Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement (Článek, 2012) [University of Maryland, College Park]
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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

Autor Nicky Gregson Pracoviště: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins Pracoviště: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton Pracoviště: High Storrs School, Sheffield, UK; Julie Mackenzie Pracoviště: High Storrs School, Sheffield, UK; Juanita Shepherd Pracoviště: Geographical Association (Sheffield and District Branch), Sheffield, UK
Vydání/formát: Článek Článek : English
Zdroj:Antipode, v44 n2 (March 2012): 343-364
  Recenzováno
Jiné databáze: WorldCatAcademic Search CompleteWorldCat
Shrnutí:
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  Přečíst více...
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Detaily

Typ dokumentu Článek
Všichni autoři/tvůrci: Nicky Gregson Pracoviště: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins Pracoviště: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton Pracoviště: High Storrs School, Sheffield, UK; Julie Mackenzie Pracoviště: High Storrs School, Sheffield, UK; Juanita Shepherd Pracoviště: Geographical Association (Sheffield and District Branch), Sheffield, UK
ISSN:0066-4812
DOI: 10.1111/j.1467-8330.2010.00839.x
Poznámka o jazyku: English
Jednoznačný identifikátor: 5154724820
Poznámky: Number of Figures: 5
Number of Tables: 1
Number of References: 65
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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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