Search results

The tendency of urban environments to produce anxiety is well documented in a range of theoretical and historical literature, but there is little current work that considers how public spaces might be designed to alleviate anxiety among their users. This paper presents a series of case studies taken from a lighting design project on the Kentish Town Road in north London to show how urban design can create a more psychologically inclusive public realm — one that offers greater psychological comfort — by enhancing the engagement between users of urban spaces and their environment. The argument is presented in the context of broader issues of social inclusion and other current movements in urban design.

The socializing of hate and its saturation on platforms as a resonant and emotional connection online reveal the networked nature of convergent platforms which pump hate as a mechanism of connection and fracture in society in the post-digital age. The violence of hate and negative sentiments online morph to appropriate a multitude of manifestations from cyberbullying and revenge porn to trolling and memes as subversive, denigrative humour. Social media, designed through an architecture for sharing and transaction, distributes hate as a popular sentiment, building connections with disparate communities through the articulation of hate for fellow humans and humanity at large. Trauma induced through hatred and bullying as an active aspect of social media platforms and interactivity distribute sentiments through its excess and disproportionality. This chapter interrogates the sentiment of hate and its workings on social media as a technology of trauma in distributing hate as a form of communion.

This chapter describes a cyclical mentoring model that is designed to scaffold the use of video in a graduate literacy practicum for in-service teachers.

This chapter is organized by (1) an overview of the Literacy Practicum course and the three learning phases and activities within each phase; (2) a description of the mentoring process/procedures during each of the phases, and examples of their impact on teachers’ learning and practice; and (3) a discussion of implications for practice.

Drawing upon recent work in teacher inquiry and reflection, this model provides opportunities for teachers to take increasing ownership of their own professional growth.

The examples in this chapter are anecdotal. But they help to illustrate the processes and procedures in this model, which is described with great detail in order to be useful for pre- and in-service teachers, as well as school-based professional development programs.

The model can be effectively incorporated into both pre-service clinical settings as well as professional development with in-service teachers.

As a potential high impact tool, video analysis of teaching must not be viewed as an incidental approach; rather it must be an integral part of a learning cycle which is committed to student ownership and voice, social engagement, critical inquiry, reflection and integrative learning.

In 1976, in a speech at Ruskin College, Oxford, Prime Minister James Callaghan asked ‘Why is it that such a high proportion of girls abandon science before leaving school?’ (Gillard, 2018). Little has changed over the last 40 years; a recent report from the National Audit Office (2018, p. 28) stated that only 8% of science, technology, engineering and mathematics (STEM) apprenticeships were taken up by women in 2016/2017 and that the shortage of STEM skills in the workforce is a key UK economic problem. However, just as the Aldridge marriage has been the source of considerable interest and the site of significant financial investment in terms of designer kitchens and expensive holidays, so has the issue of ‘girls in science’ been a consistently debated topic and taken up a large chunk of government and industry spending. Research (Archer et al., 2013) suggests that although children enjoy their science experiences in school, too few pupils aspire to a STEM career. It reveals that the pupils most likely to aspire to careers in science are those whose families have high ‘science capital’ which ‘refers to the science-related qualifications, understanding, knowledge (about science and “how it works”), interest and social contacts (e.g. “knowing someone who works in a science-related job”)’ (Archer et al., 2016, p. 3).

Episodes of The Archers are full of scientific talk, from herbal leys to plate meters. This chapter looks at how the science capital in Ambridge is shared. Why is Alice Carter an engineer and not Emma Grundy? Will Kiera Grundy choose physics A level? Who are the female STEM role models? How can the concept of science capital help us to understand the career paths of Ambridge residents? Will the young girls of Ambridge remedy the gender imbalance in STEM careers?

This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's History Month. The emphasis is on history rather than on current women's issues. Most of the materials cited have appeared within the past ten years, but a few important older works are included as well.

Drawing on research findings from an ethnography conducted with young children, exploring notions of difference, identity and peer interactions, this study uncovers how four- and five-year-olds initiated and maintained peer interactions within a linguistically diverse Early Years setting in the North of England.

This study adopted an applied ethnographic approach to gain the emic perspectives of children in the reception class at Sunnyside over a full academic year. Over the course of this school year I spent a day a week with the class undertaking non-participant and participant observations alongside unstructured informal conversations and focused on visual research activities.

Language and identity were closely intertwined in children’s patterns of interaction at Sunnyside. For some children language had a functional value while for others it was a symbolic marker of identity. Similarly, for some children their minority language held valuable linguistic capital while for others their first or home language was viewed as being something to shun. For all the children language was only one factor that played a role in initiating and maintaining their peer interactions at school. These implications will be discussed in this chapter.

Situated in a particular local context, this study provides an in-depth insight into the experiences of a linguistically diverse group of children from North and Sub-Saharan African countries who have come together in a single school setting where Somali and Arabic are the two key languages that are spoken by children in the class. This chapter discusses how these children viewed languages within the classroom context and how other identity markers associated with ethnicity, religion and nationality intersected with language within the context of ‘being friends’ at Sunnyside.

In a village where the (audible) population is fairly evenly split between men and women, where most women of working age are employed or run their own business, where women are even (gasp!) in the cricket team, surely they have better things to talk about than the men in their lives? How often do the women of Ambridge talk about things that aren't the men of Ambridge? And when they do, how long does the conversation last? The Bechdel–Wallace Test was created by Alison Bechdel in her webcomic Dykes to Watch Out For (1985), in which a character says that she will only watch a film that has at least two women in it, who talk to each other, about something other than a man. It is sometimes used as a simplistic measure of the lack of representation (not only of women) in the media. This chapter reports on five months of eavesdropping in Ambridge, using the Bechdel–Wallace Test to investigate gender bias in the Borsetshire countryside. The data show that one-third of the episodes during this period passed the test, while another third did not contain any conversations between women at all. The results include how often individual women speak to other women, which pairs converse most frequently and the main topics of conversation during the analysis period.