Alex Elwick
Biographic Data
| ID | 1505633 |
|---|---|
| NAME | Alex Elwick |
| GIVEN NAMES | Alex |
| FAMILY NAME | Elwick |
| SIGNATURE | ELWICK A |
| AFFILIATIONS | Middlesex University |
| ORCID | 0000-0002-9930-798X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Balancing securitisation and education in schools
Since the introduction of the Prevent duty across the UK, schools have had to balance the need to fulfil their responsibilities under the duty – often understood to include monitoring and surveillance – with their ultimate purpose to educate their students. This positions teachers within a particular set of tensions about their own beliefs about education, their values, and their roles and relationships with young people and communities. This art…
The impact of the Prevent duty on schools
The UK has emerged as an influential global player in developing policy to counter violent extremism, and therefore it is important to consider the emerging evidence about the impact of this policy in education. The Prevent duty came into force in the UK in 2015, placing a legal responsibility on schools and teachers to implement anti‐terrorist legislation and prevent young people from being drawn into extremism or radicalisation. This article re…
Young children’s experiences of music and soundings in museum spaces
This article considers the value and role of early years music and sound activities in museum spaces – in relation to children themselves, as well as to their families and wider communities. The article reviews literature around early years music and sound activities; early childhood and the museum; and the use of music and sound in museum spaces – reflecting on reconceptualisation’s of the child within museum spaces and in relation to music and …
Valuing diversity in universities
Many of the universities in England publicise statements of their values, separately from other mission statements, aims or goals. This paper compares universities whose value statements contain direct references to diversity, inclusion or equality, with those that do not and seeks to explore whether such values are reflected in these institutions’ student intakes. Although a relatively broad-brush approach, by focusing on the characteristics of …
Identifying an Educational Response to the Prevent Policy
School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article, we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can bui…
The Values of English Universities
In pursuit of quality
This paper aims to critique policy discourses around the pursuit of quality in early years education. Taking England as a focal point, it problematizes the use of the term ‘quality’ and attempts to standardise its meaning; highlighting the disconnect that exists between policy and practice. The paper combines discourse analysis of a small number of key government documents with a series of interviews with early years stakeholders in order to iden…
New forms of government school provision – an international comparison
Driven by a desire to improve academic outcomes and transform ‘failing’ schools, governments around the world have often turned to the development of new forms of state-funded school. This paper looks at three such instances of the introduction of new forms of schooling, within three urban localities (academy schools in London; charter schools and small schools of choice in New York City; and Schools of Tomorrow in Rio de Janeiro). It considers t…
Understanding implicit learning in museums and galleries
Implicit learning, learning we are not aware of, or learning which results inknowledge we do not know we possess or cannot articulate, is often consideredto be a ubiquitous part of life, and yet is rarely studied in real-world contexts. Thispaper presents an attempt to research implicit learning amongst museum andgallery visitors, with the ultimate aim being to understand whether implicit learningtakes place in the museum and how we might begin t…
The Values of English Universities
Identifying an Educational Response to the Prevent Policy
School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article, we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can bui…
New forms of government school provision – an international comparison
Driven by a desire to improve academic outcomes and transform ‘failing’ schools, governments around the world have often turned to the development of new forms of state-funded school. This paper looks at three such instances of the introduction of new forms of schooling, within three urban localities (academy schools in London; charter schools and small schools of choice in New York City; and Schools of Tomorrow in Rio de Janeiro). It considers t…
Valuing diversity in universities
Many of the universities in England publicise statements of their values, separately from other mission statements, aims or goals. This paper compares universities whose value statements contain direct references to diversity, inclusion or equality, with those that do not and seeks to explore whether such values are reflected in these institutions’ student intakes. Although a relatively broad-brush approach, by focusing on the characteristics of …
Young children’s experiences of music and soundings in museum spaces
This article considers the value and role of early years music and sound activities in museum spaces – in relation to children themselves, as well as to their families and wider communities. The article reviews literature around early years music and sound activities; early childhood and the museum; and the use of music and sound in museum spaces – reflecting on reconceptualisation’s of the child within museum spaces and in relation to music and …
Understanding implicit learning in museums and galleries
Implicit learning, learning we are not aware of, or learning which results inknowledge we do not know we possess or cannot articulate, is often consideredto be a ubiquitous part of life, and yet is rarely studied in real-world contexts. Thispaper presents an attempt to research implicit learning amongst museum andgallery visitors, with the ultimate aim being to understand whether implicit learningtakes place in the museum and how we might begin t…
The Values of English Universities
In pursuit of quality
This paper aims to critique policy discourses around the pursuit of quality in early years education. Taking England as a focal point, it problematizes the use of the term ‘quality’ and attempts to standardise its meaning; highlighting the disconnect that exists between policy and practice. The paper combines discourse analysis of a small number of key government documents with a series of interviews with early years stakeholders in order to iden…
New forms of government school provision – an international comparison
Driven by a desire to improve academic outcomes and transform ‘failing’ schools, governments around the world have often turned to the development of new forms of state-funded school. This paper looks at three such instances of the introduction of new forms of schooling, within three urban localities (academy schools in London; charter schools and small schools of choice in New York City; and Schools of Tomorrow in Rio de Janeiro). It considers t…
Balancing securitisation and education in schools
Since the introduction of the Prevent duty across the UK, schools have had to balance the need to fulfil their responsibilities under the duty – often understood to include monitoring and surveillance – with their ultimate purpose to educate their students. This positions teachers within a particular set of tensions about their own beliefs about education, their values, and their roles and relationships with young people and communities. This art…
The impact of the Prevent duty on schools
The UK has emerged as an influential global player in developing policy to counter violent extremism, and therefore it is important to consider the emerging evidence about the impact of this policy in education. The Prevent duty came into force in the UK in 2015, placing a legal responsibility on schools and teachers to implement anti‐terrorist legislation and prevent young people from being drawn into extremism or radicalisation. This article re…
Young children’s experiences of music and soundings in museum spaces
This article considers the value and role of early years music and sound activities in museum spaces – in relation to children themselves, as well as to their families and wider communities. The article reviews literature around early years music and sound activities; early childhood and the museum; and the use of music and sound in museum spaces – reflecting on reconceptualisation’s of the child within museum spaces and in relation to music and …
Valuing diversity in universities
Many of the universities in England publicise statements of their values, separately from other mission statements, aims or goals. This paper compares universities whose value statements contain direct references to diversity, inclusion or equality, with those that do not and seeks to explore whether such values are reflected in these institutions’ student intakes. Although a relatively broad-brush approach, by focusing on the characteristics of …
Identifying an Educational Response to the Prevent Policy
School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article, we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can bui…
Pedagogy (8 works) · Political science (7 works) · Sociology (7 works) · Law (5 works) · Public relations (5 works) · Education Discipline and Inequality (3 works) · Educator Training and Historical Pedagogy (3 works) · Psychology (3 works) · Value (mathematics (3 works) · Art (2 works)