Philip Bamber
Biographic Data
| ID | 161957 |
|---|---|
| NAME | Philip Bamber |
| GIVEN NAMES | Philip |
| FAMILY NAME | Bamber |
| SIGNATURE | BAMBER P |
| AFFILIATIONS | Liverpool Hope University |
| ORCID | 0000-0002-9406-3170 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Learning as development
This ambitious book seeks to conceptualise ‘learning as development’ as a foundational approach to international development. It does so by synthesising interdisciplinary perspectives on learning w
Educating Global Britain
Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to imple…
Hello Central, Give Me Doctor Jazz
Through exchanges within a doctoral supervision, the authors explore a range of dilemmas and challenges for reflexive inquiry. These include the problematic business of naming, the impossibility of objective separation of self from research, the merging of researcher subjectivities, and differences between performance and performativity. We note the educational potential in what can conventionally be considered "unprofessional" approaches to qual…
The transformative potential of international service-learning at a university with a Christian foundation in the UK
This article draws upon the findings of a study at Liverpool Hope University (LHU) into the transformative nature of International Service-Learning (ISL) experiences for student participants. This research is concerned with the implications of these findings for professional practice, in particular how ISL is constructed in Higher Education policy and practice. Recognising the problematic nature of this endeavor, this article responds to a call f…
Educating Global Britain
Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to imple…
Hello Central, Give Me Doctor Jazz
Through exchanges within a doctoral supervision, the authors explore a range of dilemmas and challenges for reflexive inquiry. These include the problematic business of naming, the impossibility of objective separation of self from research, the merging of researcher subjectivities, and differences between performance and performativity. We note the educational potential in what can conventionally be considered "unprofessional" approaches to qual…
The transformative potential of international service-learning at a university with a Christian foundation in the UK
This article draws upon the findings of a study at Liverpool Hope University (LHU) into the transformative nature of International Service-Learning (ISL) experiences for student participants. This research is concerned with the implications of these findings for professional practice, in particular how ISL is constructed in Higher Education policy and practice. Recognising the problematic nature of this endeavor, this article responds to a call f…
Learning as development
This ambitious book seeks to conceptualise ‘learning as development’ as a foundational approach to international development. It does so by synthesising interdisciplinary perspectives on learning w
Educating Global Britain
Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to imple…
Hello Central, Give Me Doctor Jazz
Through exchanges within a doctoral supervision, the authors explore a range of dilemmas and challenges for reflexive inquiry. These include the problematic business of naming, the impossibility of objective separation of self from research, the merging of researcher subjectivities, and differences between performance and performativity. We note the educational potential in what can conventionally be considered "unprofessional" approaches to qual…
Pedagogy (4 works) · Sociology (4 works) · Engineering (2 works) · Engineering ethics (2 works) · Global Education and Multiculturalism (2 works) · Law (2 works) · Political science (2 works) · Qualitative research (2 works) · Social science (2 works) · Tourism, Volunteerism, and Development (2 works)