Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement (文章, 2012) [WorldCat.org]
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Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement
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Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement

作者: Nicky Gregson 有關機構: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins 有關機構: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton 有關機構: High Storrs School, Sheffield, UK; Julie Mackenzie 有關機構: High Storrs School, Sheffield, UK; Juanita Shepherd 有關機構: Geographical Association (Sheffield and District Branch), Sheffield, UK
版本/格式: 文章 文章 : English
資源:Antipode, v44 n2 (March 2012): 343-364
其他資料庫: WorldCatWorldCat
提要:
Abstract:  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year-long research-based collaboration with school teachers and their students involving performance work and the development of decision-making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value  再讀一些...
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文件類型 文章
所有的作者/貢獻者: Nicky Gregson 有關機構: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins 有關機構: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton 有關機構: High Storrs School, Sheffield, UK; Julie Mackenzie 有關機構: High Storrs School, Sheffield, UK; Juanita Shepherd 有關機構: Geographical Association (Sheffield and District Branch), Sheffield, UK
ISSN:0066-4812
語言註釋: English
專有的識別號: 5154724820
註釋: Number of Figures: 5
Number of Tables: 1
Number of References: 65
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摘要:

Abstract:  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year-long research-based collaboration with school teachers and their students involving performance work and the development of decision-making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value

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