'Worldly' pedagogies: preparing students to work and live in a complex and uncertain world

In this paper, I discuss the findings of a small-scale study in which I examined (with a co-researcher) a programme where Palestinian and Israeli students were studying together in the UK for a period of three years. In this study we uncovered the elements of a teaching approach that inflected the way students understood, discussed and related to a conflict that was deeply influencing their learning experience in the UK. I discuss the relevance of these findings to the more general theme of global citizenship

'Worldly' pedagogy: a way of conceptualizing teaching towards global citizenship

In this paper, we discuss the characteristics of a form of pedagogy capable of addressing difference across nations and cultures in ways that do not inflate difference. We suggest that those conceptual insights are particularly relevant to the teaching of ‘global citizenship’. We have labelled this a ‘worldly’ pedagogy, because of the connection to teaching in a global context, and with reference to Arendt’s concept of ‘worldliness’ and the ‘worldly’ experience of human beings in their plurality sharing a ‘common world’ (Arendt 1958). Our conceptual framework results from our analysis of a specific educational environment which we investigated through a small grant obtained from the Higher Education Academy (UK) that examined the pedagogies used to promote learning amongst two polarised (Palestinian and Israeli) communities. We carried out eight interviews with participants to this programme, and report on the outcomes of this study. This paper contributes to the debate on tribal identities (Beck 2006; Hill 2000; Appiah 2006 for example) through the challenge it offers to positions on difference that display rigid essentialising identity readings and to homogenizing discourses that fail to appreciate the differences within cultures/nations/groups

Capturing dissonance in university teacher education environments

In response to policy developments in Higher Education in the United Kingdom, the Institute for Learning and Teaching in Higher Education (ILTHE) was established in 1999 to provide a national framework for teaching and learning at tertiary level. This paper considers the training environment of novice lecturers within the ILTHE framework and identifies areas of tensions within it. Activity systems theory (Engeström, 2000; 2001) is used as a broad framework for apprehending this environment. Praxis-related, epistemological, structural and ideological dissonances are identified. Suggestions to advance change in this area are formulated in the light of the main findings. The limitations afforded by the activity systems approach are also discussed

Barriers to attendance at diabetes education centres: perceptions of education providers

A key global policy initiative in the management of diabetes is empowerment through education. However, implementation of policy in the context of healthcare delivery may be challenging at times and the delivery of multi-disciplinary education is not an exception. Objective: To explore practitioners view about factors associated with non-attendance and identify ways to break some of the barriers to advancing government policy of education for all patients with diabetes. Method: A qualitative approach was adopted using a focus group interview with practitioners in four hospital sites in South East of England. It involves Diabetes Specialist Nurses, Podiatrist and Dietician (n=7) and semi-structured individual interviews (n=3). Thematic analysis was used to analyse the data. Findings: Three main themes emerged (1) Practitioners associated barriers (2) Patients’ associated barriers and (3)Strategies to improve attendance. Conclusion: The findings indicated that the practitioners agreed on the need for improved appointment system, better resources such as more secretarial support to follow-up cases and offering more choice to the patients. Also each locality must consider the cultural needs and background of their patient. However, while some participants felt that non-attendance should attract a sanction, such as a fine, others disagreed

The role of ideology in academics' conceptions of their discipline

This paper examines the role of ideology in academics’ conceptions of their discipline. The focus is on how individual ideologies affect the way academics conceptualize and enact the discipline in practice. It uses data collected for a study involving eighteen academics in fifteen disciplines working at seven different institutions which had the broader remit of examining the pedagogical constructs of university lecturers (Fanghanel 2007). It established that a number of ‘filters’ came into play to ‘colour’ the way academics conceive of and approach teaching and learning in higher education (HE). One of those filters concerned academics’ own conceptions of their disciplines which were found to be at the same time more complex, and more grounded in the material context of practice, than both epistemological (Donald 2008 for example) or socio-cognitive studies (Becher 1989 for example) of the discipline infer

Leadership organisationnel: le rôle des cadres intermédiaires

Quel est le rôle des cadres intermédiaires - directeurs de département1 ou responsables de programmes et d’équipes enseignantes – dans l’enseignement supérieur ? Les responsables à ce niveau de pratique assurent la mise en oeuvre des politiques et directives institutionnelles sur le terrain opérationnel, au sein des équipes enseignantes, administratives, et de soutien. Ils exercent donc un rôle essentiel dans l’entreprise d’innovation pédagogique. Cette fonction est envisagée ici dans une perspective socioculturelle, qui souligne l’importance du contexte dans l’appréhension de ce rôle. Les principaux enjeux inhérents à ce contexte (au niveau international, national et local) sont soulignés et il est établi que l’espace régi par le cadre intermédiaire est à la fois complexe et liminal. Des stratégies d’actions sont ébauchées pour chacun des domaines-clés du leadership intermédiaire, à savoir la gestion des ressources, le traitement des questions relatives à l’enseignement et à la recherche, la gestion des équipes administratives et de soutien, et enfin la gestion de la communication au sein du département. Ces recommandations tendent à promouvoir un modèle de leadership transformationnel qui soit à même de générer des changements d’ordre culturel, sur le long terme plutôt que de produire un « guide de survie » sur le court terme

Being an academic

The role of academics in universities worldwide has undergone unprecedented change over the past decade. In this book Fanghanel discusses the effect on academics of modes of governance that have fostered the application of market principles to higher education and promoted flexibility and choice as levers for competition across the sector. She explores what it means to be an academic in the 21st century with reference to six ‘moments of practice’ through which she analyses the main facets of academic work and the responses of academics to this neoliberal drive. Being an Academic effectively examines the frameworks that govern academic work and academic lives, and the personal beliefs and ideals that academics bring with them as educators and researchers in higher education. It argues that there is a rich, critical, empowering potential within the academy that can be harnessed to counter the neoliberal stance and shape a meaningful contribution to modes of enquiry that deal with complexity and uncertainty in a global world. Drawing on empirical research collected from a global range of academics, this book examines how academics respond to structural challenges. It offers a re-appraisal of the main dynamics underpinning the professional and intellectual engagement of academics in today’s universities to feed a reflection on possible responses to the complex contemporary world with which the academic endeavour is engaged

Barriers to structured diabetes education attendance: opinions of people with diabetes

The UK’s National Institute for Health and Care Excellence (NICE) diabetes guidelines recommend structured patient education with an annual update for every newly diagnosed patient. It is undeniable that patients will need to attend the education sessions in order to reap their benefits, but promoting attendance at diabetes education centres can sometimes be problematic. The aim of this study was to explore the barriers associated with non-attendance at diabetes education sessions in the UK. A qualitative approach was adopted using telephone interviews (n=24) of newly diagnosed patients with type 2 diabetes who failed to attend their appointments following referral from their general practice surgeries. Thematic analysis was used to analyse the data. Researchers found that various personal reasons such as work, childcare problems, bad weather, holidays and ill-health were responsible for non-attendance. The study identified barriers relating to perceived seriousness of the medical condition and potential benefits of attending diabetes education sessions. Additionally, the process of inviting patients had an influence on attendance. Whilst some of the reasons require a simple solution, it may be challenging to mitigate some others