Imagining social pedagogy in/for New Zealand

On the face of it, social pedagogy has no recognised presence in New Zealand. The education workforce, and society, are generally unfamiliar with the term ‘pedagogue’ and what that role entails. Despite this, a range of vocations in New Zealand reflect social pedagogical practices. In this article I explore one of those vocations: tutors who work in alternative education centres. Charged with caring for and educating students who become disenfranchised from conventional secondary schools, these tutors draw from their life experiences, cultural knowledges, sporting and arts skills and vocational skills to provide a holistic education. Based on the findings of a poetic inquiry in which I re/presented the experiences of tutors through creating found poetry, I present 21 attributes of tutors’ identity. In describing tutor character, tutor pedagogy and tutor achievement, I imagine these tutors as social pedagogues in New Zealand. I conclude by suggesting that these tutors play a vital role in helping students to navigate through education and life. In addition, tutors in New Zealand contribute to our global understanding of social pedagogical practice

'I think a lot of it is common sense...' Early Years students, professionalism and the development of a vocational habitus

This paper reports on research from a small-scale project investigating the vocational training of students in Early Childhood Education and Care (ECEC) in England. We draw on data from interviews with 42 students and five tutors in order to explore the students’ understandings of professionalism in early years. In the paper, we discuss first, the then Labour Government’s drive to ‘professionalise’ the workforce and second, critically analyse the concept of professionalism, drawing on sociological literature. We then turn to the data, and argue that students’ understandings of professionalism are limited to generic understandings of ‘professional’ behaviour (reliability, politeness, punctuality and so on). The idea of their occupation being a repository of a particular knowledge and skills set is undercut by the students’ emphasis on work with young children being largely a matter of ‘common sense’. Our fourth point is to highlight the processes by which students are inducted into a respectable and responsible carer identity, as illustrated by an emphasis on clothes and appearance. We conclude that the version of professionalism offered to students training at this level is highly constrained, and discuss the implications of this

Extra-Curricular Activities: creating graduates with impact in education

Staff from the Carnegie Faculty’s Centre for Social and Educational Research across the Life-course (SERL) have completed a project for the Higher Education Academy subject group for education, ESCalate, into ‘Creating Graduates with Impact in Education’. Jacqueline Stevenson, Professor Sue Clegg and Paula Sealey undertook research with students and staff across a range of education-related courses as well as with employers from schools, local authorities and other education settings

Academic research on student engagement - lost formulae to inspiring students

Academic tutors take on a multitude of roles in their current positions at university and while teaching is expected, from most, it is often assumed that the tutor will apply appropriate pedagogical tools to convey knowledge to the students. This view is now being challenged as many students are being actively encouraged to voice their views of the teaching and learning experience, for the module and the university experience, through module evaluation forms and the national student survey. The results from these surveys and comments, left by students, on social networking sites reveal that there is a gulf from student expectations and the actual teaching delivery experienced. The pedagogical elixir appears to have been lost by our fatigued, multi-tasking, poorly resourced academics. This research was driven by a desire to reveal the true nature of an inspired learning experience for students. This is made explicit by the triangulated results (in-depth interviews and a large survey at two universities) that reveal the characteristics that students seek in their tutors. The findings have been categorised into three themes namely: Charisma, Academic skills and Teaching skills (CAsTs) to enable tutors to appreciate the areas that they may need to develop to inspire their students

North Lindsey College: report from the Inspectorate (FEFC inspection report; 29/94 and 106/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98

“A respite thing” – A qualitative study of a creative arts leisure programme for family caregivers of people with dementia

This study explored the meanings of participating in a five-week creative arts leisure programme designed for family caregivers of people with dementia, using interpretative phenomenological analysis. Eight carers attended and four who met the eligibility criteria agreed to be interviewed. Participants experienced the arts group as providing a sense of freedom and respite, strengthening identity through promoting achievement, offering social support through a collective focus on art- and craft-making, and increasing resilience for coping with caring. Some found the five-week programme too short. Benefits were linked to the security of knowing that loved ones with dementia were close by, being well cared for. Further research is needed into the longer-term benefits of creative arts groups for promoting carer well-being

‘Riding the waves’ - an exploration of how students undertaking a pre-registration nursing programme develop emotional resilience

Background The study was prompted by recognition of the many emotional demands and challenges on mature students undertaking professional qualifying programmes. These can cause excessive levels of stress and anxiety with an impact on retention of students on programmes. Aim and objectives The overall aim was to identify what pre-registration nurses identified as challenges or adversity in their transition from health care support workers to accountable professionals and what factors they perceived as significant in contributing to their own emotional resilience. The objective was then to make specific recommendations related to the nursing curriculum, academic and work based support structures in order to promote resilience. Participants Participants were pre-registration nursing students on adult and mental health branches nearing the end of their final year of a pre-registration nursing programme with the Open University. Methods A qualitative methodology was used with use of one focus group and eleven in depth interviews. Results Four different dimensions of resilience were identified; ways of being/personal characteristics, personal survival tactics, immediate social and work based environment and wider social and cultural environment. Key findings included the importance of peer support, positive feedback and enhancing the student’s ability to re-frame difficulties or problems, a positive culture of work place learning , supporting and validating personal reflection outside academic discourses, and support in ‘meaning making’. As well as peer support, examples of good practice demonstrated by mentors, programme tutors and tutors were essential in supporting students in these identified areas. Conclusion and recommendations Emotional resilience is a multi-dimensional concept and different levels of intervention are therefore needed to promote it. The curriculum needs to reflect the importance of affective as well as cognitive aspects of development in order to promote the resilience of students and support structures need to be embedded in programme design to promote peer interaction and sharing of good practice between those in education roles. Key words Pre-registration nursing education, emotional resilience, adversity, communities of practic

Preparing Teachers for Their Prophetic Role to Serve with Heart, Head, and Hands

As teacher preparation programs seek to diversify their pre-service teachers’ exposure to teaching situations, Mount Vernon Nazarene University’s Education Department has discovered how to maximize its freshman’s educational technology field experiences through meaningful cross-cultural community service. A plan has been implemented since the spring of 2004 where candidates taking educational technology classes are required to give 8 hours of technology tutoring as a community service to populations in cross-cultural situations. Based on the Spring 2004 successes, the cross-cultural tutoring opportunities have been expanded, leading to renewed vision in candidates’ perspectives on education and job placements. At a freshman level, this challenge sets the tone for further diverse field exposure. This study will look at the multiple positive outcomes that result from a model that uses technology tutoring as the pre-service candidates’ first exposure to a cross-cultural instructional environment and thus enhances the prophetic call that rests on teachers

Bexhill College: report from the Inspectorate (FEFC inspection report; 64/95 and 43/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-9