation of new ‘technical elites’, others face the possibility of further marginalisation. Such new inequalities could become central to a further fragmented society in a post-Brexit, post-COVID-19 Britain. Other European states facing challenges of globalisation and the transition to services are also likely to experience pressures for VET stratification, although they may seek less divisive solutions.
    • "Mild health I seek thee": Clare and Bloomfield at the limits of pastoral

      Lafford, Erin; University of Derby (Taylor & Francis, 2020)
      In The Country and the City (1973), Raymond Williams dismantled the “pastoral assumption” that the rural laboring class were pictures of health and vitality, uncovering instead the reality of embodied suffering in laboring-class poetry. This essay considers how Robert Bloomfield and John Clare interrogated this “pastoral assumption” of rural health, suggesting that to claim they merely rejected it risks losing sight of their subtle forms of poetic critique. The body, mind, and verse of laboring-class poets were subject to simultaneous cultural narratives of robust health and sickly weakness, within which Bloomfield and Clare had to forge their own distinctive poetic voices. They wrote poems, I argue, that ostensibly upheld a pastoral ideal of health emanating from the natural world, but also critiqued this ideal through an artful hesitancy, especially in their use of apostrophe. I consider the influence of Bloomfield’s “To My Old Oak Table” (1806), and “Shooter’s Hill” (1806) on Clare’s early poem “To Health” (1821) and one of his middle-period sonnets in particular. Far from being uncomfortable or under-confident in the pastoral mode, Bloomfield and Clare brought their own aesthetic experiments and experiences of precarious health to bear on some of its key tropes.
    • 'fancys or feelings': John Clare's hypochondriac poetics

      Lafford, Erin; University of Derby (Palgrave Macmillan, 2020-09-18)
      Clare’s mental and physical health has long been a source of interest and contention in his critical reception. Approaches to his ‘madness’ have ranged from retroactive diagnoses of bipolar disorder, to interrogations of insanity as a discourse of clinical power. If the result of these debates is that critics are more willing to read pathology as performance, or even to suggest that Clare’s disorder might not have been straightforwardly ‘real’, then this essay asks what can be gained from returning to some fleeting claims about the poet’s mental and physical health that express a struggle between reality and imagination, but have not yet received sufficient attention. I refer here to suggestions, both from his contemporary moment and from his subsequent critical reception, that Clare was a hypochondriac. Clare has been overlooked in critical conversations that discuss the significance of hypochondria as a facet of the Romantic medical imagination and cultivation of ‘fashionable disease’ but, as I hope to show, hypochondria should be taken seriously as a conceptual lens through which to read his poetic imagination in relation to illness and disorder. Hypochondria occupies a distinct interpretative space of uncertainty and of literary associations that, this essay argues, is better able to approach Clare on his own terms. I consider hypochondria in two interrelated ways: as a social and literary culture that Clare wanted to participate in and that also framed some of his writing, and as a form of poetic imagination and attention that emerged from Clare’s anxious scrutiny of his own body and mind. I also explore, through a final reading of a sonnet Clare published in the London Magazine in 1821, how hypochondria can become an important lens through which to consider his lyric subjectivity, uncovering as it does the ambiguously pathological experiences or registers that might disrupt his observation of the natural world.
    • 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.
    • Surveillance of modern motherhood: Experiences of universal parenting courses

      Simmons, Helen; University of Derby (Palgrave MacMillan, 2020-08-23)
      This book explores the reflections and experiences of mothers of children aged 0-3 years that have attended universal parenting courses. Simmons considers the factors that motivated mothers to attend a universal parenting course and explore the wider experiences of early modern motherhood in the UK. She investigates participants' perceptions of benefits of attending a parenting course, different forms of parenting advice accessed by mothers, and how this provides an insight into the wider constructs and experiences of modern motherhood. Ultimately, the book considers, through a feminist post-structuralist lens, the social and cultural pressures within modern motherhood in relation to different levels of surveillance, and produces new knowledge for practice within the early years and health sectors in relation to the support currently offered to new mothers. It will be of interest to students and scholars across the sociology of education, gender studies, and childhood studies.
    • Palgrave advances in John Clare studies

      Kovesi, Simon; Lafford, Erin; Oxford Brookes University; University of Derby (Palgrave Macmillan, 2020-09-18)
      Contributes to ongoing conversations about John Clare's work while offering new perspectives and directions on Clare scholarship, in an accessible writing style Serves as both a useful introduction to Clare and his work for students that are new to it, and a rich resource for scholars already working in the area Essays look at interdisciplinary topics including ecocriticism, environmental humanities, medical humanities, and posthumanism Features essays from established and early career scholars Is comprehensive in its coverage of popular and new topics in Clare studies.
    • Student autonomy of feedback format in higher education and perceived functional behaviours for academic development

      Sparrow, Abby; Smith, Samantha; Petronzi, Dominic; Wilson, Helen; Roeschlaub, Sarah; Smith, Melanie; University of Derby (Octagon Education Consultancy, 2020-05-11)
      In the current context of promoting active learning and raising student engagement within Higher Education, an increasing amount of research has looked at pedagogical-based design and factors that contribute to functional behaviours surrounding the interaction and use of academic assessment feedback. However, few studies have considered the perceived influence of student autonomy over feedback format and whether this promotes engagement and academic development. In this study, we recruited level 5 and 6 students (N = 38) on an undergraduate Education Programme (that has consistently implemented student feedback choice) to participate in initial self-reporting and subsequent focus groups ("soft triangulation‟). The findings revealed three core themes: [1] Personalisation – (a) sense of autonomy/involvement, (b) engagement and (c) motivation, [2] Clarity – (d) depth and detail, and [3] Areas for development. Overall, these findings suggest that feedback type – and the inherent option to choose – has a functional impact on academic engagement and development. We discuss these findings in relation to a sense of being valued that was associated with autonomy of choice, a divergence in how and when students engage with feedback, as well as the requirement for academic clarity and provision of formats that support academic development.
    • Raising regional academic voices (alongside data) in higher education (HE) debate

      Hayes, Sarah; Jopling, Michael; Hayes, Dennis; Westwood, Andy; Tuckett, Alan; Barnett, Ronald; Hayes, Dennis; University of Derby (Springer Science and Business Media LLC, 2020-05-13)
      As agendas for data-driven measures of excellence dominate policy in UK Higher Education (HE), we argue that the generic structure of national policy frameworks virtually silences regional voices. This furthers a territorially agnostic discourse about universities, downplays institutional history and purpose, risks concealing innovative practices, and fails to tackle entrenched inequalities. In response, we point to the value of live, place-based debate in HE institutions to highlight distributional inequity, raise local voices and connect these with national policy. Yet even as we compiled this article about HE debate, the Covid-19 pandemic took hold globally, cancelling face-to-face meetings, by necessity. We therefore draw on a postdigital perspective, as we share our individual dialogues in support of debate, via collective writing, against this new backdrop of social distancing and widespread uncertainty. We may not currently be able to convene our Midlands HE Policy Network (MHEPN) debates in person, but we can voice the essential part that regional universities play in connecting global technological and biological change, with local social projects, citizens and industry. Postdigital theory offers one route to understanding that Covid-19 does not sit apart from other political economic challenges in HE and beyond, that we need to debate simultaneously.
    • Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutors

      Walker, Ben; University of Lincoln (SAGE Publications, 2020-06-10)
      The significance of personal tutoring continues to increase as a result of contextual developments and the outcomes of key research on student retention and success, and yet these developments simultaneously create significant challenges in delivery within the pastoral model of personal tutoring. In addition, it remains an under-developed and under-researched area. Personal tutors’ needs and concerns have been established, and assessment of an intervention to address them has been recommended. This study examines the impact of the intervention of tailored professional development materials for tutoring within a pastoral model created in response to these issues. It reveals the usefulness of this developmental support and the need for such guidance for this work. It is argued that there are implications in terms of approaches to tutoring within this pastoral model, developmental support provision and a need for consistency of standards in personal tutoring across the sector.
    • Blasphemy and politics in romantic literature: Creativity in the writing of Percy Bysshe Shelley

      Whickman, Paul; University of Derby (Springer International Publishing, 2020-06-07)
      This book argues for the importance of blasphemy in shaping the literature and readership of Percy Bysshe Shelley and of the Romantic period more broadly. Not only are perceptions of blasphemy taken to be inextricable from politics, this book also argues for blasphemous ‘irreverence’ as both inspiring and necessitating new poetic creativity. The book reveals the intersection of blasphemy, censorship and literary property throughout the ‘Long Eighteenth Century’, attesting to the effect of this connection on Shelley’s poetry more specifically. Paul Whickman notes how Shelley’s perceived blasphemy determined the nature and readership of his published works through censorship and literary piracy. Simultaneously, Whickman crucially shows that aesthetics, content and the printed form of the physical text are interconnected and that Shelley’s political and philosophical views manifest themselves in his writing both formally and thematically.