Suchergebnisse

This workshop is based on a three-year research project investigating the relative equality and equity in educational systems across the UK, Norway and Denmark. There is a common acceptance that everyone should have equal access and opportunity to education. Indeed this has been the basis of legislation and development work for the past century. Despite this commitment education remains unequally worldwide (Wilkinson and Pickett, 2010). A less understood but equally important concept is that people will need different approaches to education to give them an equitable chance of success (Chapman and West-Burnham, 2010). As a result of narrow and restrictive 'equal' systems, many young people become 'Early School Leavers', 'Drop Outs', or 'Not in Education, Employment or Training (NEET)'. Some commentators state the education system has pushed young people out of schools, rather than young people quitting school (Fine, 2018). We propose an 'equalities literacy' framework reveals such tensions and can inform an alternative approach to education in its broadest sense. This workshop will provide an opportunity to walk through the equalities literacy framework in order to both map your personal experiences of education and in order to use the tool for future practice and research. The Erasmus+ funded team are about to collect the narratives of 250 young people in a participatory action research project. Our challenge will be to achieve an impact with these narratives rather than merely curating them – we will facilitate a conversation on how to move from micro scale research to macro impact to conclude the workshop.

This paper arises from my own guilt at finding myself complicit in the structural violence inflicted on certain groups of people in the world. I find myself complicit on many counts. I watch the news, I witness inequality as I make my way through every day, I read about inequality in books and research, I document inequality through my research with disadvantaged young people. All of these leave me feeling sad, angry, upset, and yet I do nothing. This paper charts my progress from this point in an autoethnographic account.

Introduction: Collaboration was legislated in the delivery of integrated care in the early 2000s in the UK. This research explored how the reality of practice met the rhetoric of collaboration. Theory: The paper is situated against a theoretical framework of structure, agency, identity and empowerment. Collectively and contextually these concepts inform the proposed model of 'collaborative agency' to sustain integrated care. The paper brings sociological theory on structure and agency to the dilemma of collaboration. Methods: Participative action research was carried out in collaborative teams that aspired to achieve integrated care for children, young people and families between 2009 and 2013. It was a part time, PhD study in collaborative practice. Results: The research established that people needed to be able to be jointly aware of their context, to make joint decisions, and jointly act in order to deliver integrated services, and proposes a model of collaborative agency derived from practitioner's experiences and integrated action research and literature on agency. The model reflects the effects of a range of structures in shaping professional identity, empowerment, and agency in a dynamic. The author proposes that the collaborative agency model will support integrated care, although this is, as yet, an untested hypothesis.

Introduction -- Wellbeing and social justice -- Wellbeing from multi-disciplinary perspectives -- Wellbeing from global perspectives -- Wellbeing and critical pedagogy -- Wellbeing, structures and post-structuralism -- Wellbeing and agency -- Wellbeing, empowerment and oppression -- A critical pedagogical approach to tackling sexual exploitation -- A critical pedagogical approach to reducing re-offending -- A critical pedagogical approach to learning and employability -- A critical pedagogical approach to homelessness -- A critical pedagogical approach to social action and leadership -- A critical pedagogical approach to family work -- A critical pedagogical approach to practitioner development -- Critically pedagogical practices -- Conclusion

Practitioners' whose work is driven by emancipatory and socially-just notions often wish to transfer these aims to their research (Fraser, 2009; Lyons and Bike, 2013). However, researchers in the UK can find themselves diverted from these values by neoliberal demands for quantitative impact measurement and 'cause and effect' models in qualitative research (Davies, Nutley and Smith, 2000; Rigney, 2001; H.M. Treasury, 2010; Nesta, 2014). Whilst these methods are valuable in certain settings, they are not congruent with a critical-ethical methodology (Stuart and Shay, 2018). Conducting research that is authentic to practice values may be counter hegemonic to the current culture of measurement, demanding that researchers stand firm in their beliefs and enter the wilds (Brown, 2017). Charting a clear path, from design to delivery, which maintains the socially-just aims that drove the desire to do research in the first place, is a vital task for both established and early career researchers. To do so the researcher engages in a reflexive process to disentangle the enmeshed values, beliefs and practices that shape research. This endeavor will lead to what some call an inequalities imagining (Hart, Hall, Henwood, 2003), cultural sensitivity (Tuhiwai Smith, 2012), a criticalethical approach (Stuart and Shay, 2018), or socially just research (Fine, 2017). The resulting epistemology, ontology and methodology are critically conscious of knowledge democracy, seeking to reveal knowledge that enhances social justice and wellbeing (Maynard and Stuart, 2018). This talk will support you to identify what you value most about your practice and to use this knowledge to create a checklist that mirrors these values throughout your research. This will be a useful tool for developing congruence between theory and practice, supporting radical or unorthodox methods and reducing ethical barriers by setting out a transparent, authentic and explanatory protocol for your socially-just research project. The tensions that may arise in this process provide reflexive insights of key areas for critically conscious practice.

Brathay Trust is a youth development charity in the UK, which has been working with young people for over 65 years. Brathay works in both community and residential youth development settings. This paper presents the current political context in which Brathay is situated in the UK. It then details how the Trust has developed a robust theoretical framework to underpin a non-formal youth development approach. This involved a process of practice based evidence to understand and underpin the delivery of Brathay's work, as well as the challenge of demonstrating impact using evidence based practice. The tensions between practice based evidence and evidence based practice are problematised and implications discussed.

Introduction -- chapter 1. The evaluation context -- chapter 2. Evaluation methodology -- chapter 3. Evaluation ethics -- chapter 4. Types of evaluation -- chapter 5. Power -- chapter 6. Planning evaluations - an overview -- chapter 7. Collecting data to evaluate -- chapter 8. Using mixed methods in evaluation -- chapter 9. Analysing evaluation data -- chapter 10. Writing evaluation reports and presenting to different audiences -- Conclusion

PurposeThis paper proposes a biopsychosocial (BPS) analysis of COVID-19 experiences which enhances understanding of complex and interrelated factors and leads to the proposition of a BPS recovery framework.Design/methodology/approachOnline narrative research was used to explore people's experiences of COVID-19 and was conducted over a four-month period. The call was distributed via a short open-ended qualitative online survey advertised on social media platforms and 305 responses came from across England.FindingsThe findings illustrate people with a narrow range of BPS characteristics experienced over a wide range of BPS impacts which are nuanced, complex and dynamic. Left unaddressed these may create future adverse BPS characteristics. An integrated BPS framework for recovery is proposed to avoid such further negative outcomes from the pandemic.Research limitations/implicationsThe sample contained a bias in age, gender and living arrangements.Practical implicationsThe paper offers a clear framework to enable integrated holistic recovery/regrowth planning.Social implicationsUsing the framework would reduce social and health inequities which have been recently deepened by COVID-19 in the long-term.Originality/valueThe paper is original in its use of a BPS analytical framework.

This paper proposes a biopsychosocial (BPS) analysis of COVID-19 experiences which enhances understanding of complex and interrelated factors and leads to the proposition of a BPS recovery framework. Online narrative research was used to explore people's experiences of COVID-19 and was conducted over a four-month period. The call was distributed via a short open-ended qualitative online survey advertised on social media platforms and 305 responses came from across England. The findings illustrate people with a narrow range of BPS characteristics experienced over a wide range of BPS impacts which are nuanced, complex and dynamic. Left unaddressed these may create future adverse BPS characteristics. An integrated BPS framework for recovery is proposed to avoid such further negative outcomes from the pandemic. The sample contained a bias in age, gender and living arrangements. The paper offers a clear framework to enable integrated holistic recovery/regrowth planning. Using the framework would reduce social and health inequities which have been recently deepened by COVID-19 in the long-term. ; N/A