Now showing items 11-20 of 21
Against Ideology: Democracy and the human interaction sphere
This chapter argues that democracy should not be seen as an ideology and that it is important to to be explicit about why this is the case. Its specific focus is the notion of holistic democracy. A distinction is drawn ...
Staff–student collaboration: student learning from working together to enhance educational practice in higher education
The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six ...
Taking down the wall: sharing perspectives. Student-staff partnership projects in learning and teaching. A practical resource for students and staff
(University of Hertfordshire, 2016-03-30)
Reflective Practice and Early Years Professionalism : Linking Theory and Practice
(Hodder Arnold, 2016-03-25)
Distributed Leadership and Social Justice : Images and meanings from different positions across the school landscape
This paper reports data from a study investigating distributed leadership (DL) and its relationship to social justice and democratic values. The research comprised a case study of a UK secondary school, which describes ...
Democratic Roots: Feeding the Multiple Dimensions of Leadership-as-Practice
This chapter argues that the leadership as practice (L-A-P) perspective on leadership should see itself as having a root in democratic values. The chapter also introduces the notion of “multiple distributions” of leadership ...
Clinical outcomes from The BodyMind Approach™ in the treatment of patients with medically unexplained symptoms in primary health care in England: practice-based evidence
This article builds on Payne (2015) and reports on practice–based evidence arising out of the delivery of a new and innovative service using The BodyMind Approach™ (TBMA) for the treatment of patients with medically ...
Innovative pedagogies: 'It's all about the shoes' - exploring the perspectives of others and ourselves in teacher education
This pedagogical approach aims to facilitate the development of professional empathy through exploring different perspectives. Our ‘walking in different shoes’ approach is drawn from years of experience and is appropriate ...