Emerging: the impact of the Artist Teacher Scheme MA on students’ pedagogical and artistic practices

The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of the artistic and pedagogical practices of students on a recently established Artist Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the motives and objectives teachers/educators have for undertaking this ATS MA programme, the impact the programme had on their artistic and pedagogical practices and their pupils’ learning; and make recommendations for future development of ATS MA programmes. Through the analysis of questionnaires it was found that the ATS MA’s strength lies in the development of communities of practice and peer support, artist teachers’ renewed confidence in their extended artistic and pedagogical practices, the professional development of artist teachers, and significant development of the art and design curriculum.     

Positioning in groups: a new development in systemic consultation

This article describes a new approach, employing a combination of Positioning Theory and Semantic Polarities, that educational psychologists can use to develop and facilitate change in organisations and groups. Resistance to change can be seen as reflecting a lack of the language that the members of an organisation need to participate effectively in the new discourses that are associated with change. Positioning Theory can be used to develop this new language of participation, which can then be used by all in the organisation or group to agree how development can happen and what their contribution to this would be.     

A Somatic Epistemology for Education

This paper continues the dialogue between David Elkind (2004) and Jamin Carson (2005) on constructivism. The opinions of both writers on this educational theory have been published in recent issues of The Educational Forum.     

Threats,risk and protection work in graduate life science research 1

This paper explores some basic questions about how graduate life science students manage risks in their research and educational careers. Because they work with living systems [cells], they constantly face conditions which threaten to destroy the very objects of their work. More generally, they face organizational circumstances in the laboratory which fundamentally condition the kinds of projects they may develop and, consequently, their progress toward graduation. How do the students identify threats to their research work, learn to protect themselves against risks, and negotiate the development of their educational careers? These issues are addressed by analysing cases in the manufacture of a hybridoma and the development of a Ph.D. research project. The paper offers suggestions about the general relevance of the analysis to the theory of risk in education and everyday life.