Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement (文章, 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

著者: Nicky Gregson 附属: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins 附属: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton 附属: High Storrs School, Sheffield, UK; Julie Mackenzie 附属: High Storrs School, Sheffield, UK; Juanita Shepherd 附属: Geographical Association (Sheffield and District Branch), Sheffield, UK
版本/格式: 文章 文章 : English
资源:Antipode, v44 n2 (March 2012): 343-364
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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  再读一些...
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所有的著者/提供者: Nicky Gregson 附属: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins 附属: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton 附属: High Storrs School, Sheffield, UK; Julie Mackenzie 附属: High Storrs School, Sheffield, UK; Juanita Shepherd 附属: Geographical Association (Sheffield and District Branch), Sheffield, UK
ISSN:0066-4812
DOI: 10.1111/j.1467-8330.2010.00839.x
语言注释: English
专有的标识符 5154724820
注释: 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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