Using Narrative Research and Portraiture to Inform Design Research

Abstract. Employing an interdisciplinary perspective, this paper addresses how narrative research and portraiture- methods originating from, and commonly used in social sciences- can be beneficial for HCI and design research communities. Narrative research takes stories as a basis for data collection and analysis, while portraiture can be used to create written narratives about interview participants. Drawing on this knowledge, we show how a focus on narrative data, and analysis of such data through portraiture, can be adopted for the specific purpose of enhancing design processes. We hope to encourage design and HCI researchers to consider adopting these methods. By drawing on an illustrative example, we show how these methods served to inform design ideas for digital crafting. Based on our experiences, we present guidelines for using narrative research and portraiture for design research, as well as discussing opportunities and strengths, and limitations and risks

Time for curriculum reform: the case of mathematics

Mathematics education is rarely out of the policy spotlight in England. Over the last ten years, considerable attention has been given to improving 14-19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project. From 2004-10 this project, which was directed by England’s Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14-19 year old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke’s discussion of time-scales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes

On biocoloniality and 'respectability' in contemporary London.

This essay is framed by discussions on the civil unrest in British cities in 2011, the politics of austerity, the mass unemployment of the young, ‘the war on terror’ and ‘radicalisation’ and the vulnerability of the poor and ‘unrespectable’. It advances a concept of biocoloniality and explores ‘respectability’, class and transnational postcolonial urban cultures in contemporary London. The essay argues for a theorisation which can account for how a divided subject produces the effect of an undivided and self-governing ‘core self’ who ‘possesses’ distinguishing ‘biological’ ‘capacities’, ‘psychological’ attributes’ and cultural ‘characteristics’. It considers how this is accomplished through our daily practical activity such as our ‘imaginable’, ‘possible’ sexual desires, everyday practices of reflection, our bodily demeanour and bodily significations. This concept of biocoloniality is composed of two theoretical strands. In ‘on inscription and creolisation’ and in dialogue with a single respondent on ‘respectability’ and ‘beauty’, I entwine disparate theoretical threads from work on biopolitics and governmentality, racialisation, psychoanalysis and postcoloniality and performativity, sexualisation and intersectionality together. I forward a formulation of inscription that can reveal how we inscribe and sculpt our own and other bodies with different ‘capacities’ and ‘qualities’. I then tie strands of work on repetition together and advance a theorisation of reiteration. I consider how we struggle with, overcome and are defeated by ourselves as we reinscribe our own and other bodies. The essay thus considers how it is through in part our daily biocolonial practice that different bodies that are closer to and more distant from notions of the human, the un/respectable, un/desirable, ab/normal, ir/replaceable and expendable come into being and how this unsettles clear distinctions between coloniality and postcoloniality

Adventure revisited:Critically examining the concept of adventure and its relations with contemporary outdoor education and learning

Editorial piece on the impact of mobile technology in a post-Mortlockian era of adventure

The Development of Inclusive Learning Relationships in Mainstream Settings: A Multimodal Perspective

The debate regarding the inclusion of children with Special Educational Needs and Disabilities (SEND) in mainstream education in the UK partly revolves around what makes the classroom environment inclusive. Through the potential offered by the specific qualitative methodologies employed, this study aimed to explore the development of teachers’ pedagogical practices and learning relationships upon the inclusive education of children with special educational needs and disabilities in two primary school classes. The study considered the views and behaviours of primary school pupils with and without special educational needs, primary school teachers and teaching assistants (TAs) in one mainstream school. Drawing on a multimodal approach to discourse analysis to account for the complex relationships between symbolic and non-verbal modes of classroom signification, the study explored how meaning is produced in classrooms and children’s modes of communication, as well as in teachers’ practices. The two classes are compared on the basis of teaching observations, interviews, transcripts of dialogues, and analyses of classroom organisation and decoration. This paper suggests that the greatest influence on the educational and social outcomes of students with special educational needs is the behaviour and practices of the classroom teacher

A raison d'être for making a reggae opera as a pedagogical tool for psychic emancipation in (post)colonial Jamaica

Critical participatory action research is a form of community engagement and knowledge generation which, when represented semiotically, may promote social transformation. In this paper, I describe a critical participatory action research project I undertook as a liberation psychologist and researcher in (post)colonial Jamaica. I summarise a narrative psychological portrait of downpressing produced by analysing participant's relationship to state violence using a voice-centred method of analysis. Denied racism and classism are found to dominate the way in which downpressors relate to others they inferiorise. I discuss the raison d'être for animating the psychology of the downpressor in a performance piece, a reggae opera. Such a piece of community art could be a pedagogical tool for psychic emancipation. Finally, I describe challenges and potentials encountered in an effort to forge an aesthetic synthesis among multiple pieces of conscious art

Breaking the Silence: Providing Authentic Opportunities for Parents to be Heard

Within Western society over the past 30 years a vivid picture has emerged of exactly what a ‘good parent’ looks like. This ideal parent works hard in order to contribute to the economic wellbeing of the nation at the same time as having abundant time for the nurture and educational development of their child. This parent does not question or challenge, but rather silently supports the superior knowledge of researchers, policy makers and educationalists. This parent is ‘valued’ as the child’s first educator, yet, we argue in this piece, has no voice. In this literature-based article we explore the silencing of parents within educational systems and look at the possibility of creating more authentic partnerships between them and educational settings. We challenge notions of parental conformity and instead encourage educational cultures where parents are invited to suggest and challenge, inspire and educate. We look at ways of opening positive channels of communication between parents and educationalists, where knowledge and perceptions of quality can be genuinely shared, recognising and respecting the multiple dimensions of school and family life

A genome-wide association study of marginal zone lymphoma shows association to the HLA region

Marginal zone lymphoma (MZL) is the third most common subtype of B-cell non-Hodgkin lymphoma. Here we perform a two-stage GWAS of 1,281 MZL cases and 7,127 controls of European ancestry and identify two independent loci near BTNL2 (rs9461741, P=3.95 × 10−15) and HLA-B (rs2922994, P=2.43 × 10−9) in the HLA region significantly associated with MZL risk. This is the first evidence that genetic variation in the major histocompatibility complex influences MZL susceptibility