Jane Mcdonnell
Datos Biográficos
| ID | 3943809 |
|---|---|
| NOMBRE | Jane Mcdonnell |
| NOMBRES | Jane |
| APELLIDO | Mcdonnell |
| FIRMA | MCDONNELL J |
| AFILIACIONES | Manchester Metropolitan University |
| ORCID | 0000-0001-7482-748X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Is agonism an anachronism? In defence of conflict-based theories of democracy in education
Agonistic theories of democracy, particularly the work of Chantal Mouffe, have garnered increasing attention in democratic education in recent years. Such approaches have also been met with criticism, however. One recent objection holds that agonism is ill suited to our current, highly polarised, political moment and that its application in education risks exacerbating conflict and division in ways that are detrimental to democratic life. In this…
Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis
Just over a decade on from a spike of interest in Jacques Rancire's writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancire's writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum.Specifically, I argue that Rancire's interventions on the Platonis…
RE teachers and the shifting landscape of values education in England
The promotion of fundamental British values (FBV) and character education in schools can be seen as part of a new policy landscape of values education in England, with significant implications for Religious Education (RE). Research on these policies has tended to emphasise their securitising and constraining effects. This paper shifts attention to teachers’ creative responses to this new policy landscape and the generative contradictions within i…
How do you promote ‘British Values’ when values education is your profession? Policy enactment of FBV amongst teachers of Religious Education, Citizenship Education and Personal, Social and Health Edu…
Research on the promotion of ‘fundamental British values’ (FBV) in English schools has tended to focus on its nationalistic and securitising elements. Its role within a broader, politically conservative shift in values education, both in England and beyond, has received less attention. This paper addresses the latter, reporting on research into FBV with secondary school teachers who already see themselves as values educators. Using life history m…
Political and Aesthetic Equality in the Work of Jacques Rancière
This paper draws on insights from Jacques Ranci`ere’s writingon politics and aesthetics to offer new perspectives on debatesin education and the arts. The paper addresses three debatesin turn; the place o f contemporary art in schools and galleryeducation, the role of art in democratic education and theblurring of boundaries between participatory art andcommunity education. I argue that Ranci`ere’s work helps toilluminate some essentialist assump…
Wigner’s puzzle and the Pythagorean heuristic
Making space for democracy through assessment and feedback in higher education
This paper reports on an action research project into the development of a ‘democratic feedback model’ with students on an education studies programme at a post-1992 university in the UK. Building on work that has explored the dialogic dimensions of assessment and feedback, the research explored the potential for more democratic practice in this area. Although much learning and teaching on the programme in question took a collaborative and dialog…
PFI and the Performative Politics of Dissent
This article reports on an instance of direct political action undertaken in the form of a boycott of a school canteen. The action was staged by students at the school, following redevelopment through a Private Finance Initiative (PFI) project. The young people's experiences of the boycott and its impact on their learning were analysed in the context of a larger, interpretative study exploring the relationships between democratic education and th…
Reimagining the Role of Art in the Relationship between Democracy and Education
Increased attention to the relationship between democracy and education in the UK has been accompanied over the past thirteen years by an interest in how art can be used to promote democratic citizenship.While this approach has led to increased funding for the arts, it is not without its problems,and has often entailed an apolitical and instrumentalist view of both art and education. This paper turns to the political philosophy of Mouffe and Ranc…
The art of democracy’
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather,…
The art of democracy’
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather,…
Political and Aesthetic Equality in the Work of Jacques Rancière
This paper draws on insights from Jacques Ranci`ere’s writingon politics and aesthetics to offer new perspectives on debatesin education and the arts. The paper addresses three debatesin turn; the place o f contemporary art in schools and galleryeducation, the role of art in democratic education and theblurring of boundaries between participatory art andcommunity education. I argue that Ranci`ere’s work helps toilluminate some essentialist assump…
Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis
Just over a decade on from a spike of interest in Jacques Rancire's writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancire's writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum.Specifically, I argue that Rancire's interventions on the Platonis…
PFI and the Performative Politics of Dissent
This article reports on an instance of direct political action undertaken in the form of a boycott of a school canteen. The action was staged by students at the school, following redevelopment through a Private Finance Initiative (PFI) project. The young people's experiences of the boycott and its impact on their learning were analysed in the context of a larger, interpretative study exploring the relationships between democratic education and th…
The art of democracy’
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather,…
Reimagining the Role of Art in the Relationship between Democracy and Education
Increased attention to the relationship between democracy and education in the UK has been accompanied over the past thirteen years by an interest in how art can be used to promote democratic citizenship.While this approach has led to increased funding for the arts, it is not without its problems,and has often entailed an apolitical and instrumentalist view of both art and education. This paper turns to the political philosophy of Mouffe and Ranc…
Making space for democracy through assessment and feedback in higher education
This paper reports on an action research project into the development of a ‘democratic feedback model’ with students on an education studies programme at a post-1992 university in the UK. Building on work that has explored the dialogic dimensions of assessment and feedback, the research explored the potential for more democratic practice in this area. Although much learning and teaching on the programme in question took a collaborative and dialog…
PFI and the Performative Politics of Dissent
This article reports on an instance of direct political action undertaken in the form of a boycott of a school canteen. The action was staged by students at the school, following redevelopment through a Private Finance Initiative (PFI) project. The young people's experiences of the boycott and its impact on their learning were analysed in the context of a larger, interpretative study exploring the relationships between democratic education and th…
Political and Aesthetic Equality in the Work of Jacques Rancière
This paper draws on insights from Jacques Ranci`ere’s writingon politics and aesthetics to offer new perspectives on debatesin education and the arts. The paper addresses three debatesin turn; the place o f contemporary art in schools and galleryeducation, the role of art in democratic education and theblurring of boundaries between participatory art andcommunity education. I argue that Ranci`ere’s work helps toilluminate some essentialist assump…
Wigner’s puzzle and the Pythagorean heuristic
How do you promote ‘British Values’ when values education is your profession? Policy enactment of FBV amongst teachers of Religious Education, Citizenship Education and Personal, Social and Health Edu…
Research on the promotion of ‘fundamental British values’ (FBV) in English schools has tended to focus on its nationalistic and securitising elements. Its role within a broader, politically conservative shift in values education, both in England and beyond, has received less attention. This paper addresses the latter, reporting on research into FBV with secondary school teachers who already see themselves as values educators. Using life history m…
RE teachers and the shifting landscape of values education in England
The promotion of fundamental British values (FBV) and character education in schools can be seen as part of a new policy landscape of values education in England, with significant implications for Religious Education (RE). Research on these policies has tended to emphasise their securitising and constraining effects. This paper shifts attention to teachers’ creative responses to this new policy landscape and the generative contradictions within i…
Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis
Just over a decade on from a spike of interest in Jacques Rancire's writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancire's writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum.Specifically, I argue that Rancire's interventions on the Platonis…
Is agonism an anachronism? In defence of conflict-based theories of democracy in education
Agonistic theories of democracy, particularly the work of Chantal Mouffe, have garnered increasing attention in democratic education in recent years. Such approaches have also been met with criticism, however. One recent objection holds that agonism is ill suited to our current, highly polarised, political moment and that its application in education risks exacerbating conflict and division in ways that are detrimental to democratic life. In this…
Political science (8 obras) · Sociology (8 obras) · Democracy (7 obras) · Law (7 obras) · Politics (7 obras) · Higher education (6 obras) · Pedagogy (5 obras) · Epistemology (4 obras) · Critical Theory and Political Philosophy (3 obras) · Global Educational Policies and Reforms (3 obras)